clinical health psychology phd programs

Best Clinical Psychology Doctorate Programs

Ranked in 2020, part of Best Health Schools

Clinical psychologists diagnose and treat mental illness

Clinical psychologists diagnose and treat mental illness and psychological disorders. Graduates may find work in private practice, schools and health care facilities. These are the top clinical psychology programs at the Ph.D. and/or Psy.D. level. Each school's score reflects its average rating on a scale from 1 (marginal) to 5 (outstanding), based on a survey of academics at peer institutions. Read the methodology »

• Clear Filters

Clinical Psychology

Mission statement.

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

Information about the Clinical Psychology Graduate Major

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

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

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

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

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

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

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

APA CoA – American Psychological Association Commission on Accreditation

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

Future Accreditation Plans:  

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

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

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

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

Notice to Students re: Professional Licensure and Certification

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

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

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

Clinical Program Policy on Diversity-Related Training 

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

Clinical Program Grievance Policies & Procedures

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

More Clinical Psychology Information

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

• Skip To Main Content
• Report an Accessibility Barrier
• Accessibility

Clinical Health Psychology

On this page…

Thank you for your interest in doctoral studies in Health Psychology at East Carolina University. Our program began in 2007 and endeavors to produce state-of-the-art scientist practitioners in health psychology. The Department of Psychology at East Carolina University offers a Ph.D. program in health psychology with a concentration in clinical health. Our program combines a lifespan approach to understanding health with an emphasis on prevention and care, from primary to tertiary, within mental health and healthcare settings. Students are trained in both research and practice, with practicum experiences in our in-house psychology clinic (PASS Clinic), as well as primary care, and outpatient and inpatient medical settings across medical subspecialties. For example, some program faculty provide psychological services in medical clinics, such as cardiology, family medicine, and pediatrics, accomplishing fully integrated psychosocial care with ongoing medical care.

We believe the training program at East Carolina University is among the most innovative in the country with training as a clinical psychologist and an emphasis on health psychology in clinical medical settings. We hope you agree and will consider East Carolina for your future studies. Tomorrow Starts Here. Tomorrow Starts Here.

Please note: The GRE General Test will not be required by the Department of Psychology for the 2023-2024 admission cycle (i.e., for students applying for Fall 2024 enrollment). The department is piloting the elimination of the GRE requirement effective with the Fall 2021 application cycle.

Go Pirates!

-Robert A Carels, Ph.D., MBA, Director of Clinical Training

About the Clinical Health Concentration

The Clinical Health concentration will train psychologists in the science of psychology, as well as train them to deliver clinical services in settings such as primary health care hospital teams, rehabilitation, psychiatry, oncology, cardiology, geriatrics, pain clinics, sleep medicine, pediatrics, health maintenance organizations, community mental health agencies, and in the private practice of health psychology.

Graduates of the Clinical Health concentration will:

• be competent in the assessment of a biopsychosocial factors affecting an individual’s overall health and well-being including psychological, cognitive, behavioral, social, environmental, and biological/physical factors;
• be skilled in developing and delivering psychological interventions to promote prevention and wellness and treat psychological conditions that affect health and illness;
• be skilled in a broad range of psychological interventions and techniques, ranging from psychotherapy to targeted interventions such as stress-management, relaxation training, biofeedback, health promotion, and problem solving therapy;
• be skilled in collaboration, consultation, and teamwork, which are essential to working within a multidisciplinary team of health professionals such as medical doctors (e.g. family medicine, psychiatry, neurology, cardiology), nurses, physician assistants, occupational therapists, physical therapists, exercise physiologists, nutritionists, social workers, counselors, speech-language pathologists, and public health professionals;
• be expert in contemporary research so as to rigorously conduct and apply scientific methods to understanding health and illness and be able to select and evaluate clinical treatment strategies based on established scientific knowledge and empirical support.

The clinical health concentration at East Carolina University is accredited by the American Psychological Association as a clinical psychology program.  The clinical health concentration is based on a mentorship model. Students are commonly admitted to perform research with a specific faculty mentor.  The mentorship model allows for a rich training experience.

Additional information about our our policies regarding student selection, program preparation, and admission policies can be found in our FAQs .

Specialty training in clinical neuropsychology is also available for interested doctoral students.

Specialty Training in Clinical Neuropsychology Information

Virtual Admissions Interview Day

In response to the COVID-19 pandemic and risks associated with travel and large group gatherings, the clinical health concentration Admissions Interview Day will be virtual this year. We look forward to seeing your application.

Please note: The GRE General Test will not be required by the Department of Psychology for the 2022-2023 admission cycle (i.e., for students applying for Fall 2023 enrollment). The department is piloting the elimination of the GRE requirement effective with the Fall 2021 application cycle.

Application deadline for the fall of 2024 is December 1, 2023.

Interview day for the fall of 2024: Friday, January 26, 2024

Visiting day for candidates offered admission to the class of 2024: Friday, February 16, 2024 (alt. February 23, 2024)

Graduate Psychology Education Training Grant Awarded

In 2019, the Departments of Psychology and Family Medicine at ECU were awarded a $890,000 Graduate Psychology Education (GPE) Program grant from the Health Resource and Services Administration (HRSA) to train doctoral-level psychologists to provide integrated, interdisciplinary, behavioral health and Opioid Use Disorder and other Substance Use Disorder prevention and treatment services.  The Departments of Psychology and Family Medicine were also recipients of this award in 2016.

Primary Integrated Care Training Grant Information (PDF)

Receive additional information about clinical health program and the grant: Clinical Psychology Program

National Distinctions and Student Success in Doctoral Training in Clinical Health Psychology

The clinical health concentration is accredited by the American Psychological Association as a clinical psychology program and is one of seven programs in the United States focused primarily on health psychology.

Clinical health psychology faculty currently hold awards from both federal funded agencies, such as NIH, as well as industry funded studies. ECU has a 93% placement rate in accredited internships. Examples of sites include: Brown University, University of Florida, Duke University, Cherokee Hospital Systems, etc.  Check out some of our students research accomplishments.

How we integrate Diversity and Inclusion into our Program

The clinical health concentration is committed to providing an inclusive and welcoming environment for all members of our community. Consistent with this principle, trainers and trainees do not discriminate on the basis of age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, or socioeconomic status in the services provided at the training clinic or practicum site. We are committed to a training process that ensures that graduate students develop and adopt a multicultural framework in their professional life. It is acknowledged that developing knowledge, skills, and attitudes to work effectively with a diverse public who embody intersecting identities (including differing attitudes, beliefs, and values) is a lifelong process. Therefore, multicultural training is evident across our coursework and through invited speakers, workshops, and research presentations.

Training Recent trainings included a workshop on cultural humility, entitled Cultural Humility: Engaging Diverse Identities in Therapy. Additionally, our federally-funded training (HRSA) graduate psychology training grant in conjunction with the Family Medicine Department makes significant contributions to our diversity training. These experiences prepare students to work with a wide-range of populations in both their clinical work and research.

Research We have faculty with expertise in multicultural research issues to help foster student growth in these areas and we believe that research is enriched when diversity is considered at all levels of conceptualization, design, and analyses.

Committees To complement these experiences, we have an active Department Diversity Committee, made up of faculty and students. One of its most recent projects was to develop an assessment tool for assessing the cultural competence of the built environment in the Psychology Department and to assess the racial/ethnic diversity competence of the Psychology Building.

Pipeline We also play an active role in increasing the diversity of the graduate psychology applicant pool by hosting an annual Graduate Psychology Diversity Pipeline event to make students from underrepresented racial and ethnic minority groups aware of our graduate programs and how best to become competitive for admission.

We hope you will consider joining us in these endeavors.

Accreditation

The clinical health concentration at East Carolina University is accredited by the American Psychological Association as a clinical psychology program. In our most recent site visit, we were accredited for the maximum duration, ten years. Our next site visit will be in 2031. The APA Office of Program Consultation and Accreditation is located at the following address:

APA Office of Program Consultation and Accreditation 750 First Street NE Washington DC 20002-4242 202-336-5979

For additional information, please contact:

Dr. Robert A Carels, PhD, MBA, ABPP, FSBM Professor and Director of Clinical Training Department of Psychology East Carolina University Greenville, NC 27858 252-737-5070 [email protected] 

Consumer Information Disclosures: Does the Health Psychology PhD (Clinical Health & Pediatric School concentrations) at ECU meet educational requirements for licensure in different states within the USA?

Criminal Background Checks: Having a history of criminal charges may impact a student’s ability to participate in selected community practica and obtain licensure in some states. The Clinical Health Concentration requires all incoming students to have a background check completed during the Fall semester of your 1st year. If the background check reveals a history of criminal charges, students may be prevented from participating in selected practica and in some instances continuing in the program.

Technical Standards: Earning a degree from the Clinical Health Psychology concentration requires mastery of a coherent body of knowledge and skills. Doctoral students must acquire substantial competence in the discipline of clinical psychology as specified in the American Psychological Association (APA) Standards of Accreditation and must be able to relate appropriately to clients/patients, fellow students, faculty and staff members, and other health care professionals. Combinations of cognitive, behavioral, emotional, intellectual, and communication abilities are required to perform these functions satisfactorily. These skills and functions are not only essential to the successful completion of the Clinical Psychology Doctoral Program, but they are also necessary to ensure the health and safety of clients/patients, fellow students, faculty and staff members, and other health care providers. In our APA-accredited program, we are committed to a training process that ensures that graduate students develop the knowledge, skills, and attitudes to work effectively with members of the public who embody intersecting demographics, attitudes, beliefs, and values. When graduate students’ attitudes, beliefs, or values create tensions that negatively impact the training process or their ability to effectively treat members of the public, the program faculty and supervisors are committed to a developmental training approach that is designed to support the acquisition of professional competence. We support graduate students in finding a belief- or value-congruent path that allows them to work in a professionally competent manner with all clients/patients. For some trainees, integrating personal beliefs or values with professional competence in working with all clients/patients may require additional time and faculty support. Ultimately though, to complete our program successfully, all graduate students must be able to work with any client placed in their care in a beneficial manner. Professional competencies are determined by the profession for the benefit and protection of the public; consequently, students do not have the option to avoid working with particular client populations or refuse to develop professional competencies because of conflicts with their attitudes, beliefs, or values.Learn more about the Technical Standards that the clinical Health Psychology concentration considers essential for successful completion of its curriculum beginning on page 68 of their Doctoral Handbook

Go to Charlotte.edu

Prospective Students

• About UNC Charlotte
• Campus Life
• Graduate Admissions

Faculty and Staff

• Human Resources
• Auxiliary Services
• Inside UNC Charlotte
• Academic Affairs

Current Students

• Financial Aid
• Student Health

Alumni and Friends

• Alumni Association
• Advancement
• Make a Gift

PH.D. Program in Health Psychology

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

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

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

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

Program Description

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

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

Important Information for Applicants

Application deadline.

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

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

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

Office of Program Consultation and Accreditation / American Psychological Association

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

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

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

Health Psychology is dedicated to conducting basic and applied research examining the contribution of biological, psychological, behavioral, social, cultural, and environmental factors to health and illness.

Health Psychology builds from principles and theories of other areas of psychology, biology, health, and social sciences. Health psychologists are concerned with promotion and maintenance of health, the prevention and treatment of illness across the lifespan, and improvement of systems that promote and maintain health.

A particular emphasis of the Health Psychology program is on the development, implementation, and evaluation of prevention and treatment interventions that involve multiple disciplines. The program has links with other colleges, departments, and programs in the University including the College of Health and Human Services, College of Education, and the Gerontology Program which allows students to select health courses across disciplines.

The Health Psychology doctoral program at UNC Charlotte offers students an opportunity to obtain their Ph. D. in Health Psychology in one of three concentrations: General, Clinical, or Community.

Admission Requirements

Applicants are expected to have a minimum of 18 credit hours of coursework in psychology, including Introductory Psychology and Research Methods, coursework in undergraduate statistics, excellent scores on the GRE Exam, and an excellent academic track record as demonstrated by undergraduate or graduate grade point averages.

Additionally, students who succeed in the Health Psychology program are hardworking, competent, disciplined scholars with interests in the science of Health Psychology and other health-related fields.  Students must demonstrate intellectual curiosity and a passion for the science of psychology.  It is important for student applicants to determine if their professional interests are well matched to the expertise of our faculty members.

Documents to be Submitted for Application for Admission

Applicants are expected to complete an application online to the Graduate School. The application also must include transcripts of all completed academic work, an official score on the GRE exam, three letters of reference from persons, preferably psychologists, who can speak to the applicant’s promise as a doctoral student, a two page statement of professional goals and research interests, and a current resume or CV. International students must submit official TOEFL or IELTS test scores. Minimum score required for the TOEFL: of at least 557 on the written test or 83 on the computer-based test. Minimum overall band score required for the IELTS is 6.5. All tests must be taken within the last two years.

Admission Assessment

Admissions reviews are conducted by faculty in each concentration.  The deadline for all application materials is November 15.  Review of applications typically occurs in January, interviews in February, and admissions offers typically made in March.

Degree Requirements

For the General and Community concentrations, 75 and 78 credit hours (post-baccalaureate), respectively, are required.  All coursework taken at UNC Charlotte that counts toward the Ph.D. is at the 6000 level or above.  The majority of the coursework is at the 8000 level.  For the Clinical Health concentration, which enables students to become eligible for licensure as a Health Services Provider, 85 credit hours (post-baccalaureate) are required. 

Each concentration’s curriculum has 5 major components:

• Core Health Psychology
• Research Methodology and Analytics
• Concentration (General, Clinical, or Community)
• Interdisciplinary Content

Specific requirements within each component vary by concentration.  

General Concentration (72 credit hours)

Core health psychology courses (12 credit hours).

• HPSY 8200 - Health Psychology I (3)
• HPSY 8201 - Health Psychology II (3)
• HPSY 8243 - Diversity in Health Psychology (3)
• PHIL 8240 - Research Ethics in the Biological and Behavioral Sciences (3)

Research Methodology and Analytics Courses (27 credit hours)

• HPSY 8102 - Research Design and Quantitative Methods in Psychology (3)
• HPSY 8103 - Basic Quantitative Analyses for Behavioral Sciences (3)
• HPSY 8262 - Practicum in Health Psychology (1 to 3) (minimum 3 credit hours and up to 12 credit hours allowed)*
• HPSY 8899 - Readings and Research in Psychology (1 to 4) (minimum 3 credit hours and up to 6 credit hours allowed)*
• HPSY 8999 - Doctoral Dissertation Research (1 to 9) (minimum 3 credit hours and up to 9 credit hours allowed)*

* A maximum of 12 credit hours of HPSY 8899    or HPSY 8999    combined are allowed.

Advanced Methodology Courses

Select three of the following:

• HLTH 8221 - Qualitative Research in Behavioral Sciences (3)
• HLTH 8222 - Qualitative Research II: Theory Generation and Analysis in Behavioral Sciences (3)
• HLTH 8281 - Measurement and Scale Development (3)
• HLTH 8282 - Health Survey Design and Research (3)
• HLTH 8602 - Communicating and Disseminating Research (1)
• HPSY 8104 - Advanced Quantitative Analyses for Behavioral Sciences (3)
• HPSY 8145 - Applied Research Design and Program Evaluation (3)
• OSCI 8650 - Research Methods Seminar in Organizational Science (3)
• PPOL 8665 - Analytic Epidemiology (3)

Concentration Courses (12 credit hours)

• HPSY 8601 - Foundations in Psychology I: Physiological, Cognitive, and Affective Basis of Human Behavior (3)
• HPSY 8602 - Foundations in Psychology II: Developmental, Community, and Social Basis of Behavior (3)
• HPSY 8603 - Experimental Research Seminar (1) (A total of 6 credit hours are required.)*

Interdisciplinary Courses (12 credit hours)

Select four of the following:

• COMM 6000 - Topics in Communication Studies (3) (Narratives of Health and Illness; Gendered Bodies; Interpersonal Process in Health Contexts)
• GRNT 6600 - Current Issues in the Diverse Experiences of Aging (3)
• HLTH 6227 - Community Health Planning and Evaluation (3)
• HLTH 8220 - Theories and Interventions in Behavioral Science (3)
• HPSY 8155 - Community Psychology (3)
• HPSY 8255 - Community Interventions (3)
• HPSY 8455 - Practicum in Community Psychology (1 to 3)
• HSRD 8000 - Topics in Health Services Research (1 to 4)
• HSRD 8202 - Healthcare Systems and Delivery (3)
• KNES 6285 - Advanced Cardiopulmonary Physiology (3)
• NUDN 8202 - Community Epidemiology (3)
• NURS 6115 - Health Policy and Planning in the U.S. (3)
• PPOL 8661 - Social Organization of Healthcare (3)
• PPOL 8663 - Health Policy (3)
• SOCY 6090 - Topics in Sociology (3)
• GRNT 6210 - Aging and Public Policy (3)
• or   MPAD 6210 - Aging and Public Policy (3)
• HSRD 8203 - Economics of Health and Healthcare (3)
• or   PPOL 8667 - Economic of Health and Healthcare (3)

Elective Courses (9 credit hours)

Select three courses from the following:

• PSYC 6113 - Physiological Psychology (3)
• PSYC 6115 - Sensation and Perception (3)
• PSYC 6116 - Cognition (3)
• PSYC 6124 - Psychology of Aging (3)
• PSYC 6130 - Social Psychology (3)
• PSYC 6216 - Introduction to Cognitive Science (3)
• PSYC 6999 - Thesis (1 to 3) (up to 6 credits allowed) (if student is co-enrolled in an M.A. in Psychology program)
• HPSY 8260 - Topics in Health Psychology (3) (Mindfulness)

Clinical Concentration (85 credit hours)

Core health psychology (12 credit hours).

• HPSY 8107 - Ethical and Professional Issues in Psychology (3)

Research Methodology and Analytics Courses (21 credit hours)

• or   OSCI 8650 - Research Methods Seminar in Organizational Science (3)
• HPSY 8899 - Readings and Research in Psychology (1 to 4) (minimum 1 credit hour and up to 3 credit hours allowed)**
• HPSY 8999 - Doctoral Dissertation Research (1 to 9) (minimum 3 credit hours and up to 9 credit hours allowed)* *

** A maximum of 9 credit hours of HPSY 8899    or HPSY 8999    combined are allowed.

Advanced Methodology Course

Select one of the following:

• PPOL 8000 - Topics in Public Policy (1 to 4) (Categorical Data Analyses)

Concentration Courses (43 credit hours)

Clinical courses (37 credit hours).

• HPSY 8050 - Topics in Psychological Treatment (3)
• HPSY 8141 - Intellectual Assessment (4)
• HPSY 8142 - Personality Assessment (4)
• HPSY 8150 - Introduction to Psychological Treatment (4)
• HPSY 8151 - Behavior Disorders (4)
• HPSY 8240 - History and Systems of Psychology (3)
• HPSY 8245 - Clinical Supervision and Consultation in Psychology (3)
• HPSY 8450 - Practicum in Clinical Psychology (1 to 3) (12 credit hours; at least 6 credit hours to be completed in residence in the program)
• HPSY 8550 - Internship (0)

Breadth Courses (6 credit hours)

Interdisciplinary courses (9 credit hours).

• COMM 6000 - Topics in Communication Studies (3) (Narratives of Health and Illness)
• HLTH 6228 - Social Determinants of Health (3)

Community Concentration (78 credit hours)

Research methodology and analytics courses (18 credit hours).

• HPSY 8899 - Readings and Research in Psychology (1 to 4) (minimum 1 credit hour and up to 3 credit hours allowed)***
• HPSY 8999 - Doctoral Dissertation Research (1 to 9) (minimum 3 credit hours and up to 9 credit hours allowed)***
• PSYC 8355 - Community Research Practicum (3)
• or   HPSY 8455 - Practicum in Community Psychology (1 to 3)

*** A maximum of 9 credit hours of HPSY 8899    or HPSY 8999    combined are allowed.

• HPSY 8099 - Topics in Psychology (3) (Measurement and Scale Development)

Concentration Courses (15 credit hours)

• HPSY 8455 - Practicum in Community Psychology (1 to 3) ****
• or   PSYC 8355 - Community Research Practicum (3) ****

**** A total of 6 credit hours of practicum are required.

Interdisciplinary Courses (18 credit hours)

Select six of the following:

Elective Courses (15 credit hours)

Select five of the following:

• HPSY 8099 - Topics in Psychology (3) (Developmental Psychology)
• PSYC 6999 - Thesis (1 to 3) (up to 6 credit hours allowed) (if student is co-enrolled in an M.A. in Psychology program)

Degree Total = 72-85 Credit Hours

Grade requirements.

Graduate students must have a 3.0 GPA in the courses on their degree plan of study in order to graduate.  More than two grades of C or one U results in termination from the program.

Plan of Study

Students develop a plan of study with their advising committees.

Graduate Course Requirements

Doctoral courses are numbered at the 8000 level.

The curriculum has 4 major curricular components:

Specific requirements within each component vary by concentration. Specifics can be found in the graduate handbook of the program.

Student Advising

Students are assigned an advisor before the first semester. Students in consultation with the advisor create an advising committee constituted by three health psychology faculty. The student meets with the committee regularly for issues of professional development and guidance in the program. Students may change advisors with permission of the Program Director.

Other Requirements

• Master’s thesis or second year research project
• Written comprehensive project prior to beginning dissertation research

Dissertation

• Year-long, pre-doctoral internship (Clinical concentration students only)

Time Limits for Completion

Students are admitted for full-time study only. Students entering the doctoral program post-baccalaureate must complete their degree, including the dissertation, within nine years. Full-time students must meet benchmark requirements each year to maintain their status as a doctoral student. Part-time students also must meet benchmark requirements that occur approximately every two years. These benchmarks are intended to help students achieve their goal of completing the doctorate in a timely manner.  See the Health Psychology Student Handbook for a detailed description of the timeline for completing programmatic milestones.

The graduate school has specific requirements that students should be familiar with. Please see the relevant sections of this Catalog for specific details.

Second Year Project

The second year project is meant to immerse students in a practical research experience that will help them develop skills to conduct independent research projects.  Students are expected to develop and carryout this project under close supervision from their primary academic advisor.  A manuscript that follows the format of typical empirical articles in psychology and should be turned into the student’s primary advisor and members of their advisory committee.

Comprehensive (Qualifying) Project

Qualifying projects are meant to demonstrate broad competence as a scholar in the disciplines of Health Psychology, interdisciplinary health, and the concentration-specific discipline (General, Clinical, or Community).  The Comprehensive Project results in a practical product that demonstrates integration of knowledge from these three areas.  In addition, it provides an opportunity to strengthen and develop a student’s skills, as specified by their advisory committee.  Projects are identified via a collaborative process, involving the student and their committee. The Comprehensive Project acts as the gateway into the 4th year and dissertation.  Students must pass their Comprehensive Project successfully to continue in the program.

Each student’s advisory committee, in consultation with the Program Director, tailors the content and format of the Comprehensive Project with attention to the student’s professional goals.  The Comprehensive Project process includes three main components: written project, brief integrative paper, and oral presentation.

Students must complete their second year research projects prior to proposing the comprehensive project, must have at least a 3.0 GPA, must not be on probation, and must have removed any conditions placed upon them at the time at admission. Comprehensive Projects should be in process no later than the third academic year in the program. Comprehensive Projects must be completed successfully before students may rise to doctoral candidacy and propose their dissertation project

Doctoral Committee

The doctoral committee is formed after successful completion of the qualifying project. The student must complete the graduate student petition to create the committee. The committee must include at least three members of the health psychology faculty as well as the Graduate School-appointed Graduate Faculty representative.

The dissertation must be successfully proposed and defended before being undertaken. The major advisor directly supervises the student on the dissertation project with support from the dissertation committee. See Graduate School policies regarding dissertations. Additional information regarding the dissertation project can be found in the Health Psychology Student Handbook .

Application for Degree

Each student should make application for their degree by completing the online Application for Degree through Banner Self Service no later than the filing date specified in the University Academic Calendar .

Research Opportunities

Students in health psychology are expected to engage in collaborative and independent research activities. Many opportunities are available through the program, including experience in qualitative and quantitative research methods. Many Health Psychology faculty members engage in grant funded research and opportunities exist for research assistantships.

Transfer Credit

The maximum amount of transfer credit that a Ph.D. student may count towards a doctorate is 30 credit hours.  The student’s advising committee recommends transfer credits that are consistent with the student’s program of study to the Graduate School for approval.

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

Psychology, PhD (Clinical)

On this page:.

Clinical psychology is the psychological specialty that provides continuing and comprehensive mental and behavioral health care for individuals and families; consultation to agencies and communities; training, education and supervision; and research-based practice.

Program Description

Degree Awarded: Psychology, PhD

There are multiple training models in Clinical Psychology (Scientist-Practitioner, Practitioner-Scholar, Clinical Science) and these models reflect the relative focus on research and clinical training. The Clinical Psychology Program at ASU adheres to the Clinical Science training model, which is the most research focused. Thus, although students in our program receive excellent clinical training, the focus is on producing Clinical Scientists who will work in setting that take full advantage of their research as well as clinical skills (e.g., Academia, Medical Centers, VA Hospitals). 

Our mission is to prepare students for professional careers in a variety of settings where they engage in research, teaching, or clinical supervision; and who make contributions to clinical science by disseminating research findings and scholarship. Within this general mission of providing high-quality, science-based training, we strive to prepare a significant number of graduates who establish careers in academia and research institutes where they have primary responsibilities for conducting research that advances clinical science and for teaching new generations of clinical scientists. 

The success of our students in meeting program goals is evident based on a) the high rate of students matching in APA accredited internships (40 of 40; 100% in the past 7 years), b) our recent graduates’ success in passing the national licensing exam (100% based on publicly available data from ASPPB), and the high percentage of our recent graduates who have obtained licensure (39 of 44; 88.6% of our recent graduates who are 5 or more years beyond graduation). Although we continue to emphasize high quality clinical training and strongly believe in the reciprocal nature of research and clinical training, we identify with the “Clinical Science” training model based on the long-term goals of our program which are primarily to train clinical scientists rather than individuals who elect to work as full-time practitioners. Outcomes of our alumni survey (students at least five years post-graduation) provide support for our success in achieving Clinical Science outcomes, with 40 of 44 (90.9%) making scholarly/research contributions since graduation from our program.

Our data on graduates from the past 10 years show diversity in their professional activities that is consistent with our clinical science training and special emphases that can be acquired at ASU.  Among those beyond postdoctoral training (n = 54), 40.7% are in academic settings, 33.3% are in clinical or combined research and clinical positions in medical schools/centers, VA hospitals, or other hospital settings, 22.2% are in other practice environments such as mental health centers or private practices, and 3.7% are in government settings (e.g., public health, DoD). These data suggest that our training leads to career trajectories that are consistent with the program’s philosophy and goals.

The Psychology PhD program in the clinical psychology training area is:

• based upon a clinical science model of training;
• fully accredited  by the American Psychological Association (APA) and the Psychological Clinical Science Accreditation System (PCSAS);
• a member of the Academy of Psychological Clinical Science;
• a PhD (doctoral) program only;
• designed so that students who were admitted with a bachelor’s degree can finish the requirements in six years including a one-year, full-time internship;
• organized to allow students to begin practicum training in the program’s second year;
• best able to serve the educational needs of students with deep interests in empirical research; and
• highly competitive — in the last several years we have admitted between 3 and 10 new students per year from a pool of 200 to 300 applicants.

IMPORTANT: To be considered for this PhD program, you must complete the application through ASU's online portal AND submit your material through  Slideroom

Important links:

Faculty   Data and Resources   Financial Support   Research Labs

Student Handbook

Concentrations

Focus Areas

The Clinical Training Program has three areas of emphases in which students may elect to participate:  health psychology ,  child clinical psychology,  and  community/prevention .

Thus, the descriptions that follow are designed to give you an idea of the available curricular choices.

Child Clinical Area of Emphasis

The child clinical area of emphasis provides training in the etiology, assessment, treatment and prevention of childhood disorders. A major focus is on the prevention of child mental health problems among children and families under stress. Thus, most of our child clinical faculty also participate in our community-prevention area of emphasis. Table of Child Clinical Faculty. 

Health Psychology Area of Emphasis

Clinical students with interests centering on the interface of psychology and medicine may select Health Psychology as an area of emphasis. In our program, health psychology is broadly interpreted to encompass the theoretical, methodological, and/or procedural (treatment and prevention) contributions from contemporary psychology that bear upon the existing and emerging problems of modern medicine.  Table of Health Psychology Faculty.

Community/Prevention Area of Emphasis

We define the Community/Preventive area of emphasis to include theory, research methods, and interventions that are designed to prevent the occurrence of mental health, substance use or other problems, and to promote healthy adaptation in a range of social environments. Students study theoretical issues such as the influence of stress and coping, family processes, acculturation and cross-cultural issues, neighborhood influences, and economic hardship on the development of mental health or substance abuse problems. Students also become involved in the development, implementation, and evaluation of preventive interventions to promote healthy adaptation for children in a range of high-risk situations. Foci of preventive interventions include children of divorce, inner-city ethnic minority children, bereaved children, and school-based programs.  Table of Community/Prevention Clinical Faculty. 

Diversity, Equity, Inclusion and Belonging

The Psychology Doctoral Program at Arizona State University embraces the University’s charter encouraging diversity, equity, and inclusion in all aspects of our program.  We strive to create a community that reflects and celebrates the diversity of society-at-large because we believe it is essential to attaining academic excellence, professional development, and personal growth. To that end, we are dedicated to training early career scientists from diverse backgrounds, and we encourage applications from students from backgrounds historically underrepresented in the sciences, including but not limited to BIPOC, LGBTQIA+, first generation college students, and those from lower socioeconomic backgrounds.

Coursework for the doctoral program is to some extent, determined by APA requirements. For more detailed information about the program's curriculum and milestones or to see a sample schedule, students should view the current Clinical Student Handbook. Once admitted, we require students to be continuously enrolled full-time, excluding summer sessions, until all degree requirements have been met.

A minimum of 84 hours is required. 

Courses and electives

The coursework for each student is individualized and based upon the student's previous training, research goals and mentor. All students are required to complete 27 credit hours of core courses that cover the scientific and technical foundations of clinical psychology. Students will also choose elective courses that more closely align to their specific focus area. In order to satisfy program accreditation, students will take one course in biological bases of behavior, social bases of behavior, cognitive bases of behavior, affective bases of behavior and in human development. Additional requirements include two ATM courses are required which involve integrated science-professional training and are taught by departmental faculty in timely and specific clinical and community modalities.

At a Glance

• Location:  Tempe campus
• Second Language Requirement:  No

Degree Requirements

The 84-hour program of study includes a written comprehensive exam, an oral comprehensive, a prospectus and a dissertation. Prospective doctoral candidates should have a passion and interest in clinical psychology, have demonstrated research skills in a senior thesis, have a minimum of a 3.00 cumulative GPA.

Student Admissions, Outcomes & Other Data  

Accreditation Status

ASU's Public Disclosure on Licensure Statement

Admission Requirements

Our selection of new doctoral students is based on several factors:

• academic excellence;
• strong undergraduate preparation in psychology;
• experience in conducting psychological research;
• compatibility with research interests of our faculty;
• evidence of strong research skills; and
• personal characteristics that are suitable for teaching and the provision of psychological services to the public.

In addition to significant research experience, successful applicants should have an undergraduate grade point average of B+ or better and compelling letters of recommendation. Specific information about application procedures can be found on the  doctoral admissions  pages.

We also seek a balance of students who have interests in our three research emphases: child clinical, health, and community/prevention. It has been our experience that most of our students will choose one of the three specialty areas which represent domains of faculty interest as well as clinical or preventive specialties for which an employment demand now exists. However, specialization is not a program requirement. Some students might begin a particular emphasis but later decide to move in a different direction. 

Required Core Content (27 units)

Required Core Courses:  Courses covering the scientific and technical foundations of clinical psychology, as well as clinical practica include:

• PSY 530 Analysis of Variance (Intermediate Statistics)
• PSY 531 Multiple Regression
• PSY 573 Psychopathology
• PSY 578 Developmental Psychopathology (required for child emphasis only)
• PSY 600 Clinical Research Methods
• PSY 574/591  Psychotherapy or Child and Family Therapy
• PSY 780  Psychological Assessment or Assessment Advanced Treatment Methods (ATM)
• PSY 591 Clinical Interviewing and Ethics
• Practicum I and II 

Electives (6-27 units)

Electives:  Various courses, seminars, and practica of the students’ choosing are included in this category and are used to satisfy additional program requirements.

Required Accreditation Courses (6-27 credit hours)

In order to satisfy requirements for program accreditation, students are also required to take at least one course each in:

• Biological Bases of Behavior:  PSY 591 Psychopharmacology  or  PSY 591 Biological Bases of Behavior  or  PSY 591 Advanced Neurobiology of Cognition
• Social Bases of Behavior:   PSY 550 Advanced Social Psychology: Interpersonal Processes  or  PSY 551 Advanced Social Psychology: Intrapersonal Processes
• Cognitive Bases of Behavior:   PSY 535 Cognitive Processes  or  PSY 591 Embodied Cognition  or  PSY 541 Research in Cognitive Development.*
• Affective Bases of Behavior:   PSY 591 Emotions  or  PSY 542 Social Emotional Development*  or  PSY 591 Emotional Development*  or  PSY 591 Emotions, Stress and Health  or  PSY 598 Socio-emotional Development
• Human Development:  PSY 541 Research in Cognitive Development*  or  PSY 542 Social Emotional Development*  or  PSY 591 Emotional Development*  or  PSY 591 Children’s Peer Relationships  or  PSY 591Resilience Processes in Development  or  PSY 598 Developmental Transitions.

*PSY 542 and PSY 591 can only be used to either fulfill the Affective Bases of behavior requirement OR to fulfill the Human Development requirement. PSY 541 can only be used to fulfill the Cognitive Bases of behavior requirement OR the Human Development requirement.

• History and Systems:  PSY 591 History of Psychology  or  PSY 591 Clinical Issues Seminar: History and Systems of Psychology

Substantive Curriculum (6-27 credit hours)

Other Course Requirements:  Two ATM courses are required which involve integrated science-professional training and are taught by departmental faculty in timely and specific clinical and community modalities.

• PSY 780  All topics listed as ATMs in Psychology.  The Assessment ATM also meets the requirement for Psychological Assessment
• PSY 501  Supervised Teaching (can count for 1 of 2 ATMs)

Master's Thesis and Research (12 credit hours) - For Master's in passing

• PSY 592 - Master's Research (6 credit hours) Independent study in which a student, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a thesis or dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript
• PSY 599 - Master's Thesis (6 credit hours) Supervised research focused on preparation of thesis, including literature review, research, data collection and analysis, and writing.

Dissertation and Research (18 credit hours)

• PSY 792 Dissertation Research (6 credit hours) Independent study in which a student, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript.
• PSY 799 Dissertation (12 Credit Hours) Supervised research focused on preparation of dissertation, including literature review, research, data collection and analysis, and writing.

Sample Schedule: General

Listed below is a sample schedule. Note that, although we outline a five-year sequence in which the degree can be completed, most students finish the degree in six years including internship.

Sample Schedule: Clinical Child Emphasis

SAMPLE SCHEDULE:  CHILD CLINICAL EMPHASIS

Listed below is a sample schedule for students who chose a child clinical emphasis. Note that, although we outline a five-year sequence in which the degree can be completed, most students finish the degree in six years including internship.

Financial Support

The Department of Psychology typically pays ASU tuition for full-time doctoral students with 20 hour-per-week graduate teaching or research assistantships. Tuition and fee information can be found on the ASU's  general tuition webpage .

An appointment as a 50% Graduate Teaching Assistant (TA) for the 2024-2025 academic year (9-month TA) provides financial support in the form of a stipend in the amount of $24,586 for the academic year.

Fellowships and awards

Doctoral students are encouraged to apply for fellowships through the National Institutes of Health  National Research Service Award  program and through the National Science Foundation's  Graduate Research Fellowship Program . Other funding opportunities exist within specific areas of study and doctoral students should explore these possibilities with their faculty advisor/mentor.

In addition to government and external organizational fellowships, the Department of Psychology currently offers  graduate scholar awards  of $1,500 each to two students in any psychology doctoral program area in any year of study. Made possible by the generous donations of department faculty and others, these awards are intended to recognize the accomplishments of students who are demonstrating overall excellence in the psychology doctoral program. Excellence will be judged with respect to contributions to psychological science; and/or the teaching of psychology; and/or community involvement reflecting application of psychological knowledge. The deadline for all application materials, including a letter of support from a psychology faculty member, is typically mid-March.

Two other fellowship awards are also available to the department's doctoral students through endowed scholarships: The Robert B. Cialdini Dissertation Project Prize and the Martha E. Bernal Memorial Scholarship Award Endowment. Doctoral students in the developmental psychology and social psychology may similarly apply for endowed fellowships within their program areas.

Financial aid

There is no financial aid available through the department although such aid is available through the ASU Financial Aid and Scholarship Services; visit their  site  to explore financial aid opportunities.

Next Steps to Attend ASU

Learn about our programs.

Request information

Apply to a program

Visit our campus.

Schedule a visit

Global Opportunities

With over 250 programs in more than 65 countries (ranging from one week to one year), study abroad is possible for all ASU students wishing to gain global skills and knowledge in preparation for a 21st-century career. Students earn ASU credit for completed courses, while staying on track for graduation, and may apply financial aid and scholarships toward program costs.

Request Information

If you have questions related to admission, please  click here  to request information and an admission specialist will reach out to you directly.

Ph.D. in Psychology: Clinical

Wayne State's Ph.D. in Clinical Psychology offers intensive training in clinical neuropsychology and child/adolescent clinical psychology, with additional opportunities in clinical health psychology, clinical/community psychology, substance abuse/dependence and trauma psychology. Our extensive network of affiliated faculty and facilities provides research and clinical training in many other areas, including infant mental health, gerontology, rehabilitation, forensics and primary care.

View program faculty

View curriculum

Request info

Our students are prepared first as psychologists, second as clinical psychologists and third as clinical psychologists with specific expertise. Thus, all students receive a) discipline-specific knowledge in the broad areas of psychology, b) didactic and clinical training in psychopathology, ethics, assessment and intervention across the age range and with diverse populations and c) focused training in a specific minor area or concentration.

Our clinical psychology graduates routinely take positions of leadership and innovation in dealing with clinical problems within the context of the individual, family and community. Our urban setting and commitment to addressing the needs of the underserved allow us to offer clinical training and research opportunities in numerous clinical settings with a wide variety of health problems across a broad spectrum of socioeconomic, ethnic and cultural populations.

Ever since its initial accreditation by the APA in 1960, the Wayne State University Ph.D. program in clinical psychology has been widely recognized as a leader in the scientist-practitioner tradition. We proudly follow that model, as we educate highly skilled psychologists who competently provide a broad range of professional services, contribute to scientific development by conducting research and disseminate knowledge effectively by educating and training others.

View student admissions, outcomes and other data

Fall 2024 incoming class

We expect to recruit seven or eight new students into the clinical psychology program for fall 2024. These core clinical psychology faculty are open to recruiting new graduate students:

• Christopher Trentacosta
• Emily Grekin
• Mark Lumley
• Valerie Simon

In addition, these faculty in other areas of the Department of Psychology are open to mentoring the research of graduate students who are in the clinical psychology program. Students working with one of these faculty have a clinical area faculty member on their mentoring team to serve as a clinical area advisor:

• Olivenne Skinner
• Ty Partridge

These clinical psychology faculty are not recruiting students:

• Douglas Barnett
• John Woodard
• Lisa Rapport

Note that the GRE General Test and psychology subtest will be accepted as optional or supplementary material to your application for fall 2024 admission. You may submit one or both sets of scores for consideration if you wish. We will review all applications, with or without GRE scores.

Our admissions interviews will be scheduled for mid to late February 2024. We have not yet decided whether interviews will be held in person or remotely. If interviews are remote, applicants who are offered admission will be able to visit the campus prior to making their decision if they wish.

View graduate admissions info

Concentrations in clinical psychology

Our program has long been a national leader in clinical neuropsychology training. We are affiliated with APA Division 40 (neuropsychology) and provide education that is consistent with the Houston conference guidelines for training in clinical neuropsychology. Our program collaborates with Wayne State's Institute of Gerontology and is a member of the Council of Professional Gerontology Training Programs.

Students interested in this concentration are expected to complete courses in the biological basis of behavior, clinical neuropsychology, neuropsychological assessment and may take other courses such as neuroscience and neuroanatomy. These students receive clinical neuropsychology training at various placements in the Detroit area, such as the Rehabilitation Institute of Medicine, Ann Arbor VA, the University of Michigan Medical Center, Beaumont Hospital, Henry Ford Hospital and Children's Hospital, where they are supervised by neuropsychologists. Research related to neuropsychology is usually mentored by Drs. Lisa Rapport or John Woodard (and occasionally by Peter Lichtenberg ) and for those interested in child/pediatric neuropsychology, by Dr. Sarah Raz .

Our program is a member of the Clinical Child and Pediatric Psychology Training Council (CCaPPTC) . Students who wish to pursue a career working with children or adolescents typically complete advanced courses in child psychopathology and various courses related to developmental psychology.

A dual-title Ph.D. in Infant Mental Health is also available. Students receive clinical training at the Children's Center, General Pediatric and Adolescent Medicine (GPAM), Project Challenge at Children's Hospital, Hawthorn Center, The Guidance Center and several private or group practices run by our alumni. Student research in child clinical psychology is usually mentored by Drs. Douglas Barnett , Christopher Trentacosta or Valerie Simon , as well as developmental psychologist, Marjorie Beeghly .

Other training foci

Our program is a member of the Council of Clinical Health Psychology Training Programs (CCHPTP). Students who wish to pursue careers in medically-oriented settings or health-related problems typically will take Health Psychology I and II and Biological Bases of Health Psychology. These students receive clinical training (and often conduct outside research) at Beaumont Family Medicine, Henry Ford Hospital, Beaumont Pain Clinic and Wayne State Life Stress Center. Student research in health psychology is usually mentored by Dr. Mark Lumley as well as social health psychologist, Dr. Samuele Zilioli .

Students wishing to focus on community-based problems such as homelessness, poverty, serious mental illness and related issues will usually complete Community Psychology or Theories and Methods of Program Evaluation, as well as courses outside the department (e.g., public health). These students receive clinical training in setting such as the Michigan Forensic Center, the Wayne State Counseling and Psychological Services center and local community mental health organizations. Student research is usually mentored by Dr. Paul Toro .

Students interested in this topic usually conduct research with Dr. Emily Grekin and possibly with other departmental faculty such as social psychologists Antonia Abbey , Catalina Kopetz , or Tim Bogg . Clinical training is typically conducted at Wayne State's Tolan Park Substance Abuse Program, which usually includes clinical research opportunities. Coursework in addictions can be taken in the psychiatry department.

General info

Majoring in clinical psychology encompasses:

• Discipline-specific knowledge about the biological, social, cognitive, affective and developmental bases of behavior, along with the history of psychology.
• Profession-wide competencies, including professional ethics, psychopathology, psychological assessment, psychological interventions, supervision and consultation and research methods and statistics.
• Clinical training at our in-house Psychology Clinic , external placements and an accredited predoctoral internship
• Research training in faculty laboratories and sometimes at external training sites.

All of the above are conducted with substantial exposure to and training in individual and cultural diversity, ethical and legal standards and communication and interpersonal skills.

Admission to our clinical psychology Ph.D. program is competitive. Each year, we receive about 200 to 250 applications, interview about 35 applicants and admit about 10 to 14 applicants to obtain an incoming class of seven or eight students. Admitted applicants' undergraduate (or master's program) GPAs are always above 3.0 (and usually much higher) and they show evidence of strong language and writing skills as well as quantitative abilities (e.g., good grades in statistics or other math courses or evidence or statistical skill in their research).

Although we are a scientist-practitioner program, we are more research-oriented than many programs that follow this model; thus, experience in conducting research and interest in continuing to do so are vital and weighed heavily in admissions . Student match with our program's philosophy and with specific faculty research areas are also very important considerations. Potential applicants should consider the interests and expertise of our faculty, compare them to their own educational goals and discuss this in their personal statement as well as identify potential mentors of interest on the application portal .

Three letters of recommendation should provide us with valuable information about applicants' past level of achievement, their potential for excellence in academic, research, clinical settings and their emotional and interpersonal maturity to become a clinician.

It's important to note that we review applicants' entire portfolio to obtain a holistic picture of their backgrounds and unique characteristics . We seek applicants who demonstrate not only strong academic, research and clinical potential, but also initiative, resilience and leadership characteristics. We seek applicants who are committed to improving the lives of urban populations, including ethnic/racial minorities and the socioeconomically disadvantaged.  We also encourage applications from individuals whose backgrounds are under-represented in clinical psychology .

The program is year-round, intensive and full-time ; students often spend 60+ hours per week in program-related activities. Most of our students spend five years in residence before conducting a year-long internship in their sixth year, at the end of which they graduate. Students entering with a master's degree in psychology may spend one year less in the program (i.e., four years in residence and one year on internship). The department strives to ensure that all students who are making good progress are funded (a stipend plus almost all of their tuition) for the first four years and students are routinely funded in their fifth year as well.

The Clinical Psychology Graduate Student Handbook provides extensive information about our program. We invite you to review this to learn more about our program. Applicants who are made an offer of admission to our program are expected to read this handbook and endorse its content (including ethics policies) as a condition of admission.

As a member of the Council of University Directors of Clinical Training (CUDCP), our program adheres to CUDCP's policies and guidelines for graduate school admissions, offers and acceptance. For additional information about these policies, see the summary of CUDCP policy . More information about clinical psychology and application tips also can be found at clinicalpsychgradschool.org , offered by CUDCP.

The Ph.D. program in clinical psychology at Wayne State University is accredited by the Commission on Accreditation of the American Psychological Association through 2028. Questions related to the program's accredited status should be directed to the Commission on Accreditation:

American Psychological Association Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 202-336-5979, [email protected]

Career insights

This tool provides a broad overview of how major selection can lead to careers and is provided without any implied promise of employment. Some careers will require further education, skills, or competencies. Actual salaries may vary significantly between similar employers and could change by graduation, as could employment opportunities and job titles.

Alia Allen , academic services officer III [email protected] ,  313-577-2823

• Skip to Content
• Skip to Main Navigation
• Skip to Search
• Degrees & Programs

Clinical Psychology - Doctor of Philosophy (Ph.D.)

The Ph.D. in Clinical Psychology is an Indiana University degree offered in the Department of Psychology. Due to the recent separation of Indiana University and Purdue University , students admitted in Fall 2024 and later earn an Indiana University degree, whereas students admitted prior to Fall 2024 earn a Purdue University Degree.

The Ph.D. in Clinical Psychology prepares students for careers as researchers, educators, direct service providers, and administrators. Although the program provides strong clinical training, its primary emphasis is on the methods of behavioral science, and the program offers unusually rich opportunities for research and training.

The program requires a full-time commitment for six years of study, including completion of six academic semesters of course work, a minimum 800 hours of practicum experience, a master’s thesis, a preliminary examination to admit a student to doctoral candidacy, a dissertation, and a one-year internship. In addition to the core course work in clinical psychology, students take additional courses, gain focused research experience, and gain practicum experience across our three areas of emphasis: clinical health psychology, diversity science, and dual diagnosis (severe mental illness/psychiatric rehabilitation and substance use). The program has a strong commitment to diversity, equity, and inclusion, as seen in our community, coursework, practicum placements, and research. The program is accredited by the American Psychological Association and is a member of the Council of Clinical Health Psychology Training Programs.

Program details » Learn about the program's goals and objectives, core faculty, training emphases, and more.

Requirements

Read the requirements in the academic bulletin. Choose the bulletin year corresponding to your first term.

• 2023–2024
• 2022–2023
• 2021–2022
• 2020–2021
• 2019–2020
• 2018–2019

Offered at IUPUI by School of Science

Offered on campus

Career Services

See our PREPs page.

More information

Learn more about this degree program

Program details

The Clinical Psychology Ph.D. program subscribes to a clinical science model of clinical training. As such, students seeking strong research training, in conjunction with  evidence -based practicum experiences, would be the most desirable students for the program.

Program highlights

• Unique programmatic focus areas: health psychology, diversity science, and dual diagnosis (severe mental illness and substance use)
• High publishing productivity of students and faculty
• Cutting edge, grant-funded research
• Located on the primary academic health sciences campus for the state of Indiana, with active collaborators and clinical supervisors in the IU School of Medicine and nearby hospitals
• Students receive prestigious recognitions and awards
• Diverse range of community-based clinical practicum opportunities, tailored to your interests
• 100% APA-accredited internship match rate in the past 10+ years (compared to 81% national average of Clinical Ph.D. programs)
• Emphasize diversity, equity, and inclusion in our community and research
• Nestled in the urban city of Indianapolis; low cost of living (12% below national average) allows enjoyment of great restaurants, parks, museums, and events on a graduate student budget
• Welcoming culture of collaboration and collegiality among students and faculty

Goals & objectives

The Ph.D. Program in Clinical Psychology was designed to integrate the assessment and intervention strategies of evidence-based clinical psychology with health/rehabilitation psychology's emphasis on optimizing the adaptation of persons with chronic, disabling medical conditions. Our program addresses the psychological and social consequences of mental and physical health conditions. As researchers, we study behaviors, experiences, and attitudes of persons with disabilities and illness; develop and assess theoretical models that attempt to understand how behavior, health, and illness interact; and develop and evaluate treatment approaches. As practitioners, we assess individuals and their environments, plan and implement interventions, and monitor the success of this work. The program emphasizes the acquisition of the methods, theories, and knowledge of behavioral science along with the practitioner skills of clinical psychology.

The program embraces a series of three overarching goals and seven subsidiary objectives for training. The goals and objectives are outlined below. Upon graduating from the program, students will be able to demonstrate a high level of competence in each of these areas.

Goal 1: To produce graduates who are capable of making independent contributions to the scientific knowledge base of clinical psychology

• Objective 1A: Students will demonstrate knowledge in the breadth of scientific psychology, including historical perspectives of its foundations and development.
• Objective 1B: Students will demonstrate knowledge in the theory, methodology, and data analysis skills related to psychological research
• Objective 1C: Students will demonstrate the ability to generate new scientific knowledge and theory related to the field of psychology.

Goal 2: To produce graduates who can competently integrate the science and practice of clinical psychology and can provide evidence-based services

• Objective 2A: Students will acquire knowledge and skills in the assessment of individual strengths and weaknesses, as well as the diagnosis of psychological problems and disorders.
• Objective 2B: Students will acquire knowledge and skills in the conceptualization, design, implementation, delivery, supervision, consultation, and evaluation of evidence-based psychosocial interventions for psychological problems and disorders.

Goal 3: To produce graduates who demonstrate they can conduct themselves in culturally sensitive and ethical ways in the science and practice of clinical psychology

• Objective 3A: Students will demonstrate sensitivity, knowledge, and skills in regard to the role of human diversity in the research and practice of clinical psychology.
• Objective 3B: Students will demonstrate a working knowledge of the APA ethical code and will demonstrate their ability to apply ethical principles in practical contexts.

Core faculty

Program leadership.

Melissa Cyders, Ph.D. Director of Clinical Training

As the Director of Clinical Training, I oversee the management of the clinical psychology program, including student recruitment, retention, and development. I am also responsible for day-to-day management of the program, communication with our accrediting body, and working with other program faculty and leadership to ensure students develop and meet competency milestones while enrolled in our program.

Kendra Stewart, Ph.D. Assistant Director of Clinical Training

As the Assistant Director of Clinical Training, I oversee the clinical training for the program, including practicum development, placement, and quality control. I also work with other faculty to ensure students clinical training meets program guidelines and goals.

Deanna Barthlow, Ph.D. Director of the Clinical Psychology Mental Health Center

As Director of the Clinical Psychology Mental Health Center , I oversee the day-to-day operations of the center, provide supervision and training to first-time and advanced clinical trainees, and make all administrative decisions for the center. I work with other faculty and leadership to ensure students are prepared for external advanced practicum placements.

Core Faculty Mentors

My primary research area is the role of emotional experiences and impulsivity in risk processes for a wide range of maladaptive health behaviors, including alcohol use, drug use, gambling, risky sexual practices, sexting, and eating disorders.

I am planning to recruit a new graduate student for my research laboratory for Fall 2024.

Veronica Derricks, Ph.D.

My research program focuses primarily on understanding the psychological mechanisms that perpetuate disparities in health and academic outcomes.

Adam Hirsh, Ph.D.

My lab conducts research on the biopsychosocial aspects of pain and functioning in humans. We study providers of pain care, patients who experience pain, and healthy laypersons.

I am not planning to recruit a new graduate student for my research laboratory for Fall 2024.

India Johnson, Ph.D.

My body of work examines evidence-based interventions to promote the success of singly and multiply marginalized persons across a variety of organizational environments.

John H. McGrew, Ph.D., Emeritus

My current interests can be broadly classified into three areas: evidence-based community treatments for persons with severe mental illness, mental health system change and assessment, and autism.

I am no longer recruiting graduate students into my research laboratory.

Kyle S. Minor, Ph.D.

My focuses on identifying clinical risk markers of psychosis and implementing interventions for individuals at risk for or diagnosed with Schizophrenia-spectrum disorders. The long-term goals of my research program are to develop instruments that accurately assess psychotic symptoms and create interventions to improve the lives of people with psychosis.

Catherine Mosher, Ph.D.

My primary research interests are: (1) developing, evaluating, and disseminating psychosocial interventions for cancer patients and their family caregivers; and (2) identifying demographic, medical, and social predictors of physical and psychological health outcomes in cancer patients and their family caregivers. My recent projects have focused on novel applications of Acceptance and Commitment Therapy for these populations.

Kevin Rand, Ph.D.

Currently, my research is focused in several health-relevant populations, including people with cancer, people experiencing clinical pain, and women experiencing pelvic health concerns (e.g., dysmenorrhea, pelvic organ prolapse, hot flashes). I am interested in understanding how people cope with their illnesses and how these coping efforts influence psychological adjustment (especially symptoms of depression and anxiety) and future treatment decisions. More generally, I investigate how people think about and pursue goals in their lives, how they cope with goal disruptions, and how these goal pursuits influence people's mental and physical health. I am a core faculty member of the RESPECT center, which is a collaborative, interdisciplinary group of researchers and clinicians who are interested in the science of palliative and end-of-life care across the lifespan.

Michelle P. Salyers, Ph.D.

My broad area of research interest is psychiatric rehabilitation, focusing on skills and supports to help adults with severe mental illnesses achieve recovery goals. I am currently working on projects related to two main areas: 1) shared-decision making to help people collaborate more effectively with their treatment providers; and 2) enhancing well-being of treatment providers to help reduce burnout and turnover, while also improving quality of care.

Jesse Stewart, Ph.D.

I conduct research examining the influence of negative emotions (e.g., depression, anxiety, and hostility/anger) on the development of cardiovascular diseases, such as heart disease and hypertension. I also investigate the role of cardiovascular responses to stress in the development of cardiovascular diseases.

Tamika Zapolski, Ph.D.

My primary research focus is on understanding important factors related to risk of drug use among youth and developing interventions to help mitigate risk for future use among youth. Although many of the findings based on the research from my lab are universal, applicable across ethnic groups, I do pay particular focus on understanding cultural factors that are influential in elevating risk of drug use among African American youth.

Wei Wu, Ph.D.

I am interested in developing, improving, and evaluating statistical methods that are useful in clinical research. My research has been primarily focused on the methods to analyze missing data such as multiple imputation methods for continuous and categorical data, and methods to analyze change such as growth curve modeling, as well as methods to probe possible causal effects such as cross lagged panel models. I am also interested in efficient designs for longitudinal research.

John C. Guare, Ph.D. , Assistant Director of Clinical Training

Emphasis: Health Psychology

As the Assistant Director of Clinical Training, I oversee the clinical training for the program, including practicum development, placement, and quality control. Although I do not maintain a program of research, my interests are in health psychology, diabetes, and obesity.

Emphasis: Severe Mental Illness

Degree requirements

Students are required to complete a minimum of 90 semester hours of graduate work.

Clinical Psychology (18 credit hours)

Courses include two semesters each of intervention and assessment; coursework in ethical, cultural, and legal issues in clinical psychology; and psychopathology.

Statistics and Methods (15 credit hours)

Two courses in basic statistical techniques, one course in research methods, one course in systematic review and meta-analysis, and an additional advanced statistical analysis course.

Psychology Breadth (6 credit hours)

Two integrated breadth courses: one examining cognitive, affective, and social aspects of behavior and one in developmental neuroscience.

Clinical Practicum (12 credit hours)

A minimum of 800 hours of supervised training with hands-on experience in assessment and intervention. First clinical practicum experience occurs in our Mental Health Center, providing intensive training and supervision. Subsequent practica occur in local clinical and healthcare settings.

Minor (6 credit hours)

Two courses in diversity science and applied techniques.

Professional Development (5)

Courses include a first-year professional development seminar, a teaching seminar, area meetings, advanced clinical intervention trainings, and an advanced professional development seminar.

Electives (12 credit hours)

Four courses of the student’s choice from the psychology department or from other departments within the university, pending approval of the student’s plan of study committee.

Master's Thesis (3 credit hours)

Dissertation (9-18 credit hours), clinical internship (0-2 credit hours).

A minimum of 2000 hours of supervised training at an approved site.

General Psychology Core (12 credit hours)

One course in each of the four core areas (biological, cognitive-affective, social, and psychopathology).

Statistics and Methods (12 credit hours)

Two courses in basic statistical techniques and one course each in measurement theory and research design.

A minimum of 800 hours of supervised training in local clinical and healthcare settings with hands-on experience in assessment and intervention.

Electives (9 credit hours)

Three courses of the student’s choice from the psychology department or from other departments within the university, pending approval of the student’s plan of study committee.

Teaching Experience (1-2 credit hours)

A teaching seminar and supervised experience.

Admission requirements

Degrees are conferred through the Indiana University system. Entering students must meet the minimum admission requirements of the Graduate School of Indiana University and departmental requirements.

We are particularly interested in receiving applications from persons with a strong commitment to research, scholarly work, and a scientific perspective. Previous research experience or the completion of an undergraduate research project is seen as particularly positive (but not required). We value a broad liberal arts or science-based undergraduate education as the foundation for graduate study. We take a balanced approach to admission, and relative weaknesses in one area may be balanced by strengths in others. The clinical psychology program is committed to creating a diverse, equitable, and inclusive learning environment for its students; persons with disabilities and underrepresented individuals are encouraged to apply.

Admission to the program is competitive and only under unusual circumstances will students be considered for admission who fail to meet these standards:

Bachelor's degree

All applicants must have a bachelor's degree from an accredited institution. You do not need a master's degree to apply.

An undergraduate and graduate grade point average of 3.2 or higher on a 4-point scale. The mean GPA of students admitted between 2014-2020 is 3.81.

Submission of GRE test scores is optional – applications with and without GRE scores will be given equal consideration. Scores are used in the overall evaluation process by the area to determine preparation for graduate training, but there is no minimum score required and all credentials are considered by the admissions committee. Only valid GRE scores are accepted; test scores are valid for five years after the testing year in which you tested (July 1-June 30).

Psychology GRE

The Psychology GRE is optional, but not required.

Undergraduate Prerequisites

Except in unusual circumstances, students admitted to the program are expected to have completed at least 15 credit hours in psychology. Although there are no specific undergraduate course prerequisites for program entry, students without coursework in the following areas will likely be at a disadvantage when taking some of the required courses: 1) research methods, 2) statistics, and 3) abnormal psychology. Students without preparation in these areas may be asked by their instructors to complete some remedial activity prior to enrolling in the graduate course (e.g., reading an undergraduate text or taking an undergraduate course).

International students English proficiency requirements

As an international applicant, you must take the Test of English as a Foreign Language (TOEFL) unless you have a bachelor's degree from a predominantly English-speaking country . You must have a minimum total score of 80  on the internet-based test (subscore minimums must also be met: Reading-19, Listening-14, Writing-18, Speaking-18). For more information, visit the Office of International Affairs website.

Application deadline

December 1 st (Students admitted for fall enrollment only). To be considered for admission, all application materials must be received by the deadline.

Application review & selection process

Completed applications received by the application deadline are reviewed in December or early January by the Admissions Committee, consisting of the core faculty. After the folders are reviewed individually by a subset of the Committee, a meeting is scheduled in which an initial pool of candidates is selected. Candidate selections are made using the following criteria: research experience, GPA, strength of undergraduate education, GRE scores (optional), and letters of recommendation. The compatibility of student interests with those of the faculty and the program emphasis (i.e., health psychology, diversity science, severe mental illness, substance use research) is strongly considered.

Candidates are then interviewed by faculty and staff during a day-long zoom interview, usually scheduled in January or February. Candidates also meet individually and as a group with current graduate students. Alternative interviews may be conducted if the applicant is unable to attend the interview day.

Following the interviews, the Committee meets again to make final selections. The candidates are then rank-ordered with primary selections and alternates. Candidates who are recommended by the Admissions Committee are then contacted by email, with acceptance letters sent to the applicants. Following American Psychological Association Guidelines, applicants must communicate whether they accept the offer for admission by April 15. The rank-order list of accepted applicants provides the next individual who will be offered acceptance into the program if an initial offer is rejected. Finally, the selections are sent to the Graduate School at West Lafayette for final approval. Candidates offered admission may be offered an opportunity to attend admissions open house prior to making an enrollment decision.

Each year approximately 4-8 applicants are admitted by the Admissions Committee, with all the faculty committee members participating in the selection process. The exact number of admitted students is determined by a consideration of (1) qualifications of applicants; (2) capacity to provide quality training to all students; and (3) capacity to provide assistantships or other sources of support for all new and current students. Because more qualified applicants apply to the program than can be admitted, the first criterion has not been the limiting factor. The second criterion assumes a ratio of no more than 6 students to each core faculty. With 9 current core faculty who mentor research, the maximum capacity is approximately 56 students. As a practical matter, financial support is currently the most salient limiting factor. Taking into consideration fellowship, grant, and departmental support, we anticipate 4-8 students can be brought in annually.

Offers & acceptances policy

The Clinical Psychology Program follows the policy of the Council of University Directors of Clinical Training (CUDCP).

Student admissions, outcomes, and other data

View student admissions, outcomes, and other data for the Clinical Psychology Ph.D. program »

Training emphases

The program provides training emphases in three areas:

• clinical health psychology
• diversity science
• dual diagnosis (severe mental illness/psychiatric rehabilitation and substance use)

This is accomplished by completing advanced courses, selecting targeted practicum experiences, and engaging in research in these areas. The Department of Psychology, the IUPUI campus, and the city of Indianapolis provide numerous research and clinical opportunities and a rich environment to pursue these interests. The Department of Psychology has ongoing funded projects in all three areas and provides for a vibrant climate of scholarly activity. Superb practicum placement opportunities are also readily available in all three areas and complement the vigorous research experiences and the advanced courses offered.

Clinical Health Psychology

Clinical health psychology is both an applied and a basic science, traditionally focusing on four areas: health promotion and maintenance, prevention and treatment, etiology and correlates of health, illness, and dysfunction, and the health care system and the formulation of health care policy. A clinical health psychologist is a clinical psychologist who specializes in the application of psychological knowledge to the understanding of health and illness through basic and clinical research, education, and clinical service activities. Related areas are behavioral medicine and health psychology. This training emphasis area will prepare students to enter the field as researchers, practitioners, and/or administrators in a variety of settings, including universities, medical schools, hospitals and medical centers, clinics, private practice, and government agencies.

Diversity Science

Diversity science examines issues related to diversity, equity, and inclusion, including stigma, differential access to resources, and poorer physical and mental health outcomes that disproportionately affect minoritized populations. This minor provides coursework that examines the historical influences, social structures, and contemporary practices that produce disparities across several sectors in society, as well as strategies and interventions to mitigate and prevent such disparities.

Dual Diagnosis

The co-occurrence of substance and alcohol use and severe mental illness is common and requires a focus on prevention, early identification, and specialized intervention. Individuals with severe psychiatric disorders (such as schizophrenia and bipolar disorder) often have ongoing problems in community functioning and require a set of practices aimed at assisting such individuals to achieve personal life goals and full integration into the community. Similarly, substance and alcohol use disorders have mortality rates and societal costs and are often difficult to treat. Students interested in dual diagnosis are exposed to new research and clinical training related to evidence-based practice and have an opportunity to work with nationally recognized leaders in the field. Research practices span from neuroimaging, neurocognitive measurements, ecologically momentary assessment, laboratory-based oral and intravenous alcohol studies, qualitative methods, school-based interventions, and large-scale longitudinal survey methods. Students often participate in research collaborations and practicum training through the ACT Center of Indiana, the Roudebush VA, PARC center for early psychosis, the Indiana Alcohol Research Center, the Indiana School of Medicine Adolescent Division, the Addiction Neuroscience Program, the Indiana University Addictions Grand Challenge Program, and a T32 training grant housed in the Department of Psychology focused on training on research in alcohol use.

Mental Health Center

The Mental Health Center is an in-house training clinic for the IUPUI Clinical Psychology PhD program. Services are provided by doctoral students from the PhD program in Clinical Psychology at IUPUI. They will be supervised by a licensed clinical psychologist.

We serve IUPUI students (undergraduate, professional, and graduate) with clinically significant but less severe/urgent behavioral health and wellness-related needs with individual and group therapy.

We also aim to serve IUPUI students and community members who need educational and/or behavioral health assessments.

Mental Health Center website »

External clinical practica

The IUPUI campus and the city of Indianapolis provide a rich environment for clinical practica.

A clinical practicum is a supervised training and educational experience conducted in a university, hospital, or community health care setting. Generally, the sites for these practica are located in the Indianapolis area, but other locations are also possible. Training stresses the integration of scientific method, critical thinking, and evidence-based knowledge into professional practice. Practicum training helps students increase their basic clinical skills and confidence and acquire increased understanding of professional responsibility and ethics, as well as the many roles that psychologists can perform.

Practica are organized on a one or two semester-long basis and are usually one or two days each week. An important feature of the practicum experience at IUPUI is a high degree of access to many different clinical settings and client populations within and across specializations. In addition, most practicum sites involve professional psychologists who provide on-site supervision and serve as mentors. Health professionals including psychiatrists and others also function in supervisory and mentoring roles. The Assistant Director of Clinical Training meets individually with students to identify practicum sites based on student interest, skills, and site availability. Close liaison is maintained between the Assistant Director of Clinical Training and each practicum site to ensure that the practicum experience is meeting the training needs and educational objectives of the student. Most students complete 4-5 different placements.

Examples of potential practicum sites

• Indiana University Medical Center – Outpatient Psychiatry Clinic
• Roudebush VAMC Hospital – Mental Health Unit
• Riley Hospital for Children – Tic and Anxiety Clinic
• Carmel Psychology (children/adolescents)
• Marian University Counseling Center
• Indiana University (IU) Health – Primary Care
• Indiana Polyclinic (chronic pain clinic)
• Indiana University Medical Center – Diabetes Clinic
• Riley Hospital for Children – Pediatric Pain Clinic
• Riley Hospital for Children – Gender and Adolescent Health Program
• Riley Hospital for Children – Pediatric Behavioral Sleep Medicine
• Riley Hospital for Children – Pediatric Psycho-oncology
• Roudebush VAMC Hospital – Pain Clinic
• Roudebush VAMC Hospital – Primary Care Clinic
• Roudebush VAMC Hospital – Palliative Care
• Indiana University Medical Center – Digestive and Liver Disorders Division
• Methodist Hospital – Addiction and Treatment Recovery Center
• Methodist Hospital – Choice Program (Primary Care)
• Charis Center for Eating Disorders
• Indiana University Medical Center – Neuropsychology Clinic
• Meridian Psychological Associates
• Roudebush VAMC Hospital – Neuropsychology Clinic
• Eskenazi Hospital – Sandra Eskenazi Center for Brain Excellence
• Neuropsychology Associates
• Beacon Psychology Services (children/adolescents)
• Juvenile Detention Center (children/adolescents)
• Eskenazi Hospital – Midtown Community Mental Health Center
• Eskenazi Hospital Midtown Westside –Borderline Personality Disorder Clinic
• Eskenazi Hospital – Midtown Prevention and Recovery Clinic (PARC)
• Roudebush VAMC Hospital – Psychosocial Rehabilitation and Recovery Center (PRRC)
• Roudebush VAMC Hospital – Psychiatric Inpatient Unit

Financial support

The Department of Psychology provides financial support for Ph.D. students throughout their graduate education. We make the commitment to support students in good standing for 5 years. Although the availability of student funding fluctuates, we have been able to provide financial support (stipend + tuition scholarship for the maximum remittable portion of tuition) for all of our doctoral students for five years. Students in good standing within the Clinical Psychology program will receive a minimum stipend of $19.950.

Stipend support typically comes from teaching or research assistantships, for 20 hours/week, 10 months of the year (with summer funding often available). Teaching assistantship activities may include grading, coaching students, teaching labs, and guest lecturing. Advanced students often have the opportunity to be the instructor of record for a number of different courses, including on-line options. Research assistantships typically involve working with the student's primary mentor (and/or collaborators) on funded research studies. Activities may include project management, recruiting and interviewing clinical participants, data analysis, manuscript writing, and grant writing.

The Clinical Program sets aside at least 25% of our annual budget to go directly to students to support travel and research projects. The past few years, we have been able to support over $12,000 worth of student requests annually. In addition, research grants and dissertation fellowships are available on a competitive basis, and our students have been successful in obtaining these. The departmental or school provides licenses for major research software, and student licenses for other software are available for low cost. The Clinical Program also purchases clinical manuals and library resources each year.

If you are from a qualifying Midwest state, you may be eligible for the Midwest Exchange Program .

Accreditation

The program is accredited by the American Psychological Association (APA).

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

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

Phone: (202) 336-5979 Email: [email protected]

accreditation.apa.org accreditation.apa.org/contact

Post-baccalaureate training

Interested in our program but need to develop your skills and preparedness? Apply for the IUPUI Post-Baccalaureate Research Education Program (IPREP) .

Student accomplishments

Graduate students in our Clinical Psychology Ph.D. program are competitive in obtaining external grants, fellowships, and awards. Our students have been successful in receiving various campus-wide university fellowships, research/travel awards and other awards including the Sherry Queener Graduate Student Excellence Award and Elite 50. In addition, our students have obtained pre-doctoral internship placements at many excellent clinical and research facilities around the country.

Here are a few recent accomplishments of our current students.

External Research Grants & Fellowships

• Danielle Able, CTSI TL1 Fellowship Award (2021)
• Tracy Anastas,   F31 Ruth L. Kirschstein National Research Service Award , National Institute on Minority Health and Health Disparities (NIMHD)
• Eva Argyriou, F31 Predoctoral Training Award
• Devin Banks,  F31 Ruth L. Kirschstein National Research Service Award , National Institute on Drug Abuse
• Ellen Krueger,  T32 Predoctoral Training Award , Interdisciplinary Training in Behavioral Oncology, NCI
• Loretta Hsueh,  Predoctoral Fellowship , Indiana Clinical and Translational Sciences Institute (CTSI), National Institutes of Health (NIH)/National Center for Advancing Translational Sciences (NCATS)
• Matthew Marggraf, Predoctoral Fellowship , Indiana CTSI, NIH/NCATS
• Danielle Tometich, F31 Ruth Kirschstein National Research Service Award , National Cancer Institute (NCI);   T32 Predoctoral Fellowship , Interdisciplinary Training in Behavioral Oncology, NCI;  R25 Predoctoral Fellowship , Training in Research for Behavioral Oncology and Cancer Control Program, NCI
• Miji Um, F31 Ruth L. Kirschstein National Research Service Award , National Institute on Alcoholism and Alcohol Abuse (NIAAA);  T32 Predoctoral Fellowship , Training grant on genetic aspects of alcoholism, NIAAA

National Awards

• Tracy Anastas, Junior Investigator Research Award,  Pain & Disparities Special Interest Group, American Pain Society
• Kelli Chinh, Meritorious Student Abstract Award and Citation Abstract (2021), Society of Behavioral Medicine
• Alexis Grant, Interfaith Leadership Grant (2021) , Interfaith Youth Core
• Loretta Hsueh, Meritorious Student Abstract , Society of Behavioral Medicine
• Lauren Mehok, Meritorious Student Abstract Award and Best Trainee Abstract Winner (2021), Society of Behavioral Medicine
• Jay Patel, Citation Poster (2021), American Psychosomatic Society
• Brittany Polanka, Minority Initiative Award , American Psychosomatic Society
• Christiana Prestigiacomo, Student Merit Award (2021), Research Society on Alcoholism
• Alia Rowe, Student Poster Contest Finalist , Early Career Preventionist Network
• Ekin Secinti, Distinguished Student Award (2021), Society of Behavioral Medicine
• Danielle Tometich, 1 st  Place Award for Student Research , Pain Special Interest Group, Society of Behavioral Medicine
• Michelle Williams, Honorable Mention (2021), Ford Fellowship
• Miji Um, Honorable Mention , National Science Foundation - Graduate Research Fellowship Program, University Distinguished Master's Thesis Award , IUPUI, Distinguished Master's Thesis Award,  Midwest Association of Graduate Schools

School Awards

• Tracy Anastas, IUPUI Elite 50 (2020)
• Richelle Clifton, IUPUI Elite 50 (2021), IUPUI Premier 10 (2021)
• Alexis Grant, IUPUI Elite 50 (2021), Prevention Insight Big Idea Challenge (2021)
• Annalee Johnson-Kwochka, IUPUI Elite 50 (2020)
• Lauren Mehok, IUPUI Elite 50 (2020)
• Jessica Mickens, Racial Justice Research Award (2021)
• Sarah Rogers, IUPUI Elite 50 (2021)
• Ekin Secinti, IUPUI Elite 50 (2020), IUPUI Premier 10 (2020), Women’s History Month Leadership Award (2021)

Internship Match (past 5 years, 2019-2023)

• Danielle Abel, VA Connecticut Healthcare System, West Haven, CT
• Tracy Anastas, VA Puget Sound, Seattle, WA
• Eva Argyriou, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Devin Banks,  Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Shaun Davis, Vanderbilt University Medical Center, Nashville, TN
• Kelly Chinh, UC San Diego, San Diego, CA
• Richelle Clifton, University of Washington-Psychiatry, Seattle, WA
• Ian Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
• Melanie Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
• Alexis Grant, VA Connecticut Healthcare System, West Haven, CT
• Loretta Hsueh,  Department of Psychiatry, University of Illinois at Chicago, Chicago, IL
• Annalee Johnson-Kwochka, Indiana University School of Medicine, Indianapolis, IN
• Shirin Khazvand, Johns Hopkins All Children's Hospital, Saint Petersburg, FL
• Ellen Krueger, Missouri Health Sciences Psychology Consortium, Columbia, MO
• Matt Marggraf,  VA Maryland Health Care System/University of Maryland School of Medicine, Baltimore, MD
• Lauren Mehok, Southwest Consortium, Albuquerque, NM
• AJ Muth, Portland VA Medical Center, Portland, OR
• Brittany Polanka,  University of Florida Health Science Center, Gainesville, FL
• Jay Patel, Rush University Medical Center, Chicago, IL
• Phil Procento, Indiana University School of Medicine, Indianapolis, IN
• Sarah Rogers, Richard L. Roudebush Indianapolis VAMC, Indianapolis, IN
• Alia Rowe, Atlanta VA Health Care System, Decatur, GA
• Ekin Secinti, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Mackenzie Shanahan, University of Florida Health Science Center, Gainesville, FL
• Aubrey Shell, Indiana University School of Medicine, Indianapolis, IN
• Danielle Tometich,  Department of Psychiatry, Yale University, New Haven, CT
• Miji Um, University of Washington, Seattle, WA
• Yue Yu,  Charleston Consortium, Medical University of South Carolina, Charleston, SC

Diversity, Equity, and Inclusion

The IUPUI Clinical Psychology Program is committed to promoting a diverse faculty and student body. Diversity enriches the graduate education experience, and we strive to create and maintain a welcoming environment for students, staff and faculty, including those from minority and underrepresented groups.

Diversity is a campus-wide value as well. IUPUI ranks in the top 20 non-Historically Black Colleges and Universities in the US for minority students. The School of Science in particular embodies a clear commitment to inclusion and diversity .

Our commitment to diversity is also clear in our training approach. We offer a specific course on diversity and integrate issues of cultural relevance and adaptation throughout our other coursework (e.g., intervention, assessment, research methods). Students complete a 6-credit hour in Diversity Science, preparing them to infuse diversity into their research programs and questions. Students receive clinical training working with diverse client populations given the rich variety of community practicum training sites. Research labs often include a focus on minority health, diversity science, and health disparities. For example, Dr. Adam Hirsh conducts research examining the mechanisms that give rise to disparities in pain care for African American and low socioeconomic patients. Dr. Jesse Stewart is interested in studying how race and ethnicity moderate the relationships between psychosocial factors and health-related outcomes, including cardiovascular disease, obesity, and diabetes. Dr. Tamika Zapolski studies substance abuse and related problems among African Americans, particularly problematic drinking. Dr. Michelle Salyers’ research focuses on adults with severe mental illness who are often socially disadvantaged and stigmatized. In addition, she is working with colleagues on cultural adaptations to an illness management program for people with severe mental illness in Kenya.

We are actively engaged in mentoring graduate students from underrepresented groups and to foster successful careers in academia and beyond. For example, some of our doctoral students are Southern Regional Education Board (SREB) Scholars. The SREB Doctoral Scholars Program is designed to address the shortage of minority faculty members at institutions of higher education by providing mentorship, networking, and training in conducting research, securing faculty positions, and progressing in academia.

Our faculty members are also actively engaged in mentoring undergraduate students from underrepresented groups in conducting research and pursuing graduate education. For example, we currently have undergraduate students participating in the Diversity Scholars Research Program and the Olaniyan Scholars Program. The campus is also a host to a postbaccalaureate program (IPREP) to prepare under-represented post-baccalaureate students for careers in academia; several of our faculty mentor students in this program. These students actively participate in our labs and enrich the research training and experience of our graduate students.

The Clinical Psychology Ph.D. program is accredited by the American Psychological Association (APA). The Commission on Accreditation at the APA requires that accredited programs provide this data.

Student admissions, outcomes, and other data »

Take the next step

• Learn how to apply

Enter a Search Term

Clinical psychology, health care emphasis, phd.

• New York City

This program is STEM designated, which means you will be trained in areas of technology that are in high demand with United States employers. International students studying in person on student visas will be eligible for an Optional Practical Training (OPT) extension of 24 months, for a total of 36 months.

Healthcare Integration

Within a biopsychosocial framework, the PhD in Clinical Psychology (Health Care Emphasis) program prepares you for a bright future as a clinical scientist or scientist-practitioner. Skills are gained in psychodiagnostic assessment, therapeutic intervention, prevention, and consultation in both mental health and medical settings. The integration of mind and body—of mental and physical health—across the lifespan, attendant to racial, ethnic, and cultural diversity, so pertinent to risk and healthcare disparities, are embedded features in the program’s curriculum and training.

Faculty are devoted to the advancement of scientific knowledge in clinical psychology and clinical health psychology. The program draws upon the department’s long-standing strengths in areas related to global mental health and aims to prepare students for academic and research track positions, as well as for clinical roles with applied research activities. You’ll be prepared to work collaboratively in a variety of medical, community, and public health settings, and upon graduation, you will have completed all pre-doctoral academic and internship requirements for admittance to the New York State Licensing Examination.

The PhD Program in Clinical Psychology currently is seeking American Psychological Association (APA) accreditation. It has completed its self-study and been granted a site visit by the Committee on Accreditation (CoA), tentatively projected for Winter 2025. The program will be reviewed by CoA after the site visit to determine whether to grant accreditation on contingency at that time, and if the program is granted accreditation on contingency, the initial date of accreditation will be retroactive to the site visit. For questions about accreditation, please contact the CoA office at (202) 336-5965.

A Scientist-Practitioner Model

• Follow a Boulder Model of training wherein training in research inquiry and clinical practice (assessment, prevention, promotion, and intervention), in relation to mental health and physical health, are integrated through intensive coursework and placement experiences.
• Develop expertise regarding factors bearing on wellness and illness, including developmental processes (leading to preparation for work in pediatric as well as adult settings), and social, cultural, economic and global features which contribute to health and well-being.
• Gain exposure to multiple-theoretical perspectives, including cognitive-behavioral, psychodynamic, trauma-focused, and other relevant approaches.

Clinical Training and Research Opportunities

The Clinical Psychology (Health Care Emphasis) PhD program is designed to provide, within a scientist-practitioner model, education and training in clinical psychology and clinical health psychology. Clinical training begins in the first year, with a course in clinical interviewing in the first semester followed by training through practicum and supervised clinical experience in the department’s McShane Center for Psychological Services. In the third and fourth years, students complete clinical training at external field sites around the New York area, followed by a year of full-time internship.

You’ll gain new perspectives through closer interaction with students and faculty across programs, as in mentored research labs and from research talks from experts in the field. From the beginning of the program, students are involved in research with a mentor, leading to completion of a master’s thesis (at the end of second year) and culminating in completion of a doctoral dissertation. Dissertation research within this PhD program involves a chosen investigation into a specific interface between psychological and physical health.

Diversity is emphasized in academic work and practical training through opportunities to work with diverse populations. Pace University’s McShane Center for Psychological Services provides services to the multicultural community in the lower Manhattan area; a special interest group on social justice and diversity organizes events, discussions, and meetings to address important topics and issues relevant to social justice and diversity; and the Center for Global Psychology is dedicated to enhancing the global capabilities of Pace students and faculty from psychology and related fields by providing high-quality academic and professional experiences.

Take Courses Like

The Clinical Psychology (Health Care Emphasis) PhD program provides you with a comprehensive education through core-foundational courses, sequenced study of research methodology and statistical analyses, clinical courses (in psychopathology, assessment, and psychotherapy) and health psychology courses (including primary care and public health).

• PSY 724 Introduction to Clinical Health Psychology
• PSY 731 Psychopathology and Health
• PSY 732 Primary Care Interventions

Prepare for Your Career

Prepare for a career as researcher and clinician, potentially pursuing scientific investigation into the interface of mental and physical health/disease/disorder, and/or an academic role educating and training the next generation of clinical psychologists, or a clinical role within a medical or community health setting, possibly developing research measures, therapeutic interventions, beneficial programs, or needed policies. Many postdoctoral opportunities for specializations will be open to graduates.

Application Information

The Clinical Psychology (Health Care Emphasis) PhD program is a five-year, full-time post-baccalaureate program. A minimum of three years of residency at Pace University is required, including one year of full-time study. Admission is open to qualified holders of a bachelor’s degree from an accredited institution with the necessary prerequisites prior to enrollment; the GRE is optional. The application deadline for entry for the academic year 2024–2025 is January 1, 2024.

Interested in hearing more about Bay Path University? Please select a program below:

Interested in applying to Bay Path University? Please select an application below:

Additional Navigation

Meet dr. kristina hallett, meet bay path university's ms clinical mental health counseling program director, dr. kristina hallett, as she speaks about making a difference in the world.

Dr. Kristina Hallett's Biography

Dr. Hallett  has a wealth of experience in speaking, teaching and clinical practice.  Dr. Hallett speaks internationally in several areas – productivity, resilience, communication, self-care, harnessing the positive power of stress, and living your best life.   Dr. Hallett received her bachelor’s degree from Wellesley College in Biology and Psychology and her doctorate in Clinical Psychology in 1993 and is a Fellow of the American Academy of Clinical Psychology.   She is a reviewer for the Connecticut psychology ethics board  and is active in the Leadership Institute for Women in Psychology, the National Speakers Association, and the American Psychological Association.

BA? BS? Some Guidelines for Making a Decision

• > undergraduate
• > prospective-students
• > choosing-a-degree

Undergraduates earn either a BA or a BS in psychology. This is a difficult decision for some students, but be reassured that you have time to explore your career goals and choose the best preparation for you. The psychology statistics sequence is the dividing point at which you embark on either a BA or a BS.

The Bachelor of Science degree is a research oriented undergraduate education. It is designed to teach in-depth understanding of the fundamental principles of psychology research findings and the methods by which psychological knowledge is acquired. As such, it requires more mathematics and statistics, and a minimum of 3 credits of Psychology 499 (undergraduate research). The primary purpose of a BS is preparation for research-oriented graduate study, usually a Ph.D., regardless of area of interest in psychology.

Which option is best for you depends on your goals. Five of the most common goals of majors are below.

1. Graduate study in traditional Ph.D. psychology programs which have a strong research emphasis. This includes clinical or counseling psychology.

2. Graduate study in a masters psychology program, leading to a career in counseling.

3. Graduate or professional study in law, social work, public affairs, medical school, education, allied health fields, or business.

4. Career preparation with no plans for immediate graduate study.

5. Liberal arts education using psychology for personal growth.

If your goal is a Ph.D. in research psychology, we strongly encourage you to complete a BS. Students with goals 2 through 5 generally opt for the BA. Its flexibility allows them to take the courses in and out of psychology which provide the best preparation for their individual goals.

If you are unsure of the best degree preparation for your future goals, talk with a Psychology Undergraduate Adviser. You can make an appointment online or by calling 206-543-2698.

Subscribe to our updates

It's Not Just a Career. It's a Calling.

SMU excels in counseling education, with students highly sought for internships and positions. Earning SMU s Master of Science in Counseling provides you with education, training, and credentials to excel in the job market and make a significant impact on clients' lives.

in the nation for Best Master's in Counseling Programs (Best Value Schools)

Dive into the dynamic field of counseling with SMU’s Master of Science program, designed to empower you with the knowledge and skills necessary for profound professional and personal impact. This CACREP-accredited program offers specialties in Clinical Mental Health; Marriage, Couple and Family; and School Counseling, preparing you for a variety of roles in different settings. Gain a comprehensive understanding of psychological principles, therapeutic techniques, and ethical practices under the guidance of expert faculty committed to your success.

Take the first step towards a rewarding career in counseling by joining a community that values transformative education and personal growth. Our program not only focuses on developing competent counselors but also nurtures compassionate individuals ready to make a meaningful difference in people’s lives. Engage in hands-on learning experiences, from practicums to internships, in diverse environments to refine your skills and deepen your understanding of client needs. Discover how SMU can help you achieve your professional goals and become a leader in the field of counseling.

Request information

Student experience.

Curriculum Highlights of SMU’s M.S. in Counseling Program

Students acquire knowledge in the disciplines that underlie counseling including education, psychology, human development, learning, and social change. Students develop basic skills in counseling and assessment and become familiar with the legal and clinical considerations that confront practitioners. Students engage in repeated practice and role playing with feedback and strategic modification and complete a year-long Practicum and Internship experience.

Career Readiness for Graduates of the Program

The Counseling program provides the educational and clinical requirements necessary for certification, licensure, and actual counseling practice. Successful graduates are able to pursue State Licensure as Marriage and Family Therapists (LMFT), Licensed Professional Counselors (LPC), or School Counselors. The opportunity to be licensed as a Chemical Dependency Counselor (LCDC) in the state of Texas can be incorporated in an elective concentration.

Common Workplaces for Professional Counselors

An M.S. in Counseling will prepare you in areas such as:

• Community agencies
• Religious institutions
• Private practices

SMU's counseling program equipped me to work with a variety of populations from all walks of life.

Farina Tahir

Primary navigation menu

Search the smu website, popular searches.

• Current Students
• Undergraduate Admission
• Graduate Admission
• Faculty & Staff
• Majors & Minors
• Graduate School

COVID-19 Information (Mustang Strong)

Did you know?

SMU's singular approach to integrating rigorous learning with hands-on experience will prepare you to achieve your educational goals and expand your world in ways you never imagined. Ours is a community of people forging their own paths. We'd like to help you shape yours.

• Military & Veterans
• Transfer Students
• Education Partnerships
• COVID-19 Info
• 844-PURDUE-G
• Student Login
• Request Info
• Bachelor of Science
• Master of Science
• Associate of Applied Science
• Graduate Certificate
• Master of Business Administration
• ExcelTrack Master of Business Administration
• ExcelTrack Bachelor of Science
• Postbaccalaureate Certificate
• Certificate
• Associate of Applied Science (For Military Students)
• Programs and Courses
• Master of Public Administration
• Doctor of Education
• Postgraduate Certificate
• Bachelor of Science in Psychology
• Master of Health Care Administration
• Master of Health Informatics
• Doctor of Health Science
• Associate of Applied of Science (For Military Students)
• Associate of Science (For Military Students)
• Master of Public Health
• Executive Juris Doctor
• Juris Doctor
• Dual Master's Degrees
• ExcelTrack Master of Science
• Master of Science (DNP Path)
• Bachelor of Science (RN-to-BSN)
• ExcelTrack Bachelor of Science (RN-to-BSN)
• Associate of Science
• Doctor of Nursing Practice
• Master of Professional Studies

The average Purdue Global military student is awarded 54% of the credits needed for an associate's and 45% of the credits needed for a bachelor's.

• General Education Mobile (GEM) Program
• AAS in Health Science
• AS in Health Science
• BS in Organizational Management
• BS in Professional Studies
• AAS in Criminal Justice
• AAS in Small Group Management
• AAS Small Group Management
• Master's Degrees
• Bachelor's Degrees
• Associate's Degrees
• Certificate Programs
• Noncredit Courses
• Tuition and Financial Aid Overview
• Financial Aid Process
• Financial Aid Awards
• Financial Aid Resources
• Financial Aid Frequently Asked Questions
• Financial Aid Information Guide
• Tuition and Savings
• Aviation Degree Tuition and Fees
• Professional Studies Tuition and Fees
• Single Courses and Micro-Credentials
• Time and Tuition Calculator
• Net Price Calculator
• Military Benefits and Tuition Assistance
• Military Educational Resources
• Military Tuition Reductions
• Military Spouses
• Student Loans
• Student Grants
• Outside Scholarships
• Loan Management
• Financial Literacy Tools
• Academic Calendar
• General Requirements
• Technology Requirements
• Work and Life Experience Credit
• DREAMers Education Initiative
• Student Identity
• Student Experience
• Online Experience
• Student Life
• Alumni Engagement
• International Students
• Academic Support
• All Purdue Online Degrees
• Career Services
• COVID-19 FAQs
• Student Accessibility Services
• Student Resources
• Transcript Request
• About Purdue Global
• Accreditation
• Approach to Learning

Career Opportunities

• Diversity Initiatives
• Purdue Global Commitment
• Cybersecurity Center
• Chancellor's Corner
• Purdue Global Moves
• Leadership and Board
• Facts and Statistics
• Researcher Request Intake Form

Most Commonly Searched:

• All Degree Programs
• Communication
• Criminal Justice
• Fire Science
• Health Sciences
• Human Services
• Information Technology
• Legal Studies
• Professional Studies
• Psychology and ABA
• Public Policy
• Military and Veterans
• Tuition and Fee Finder
• Financial Aid FAQs
• Military Benefits and Aid
• Admissions Overview
• Student Experience Overview
• Academic Support Overview
• Degree Programs
• Master Degree Psychology

Online Master's Degree in Psychology

• Admission Requirements
• Ways to Save on Tuition
• Career Outcomes

Master’s Degree in Psychology Overview

Come back and earn your master’s degree in psychology online. Be ready to make a difference helping others, empowering people, and driving change.

• Prepare to obtain a certification in addictions.
• Learn from psychology practitioners with extensive experience in the field. They know what it takes to build a successful, rewarding career in psychology.
• Gain hands-on experience you can use right away through a curriculum that emphasizes practical application.
• Forensic psychology
• Industrial/organizational psychology
• General psychology

See Notes and Conditions below for important information.

Personal Support

Work directly with faculty through online discussion boards and office hours, and get 1-on-1 support from academic and career advisors. The graduate resource center and addictions student site offer additional resources, including no-cost individual tutoring.

Connected Community

Explore organizations such as the Psychology Club, Psi Chi International Honor Society, and Autism Speaks U for networking and leadership opportunities.

Purdue Global Is Accredited by the Higher Learning Commission

The HLC ( HLCommission.org ) is an institutional accreditation agency recognized by the U.S. Department of Education.

Admissions Requirements

A bachelor’s degree is required to enroll in a graduate program. You will need to provide an official transcript that shows completion of your bachelor’s degree from an accredited institution, though an unofficial copy may be provided during the application process. Refer to the University Catalog or speak to an Advisor to learn more.

Purdue Global Career Outcomes 2020–2021

94% of graduates in Purdue Global’s Master of Science in Psychology program were employed or continued their education within 18 months of graduation.

Each year, our Center for Career Advancement sends a NACE First Destination survey to our graduating class to learn more about their career choices and potential income within 18 months of graduation. We’re proud of our recent Purdue Global alumni accomplishments.

What Courses Will I Take?

Curriculum focuses on the processes that guide the individual human experience and behavior, as well as the core knowledge, theories, and research in the field of psychology.

Select a thesis or a captsone course as the program's culminating experience.

Sample Courses

• Foundations of Professional Psychology
• Testing, Measurement, and Assessment
• Applied Statistics for Psychology
• Advanced Research Methods
• Life Span Development

Upcoming Start Dates

We offer multiple start dates to give you flexibility in your education, life, and work schedules.

Psychology Concentrations

Choose from four psychology concentrations that allow you to develop specialized expertise in your chosen career path.

Prepare to counsel clients who have problems with alcohol, drugs, gambling, and eating disorders.

Note: Indiana students are required to obtain 700 hours of university–sponsored practicum to seek state licensure as an addiction counselor.

Apply evidence-based psychological theories and concepts to develop strategies that advocate for populations in settings across the criminal and civil legal systems.

Apply psychological principles to the business world and explore the theories, methods, and practice of I/O psychology.

Study learning and behavior approaches, neuropsychological perspectives and technologies, issues in psychopathology, and cognitive psychology.

NAADAC Approved and NASAC Accredited

Purdue Global is a NAADAC Approved Education Provider. In addition, The Master of Science in Psychology with a concentration in addictions is accredited by the National Addiction Studies Accreditation Commission (NASAC) .

Students who complete the addictions concentration will meet the coursework requirements to take the optional National Certification Commission for Addiction Professionals (NCC AP) Master Addictions Counselor (MAC) certification exam.

Note: Applicants must meet additional requirements to qualify, including field experience and licensure requirements.

Ways to Save on Time and Tuition

Purdue Global works with students to find ways to reduce costs and make education more accessible. Contact us to learn about opportunities to save on your educational costs.

Earn credit for prior coursework completed at eligible institutions.

Learn about federal financial aid programs available for many of our degree programs.

Learn about federal and state grants and loan programs that may be available.

Employees of Purdue Global partner organizations may be eligible for special tuition reductions .

Graduate tuition savings for military include a 17–30% reduction per credit for current servicemembers and, 14% per credit for veterans for graduate programs.

Earn credit for your military training . We offer credit for ACE-evaluated training and CLEP and DANTES examinations.

International students living outside of the United States are eligible for a 25% international student tuition reduction .

View the total cost of attendance for your program.

Calculate Your Time and Cost

Estimate how much your prior learning credits can reduce your tuition and time to graduation.

Due to increased demand for psychological services in schools, hospitals, and social service agencies, employment in this field is expected to grow from 2021 to 2031.

With a master’s degree in psychology from Purdue Global, you could find opportunities in areas such as human resources, employee assistance groups, business research facilities, educational settings, drug and alcohol treatment programs, criminal justice organizations, and law enforcement and civil legal settings.

Average Salary

In Your State

General labor market and salary data are provided by Lightcast and may not represent the outcomes experienced by Purdue Global graduates in these programs. Purdue Global graduates in these programs may earn salaries substantially different or less than the amounts listed above. Salary and employment outcomes vary by geographic area, previous work experience, education, and opportunities for employment that are outside of Purdue Global's control.

Purdue Global does not guarantee employment placement, salary level, or career advancement.

Take a Career Assessment

Discover your work interests, and use them to chart your ideal career path.

Download the Program Brochure

Download our brochure to learn more about the online Master of Science in Psychology and the benefits of earning your degree at Purdue Global.

Prepare yourself for success with a master’s degree in psychology.

Get to Know Our Faculty

Purdue Global faculty members are real-world practitioners who bring knowledge gained through the powerful combination of higher learning and industry experience.

Faculty members who have advanced degrees

Faculty members who hold a doctorate

Faculty publications in 2022–2023

Professional development hours logged by faculty in 2022–2023

Statistics include all Purdue Global faculty members and are not school- or program-specific calculations. Source: Purdue Global Office of Reporting and Analysis, July 2023. 2022–2023 academic year.

Your Path to Success Begins Here

Connect with an Advisor to explore program requirements, curriculum, credit for prior learning process, and financial aid options.

* Estimated Graduation Date and Average Completion: Estimated graduation date is based on the assumption that you will enroll in time to begin classes on the next upcoming start date, will remain enrolled for each consecutive term, and will maintain satisfactory academic standing in each term to progress toward completion of your program. Completion time is based on a full-time schedule. Programs will take longer for part-time students to complete.

Certification and Licensure: The Master of Science in Psychology is not focused on the clinical practice of psychology and does not lead to licensure or certification as a psychologist, mental health counselor, or therapist. Refer to Purdue Global's State Licensure and Certifications page for state-specific licensure information. Visit www.NAADAC.org and/or www.BACB.com for additional state-specific licensure requirements. It is important to note that, while earning a master’s degree in psychology may qualify students to work in the helping professions, a doctorate degree is required to become a psychologist and a medical degree is required to become a psychiatrist. Students are responsible for understanding the requirements of optional certification exams. The University cannot guarantee students will be eligible to sit for or pass exams. In some cases, work experience, additional coursework beyond the Purdue Global program, fieldwork, and/or background checks may be necessary to be eligible to take or to successfully pass the exams.

Job Growth—Psychologists: Source: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Psychologists, www.bls.gov/ooh/life-physical-and-social-science/psychologists.htm . National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.

• Homes for sale
• Foreclosures homes
• New construction for sale
• All new construction
• New home construction
• Housing market
• Recently sold homes
• Property records
• Home buying checklist
• Home buyers reveal: 'What I wish I had known before buying my first home'
• First-time home buyer resource center
• More home buying insights
• Success stories
• Seller's marketplace
• See what your home is worth
• Learn how to sell your home
• How to select an agent
• Compare agents & pick the right one
• Selling your home? Don't neglect these 6 maintenance tasks - or else
• More home selling insights
• Apartments for rent
• Manage rentals
• List your rentals
• Screen tenants
• Create a lease
• Collect rent online
• Renters resource center
• Should I rent or buy?
• Debunked! 8 myths about renting you should stop believing immediately
• Rental report
• More renting insights
• Get pre-approved
• Mortgage rates
• Home equity financing rates
• Refinance rates
• Finance advice
• For veterans

Mortgage calculator

Refinance calculator.

• How much house can I afford
• Rent vs. buy
• 6 ways home buyers mess up getting a mortgage
• Mortgage guide
• Learn about home insurance
• More finance insights
• Search for real estate agent
• 6 reasons you should never buy or sell a home without an agent
• Difference between agent, broker & Realtor ®
• Listing vs. buyer agent
• How to find a REALTOR ®
• Real estate agents reveal the toughest home buyers they've ever met
• More news around REALTORS ®
• The latest news
• Housing trends
• Real estate news
• Celebrity real estate
• Unique homes
• Corporate blog
• Home improvement
• 2024 housing market predictions
• 2023 hottest zip codes
• Complete guide on how to sell your home
• Veterans home buyer guide
• USDA home loan guide
• Home insurance guide
• Real estate videos
• Housing resources

Mortgage Rates

Mortgage tools, affordability calculator, rent or buy calculator, veteran home loan center, mortgage tips.

5 Most Common Questions About Mortgages—Answered

Learning the Lingo: Mortgages Explained, From ARMs to Points

Expert Home-Buying Advice for Our Nation's Veterans

How to Buy a Home With Bad Credit (Yes, You Can)

Mortgage Rates by State

• Connecticut
• District of Columbia
• Massachusetts
• Mississippi
• New Hampshire
• North Carolina
• North Dakota
• Pennsylvania
• Rhode Island
• South Carolina
• South Dakota
• West Virginia

Mortgage Rates by Loan Type

• 30 year fixed
• 20 year fixed
• 15 year fixed

40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 01 Jun 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development .

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

Was this page helpful?

Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us.

Share this Fact: