byu phd in clinical psychology

Clinical Psychology Ph.D. - Faculty

Core clinical psychology faculty:.

Scott Baldwin Scott Braithwaite Gary Burlingame Adriane Cavallini (Bio Pending) Kara Duraccio Chad Jensen Melissa Jones Michael Larson Tricia Merkley Ben Ogles Patrick Steffen Jared Warren

Other Department Faculty Who Mentor Clinical Psychology Students:

Derin Cobia Shawn Gale Daniel Kay

For a list of all department faculty click here.

Mark E. Beecher

Mark E. Beecher is a licensed psychologist and clinical professor, board certified in counseling psychology (ABPP) and endorsed as a certified group psychotherapist (CGP). He is currently a clinical faculty member in Brigham Young University's (BYU) Counseling and Psychological Services. He has led therapy groups since 1995 and has been actively involved in group psychotherapy research since 2007. He typically runs two or three therapy groups at any given time. He has taught the introductory and advanced group psychotherapy classes in BYU's Counseling Psychology and Special Education doctoral and masters programs.

• Internship: BYU University Accessibilty Center/ Counseling & Career Center
• Dissertation: High School Courses and Scores as Predictors of College Success
• M.S.W., 1995, University of Utah Social Work
• B.S., 1993, Brigham Young University, Provo Psychology, Magna Cum Laude

Awards/Leadership: Mark is a member of the American Group Psychotherapy Association (AGPA) and the American Psychological Association's Division 49 (Society of Group Psychology and Group Psychotherapy). He served as co-chair of AGPA's Groups in College Counseling Centers Special Interest Group for four years. He currently serves on BYU CAPS' training committee, helping to supervise the training of interns, externs, and practicum students in individual and group psychotherapy. He also has supervised the group psychotherapy rotation of CAPS's psychology internship and co-leads nearly all of his groups with trainees.

Research Interests: Mark's research interests include individual and group psychotherapy (emphasizing practice-based evidence), multiculturalism, disability issues, and psychological and psycho-educational assessment.

Contact me directly at: [email protected]

RD Boardman

RD Boardman was recently hired as a clinical faculty member of the Counseling and Psychological Services at Brigham Young University. He is currently involved in a number of research groups, including the C-GRP. He provides individual, couples and group psychotherapy. He graduated from Brigham Young University's Counseling Psychology doctoral program and attended Colorado State University's doctoral internship to further his group psychotherapy training. He then took a job with the Southeast Alaska Health Consortium (SEARHC) in Sitka, AK where he became the group coordinator and created their group psychotherapy program. He was the associate training director for their APA accredited doctoral internship site and trained both faculty and doctoral students in group facilitation. After 3 years in Alaska, RD took a job with Boise State University as their Assessment and Testing Coordinator, providing group psychotherapy and group training to interns of various professional levels. After 3 years at Boise State, RD accepted an Assistant Clinical Professor position here at Brigham Young University, his Alma Mater. RD has had experience developing culturally-sensitive group programs geared towards underserved populations. His interests include group research with an emphasis on empirically based practices, as well as the implementation of telehealth to facilitate group therapy among geographically diverse clinical settings. RD enjoys spending time with his wife and children camping, fishing, hiking and playing board games.

• Internship: Colorado State University
• BS, 2004, Brigham Young University Psychology

Research Interests: RD's research interests involve both individual and group psychotherapy, as well as multicultural/diversity issues, depression, anxiety, psychological assessment, and supervision/training.

Currently working on a chapter entitled Assessment and Outcome Research for the book, The College Counselor's Guide to Group Psychotherapy with other C-GRP members.

Contact directly at: [email protected]

Gary M. Burlingame

Gary Burlingame completed his doctoral work in Counseling Psychology at the University of Utah in 1983 and joined BYU's faculty the same year. He is a professor of Psychology and has been affiliated with clinical psychology doctoral program since 1983. Dr. Burlingame's scholarly work is focused in two areas: factors that lead to effective small group treatments in the treatment of mental and medical illness and measurement. He has contributed over 50 books and book chapters along with over 140 peer reviewed articles to the literature. One third of these publications focusing on the Outcome Questionnaire (OQ 45) and Youth Outcome Questionnaire and other measures with the rest addressing group treatment. Dr. Burlingame's undergraduate and graduate teaching interests include measurement, research methodology, statistics and training in individual and group psychotherapy.

Dr. Burlingame has served as a consultant to over 20 federal, state and private entities including the White House, Department of Labor, Food & Drug Administration. He has served as a consultant to private and state agencies in implementing changes in practice patterns to increase the use of group and outcomes-informed treatment. His direct training has been received by thousands of consumers, clinicians, line administrators and executive staff. He has received a number career awards including national (American Psychological Association; American Group Psychotherapy Association) and international (German College of Psychosomatic Medicine) recognition. He is a fellow of the American Group Psychotherapy Association and the American Psychological Association (APA) where he served as President of APA's Society of Group Psychology and Group Psychotherapy (2009-2011). Notable university awards for excellence in scholarship, teaching and citizenship include a University Professorship (2011-2016), the Wells & Myrle Cloward Teaching and Learning Fellowship (207-2010) and the Abraham O. Smoot Citizenship Award (2005), respectively.

Dr. Burlingame and his colleague Michael Lambert co-developed OQ Measures which disseminates outcome instruments (e.g., OQ 45, YOQ, etc.) on five continents and over 40 languages. His most recent efforts have focused on training and implementation protocols that integrate outcome instruments into daily clinical practice supporting treatment planning and progress notes using evidence-based outcome instruments. Clinical settings that he's worked with include private practice, statewide community mental health systems, state psychiatric hospitals, child/youth treatments (out/inpatient, day-treatment, residential, in-home, wilderness, etc.), military (e.g., VA and active duty), faith-based and neighborhood partnerships, consumer advocacy and federal agencies.

• PhD, University of Utah, 1983
• MS, University of Utah, 1981
• BS, Andrews University 1978

Research Interests: I have been interested in small group treatments for over 30 years. For instance, for the past several decades my students and I have been testing which group treatment protocols produce the best outcomes with different patient populations, and which member characteristics predict greater improvement while in group. We've also developed international collaborations devoted to identifying common mechanisms of change and leader interventions that are linked to more successful groups. This research has led to the development of a selection (GRQ; Group Readiness Questionnaire), leader intervention (GPIRS; Group Psychotherapy Intervention Rating Scale), and group mechanism of change (GQ; Group Questionnaire) measures, which have been linked to process, outcome, and member attrition in studies from three countries and several clinical populations. We just finished a three-site, randomized clinical trial to test the effect of providing leaders with feedback on the GQ and OQ. As a co-developer of the OQ and YOQ, my lab also has a small number of studies that focus on outcome with particular emphasis in the severely mentally ill and children or youth. We typically cooperate with the Utah State Hospital and Professor Jared Warren's lab to support these studies.

• Fellow, American Group Psychotherapy Association
• Fellow, American Psychological Association
• University Professorship, BYU, 2016
• Presidential Citation for Outstanding Contributions, American Psychological Association, 2014
• Hickman Scholar, Family, Home and Social Science College, 2012
• President, American Psychological Association Division 49, 2011
• Wells & Myrle Cloward Teaching & Learning Fellowship, Brigham Young University, 2010
• Adolf-Ernst-Meyer-Award for Psychotherapy Research, German College of Psychosomatic Medicine, 2007
• Centennial Global Service Award, Loma Linda University, 2006
• Group Psychologist of the Year, American Psychological Association, 2006
• Abraham O. Smoot Citizenship, Brigham Young University, 2005
• Outstanding Contributions in Education & Training in Group Psychotherapy, American Group Psychotherapy Association, 2003
• Anne Alonso Award for Best Group Psychotherapy Paper, 2002

Contact directly at: [email protected]

Kara Cattani

Dr. Kara Cattani earned her B.S. in Psychology with a Business Management minor from Brigham Young University, and went on to earn her Ph.D., in Clinical Psychology from Florida State University, researching methods to evaluate psychotherapy outcomes and predict/prevent psychotherapy treatment failures. She has a strong interest in psychotherapy outcome research. She has worked on projects including the development of a psychotherapy outcome measure (the OQ-45), development of recovery curves for tracking patient improvement on the short version of the OQ, and studies assessing the impact of therapist training on outcomes.

In her spare time, she operates a taxi service for her kids (usually to tennis courts and soccer fields); enjoys hiking, biking and travelling with family, and spoiling her English Golden Retriever.

• PhD in Clinical Psychology, The Florida State University
• M.S. in Clinical Psychology, The Florida State University
• B.S. in Psychology, Minor in Business Management, Brigham Young University

Awards/Leadership: Dr. Cattani is an Associate Clinical Professor and Associate Director of Counseling & Psychological Services at Brigham Young University. She divides her time between administrative work, clinical practice, training of graduate students, consulting, and clinical research. Her clinical interests are in adult outpatient counseling with individuals exhibiting a wide range of difficulties including anxiety (particularly generalized anxiety and trauma), depression and identity development challenges or conflicts. She uses evidenced based interventions; particularly interpersonal and mindfulness based cognitive-behavioral models, such as Compassion Focused Therapy.

Research Interests: Dr. Cattani’s current research focus is group treatment for Compassion Focused Therapy (CFT). She has a personal and professional commitment to meditation/mindfulness practices. Her training as a “teacher trainer” in mindful self-compassion (with Drs Christopher Germer and Kristin Neff), led her to explore more in depth ways to integrate compassion into the heart of psychotherapy. She was thrilled to learn of Dr. Paul Gilbert’s CFT model, a comprehensive biopsychosocial model of psychotherapy oriented around the concept of compassion. Dr. Cattani spent time in England studying CFT and completed advanced training in Compassion Focused Therapy with Dr. Gilbert in 2016. Dr. Cattani collaborated with Dr. Gilbert and an international team of researchers to develop and test a group model for CFT.

Contact directly at: [email protected]

Davey Erekson

Davey Erekson is a licensed clinical psychologist and practice-based researcher. He has been an Assistant Clinical Professor in Brigham Young University's Counseling and Psychological Services (BYU CAPS) since 2014, and is board certified in counseling psychology with the American Board of Professional Psychology. He has led or co-led groups since 2011 and has been involved with CGRP since 2013.

• APA Accredited Internship at Eastern Virginia Medical School, 2014
• MS in Psychology in Education, Teachers College, Columbia, 2007
• BS in Psychology (Double minor in Media Arts and Scandinavian Studies), Brigham Young University, 2004

Awards/Leadership: Davey is currently the Assistant Director of Research and Technology at BYU CAPS. He has presented research and clinical approaches at local, national, and international conferences, and often consults on mental health issues in his local community. He regularly sits on doctoral dissertation and masters thesis committees, and supervises graduate students in their clinical training. He is open to receiving awards, and if you are an interested award-conferrer, please contact him directly at the email below for consideration.

Research Interests: Davey's research interests are focused on practice-based evidence and bridging the gap between clinical practice and psychotherapy research. He is currently measuring the clinical effects of a Compassion Focused Therapy course he taught and developed, and is involved in BYU's randomized clinical trial for Compassion Focused Therapy groups. He is also leading projects focusing on therapist effects in psychotherapy, naturalistic trajectories of client change in college counseling centers, and the clinical and non-clinical experiences of minority groups on campus.

Contact directly at: [email protected]

Derek Griner

Derek Griner is a licensed psychologist and holds a joint faculty appointment with Counseling and Psychological Services (CAPS; 60%) and the Counseling Psychology and Special Education doctoral program (CPSE; 40%) at Brigham Young University (BYU). He is board certified in counseling psychology (ABPP) and endorsed as a certified group psychotherapist (CGP). He has worked in several settings including the University of Utah's Neuropsychiatric Institute, BYU- Hawaii, Arizona State University's Counseling and Consultation and BYU's Accessibility Center. Derek has co-led groups since 2004 and joined CGRP in 2011.

• Internship: Arizona State University, 2007 - 2008
• BS, 2001, Psychology

Awards/Leadership: Derek is committed to furthering knowledge surrounding diversity, has conducted research in this domain, and received APA's Division 17 Outstanding Contribution to Scholarship on Race & Ethnicity Award as well as APA's Jeffrey S. Tanaka Memorial Dissertation Award in Psychology. He is on CAPS' training committee and helps facilitate trainings regarding multicultural counseling, assessment, and group work for Ph.D. pre-doctoral interns, externs, and practicum students. Derek is committed to training up and coming psychologists and has co-led numerous groups with doctoral students in training. He also sits on dissertation committees and helps graduate students on various research projects.

Research Interests: Derek's research interests include culturally modified and culturally sensitive treatments, multicultural populations, individual and group psychotherapy, evidence and practice-based therapy, and disability issues in college settings. He has been a member of the C-GRP since 2011.

Contact directly at: [email protected]

Kristina Hansen

Kristina Hansen is a licensed psychologist and Certified Group Psychotherapist. She holds a joint appointment faculty position at Brigham Young University (BYU) with Counseling and Psychological Services (CAPS) and the Counseling Psychology and Special Education Department (CPSE). Kristina completed her doctoral training at BYU and predoctoral internship at Texas A&M University Student Counseling Service in 2012 with training emphases in existential psychotherapy, individual identity development, LGBT issues, and group psychotherapy. Her experience in group psychotherapy facilitation includes children and young adult populations in public schools and university settings, respectively. She currently facilitates at CAPS each academic year several general process groups and groups for students with specific life experiences and concerns.

• Internship: Texas A&M Student Counseling Service, 2011 - 2012
• EdS, 2008, Brigham Young University, School Psychology,
• BA, 2001, Brigham Young University, English

Awards/Leadership: Kristina is a member of the American Group Psychotherapy Association (AGPA) and has worked with the AGPA Membership Committee and as AGPA Principles Course faculty for several years. She enjoys training new psychologists in group and individual clinical work through her appointment with CPSE and supervising the clinical work of interns, externs, and practicum students at CAPS. Through CAPS, Kristina works as a liaison to other campus offices in an effort to increase awareness of mental health issues and to destigmatize help seeking.

Research Interests: Kristina's research interests include individual and group psychotherapy, experiences of minority populations in majority cultures, and women's issues. She has participated with the C-GRP since her hire as clinical faculty at BYU in 2012.

Contact directly at: [email protected]

Vaughn E. Worthen

Dr. Vaughn E. Worthen completed his doctoral work in Counseling Psychology at the University of Kansas, joined the faculty in Counseling and Psychological Services (CAPS) in 1991. He is currently serving as a clinical professor and psychologist, with 60% of his time devoted to CAPS and 40% of his time with the Counseling Psychology and Special Education doctoral program (CPSE). Dr. Worthen's scholarly work has focused on clinical supervision, therapy outcomes, and positive psychology. Dr. Worthen has authored and coauthored, chapters and peer reviewed articles in over 20 publications. Dr. Worthen's undergraduate and graduate teaching focus has been career exploration and decision making, career development and assessment, and clinical supervision. During his career he has spent his time as well as a psychologist in CAPS, working with individuals and couples.

• PhD, University of Kansas, 1993
• M.Ed., Brigham Young University, 1985
• BS, Brigham Young University, 1983

Awards/Leadership: Dr. Worthen spent 6 years as the director of the Brigham Young University Career Services and 5 years supervising the Career and Academic Success Center. He has held other administrative assignments.

Research Interests: I have an interest in exploring what makes for good psychotherapy supervision, exploring the contributions of positive psychology to treatment and outcomes in psychotherapy, and more recently to issues in the group treatment of addictions, and Compassion-Focused Therapy.

Contact directly at: [email protected]

Yoko Caldwell

Yoko Caldwell is a licensed psychologist and board certified in Biofeedback (BCB). She joined BYU Counseling and Psychological Services as an Assistant Clinical Professor in 2019. She has co-led groups since 2013 and has been involved with CGRP since 2018.

• Internship: BYU Counseling and Psychological Services, 2017-2018
• BS, 2010 Brigham Young University Hawaii, Psychology

Research Interests: Yoko’s research interests include individual and group psychotherapy, impact of mindfulness and stress management skills on college population, experiences of minority groups in majority cultures, and using neuroimaging measurement on aging populations.

Contact directly at: [email protected]

Klint Hobbs

Klint Hobbs is a licensed psychologist, assistant professor and assistant director for outreach at Brigham Young University's Counseling and Psychological Service center. His primary theoretical orientations include relational, constructivist, and cognitive-behaivoral theory. He often coordinates and provides presentations and training to administration, faculty, staff, and student groups at BYU. He currently provides both brief individual, group, and couples therapy to university students. He is involved with walk-in/crisis intervention coverage, as well as other after-hour crisis coverage at the Counseling and Psychological Service Center.

• Internship: Texas Tech University Student Counseling Center
• BS, 2003 Utah State University, Psychology

Awards/Leadership: Klint is a member of the American Group Psychotherapy Association (AGPA) and a QPR gatekeeper trainer. He has served as the Assistant Director for Outreach at BYU for the last 4 years. He has overseen outreach initiatives involving Racism Awareness Week, Campus Suicide Prevention Coordination, You are Loved Campaign, Feed Your Body and Soul Week, and Title IX Town Hall Panel.

Research Interests: Klint's research interests include grief and loss, suicide prevention, substance use and recovery, and men's issues.

Contact directly at: [email protected]

Corinne Hannan

Corinne Hannan is a licensed psychologist with professional involvement in the American Group Psychotherapy Association, International Association of Eating Disorder Professionals, and Utah psychological Association. She is currently an assistant professor at Brigham Young University and has served as a clinical faculty member.

• Internship: University of Washington Counseling Center, 2005-2006
• BA, 1999, University of Utah

Research Interests: Corinne's research interests involve eating disorders and body image, women's issues, marital/couples therapy, as well as individual and group psychotherapy.

Contact directly at: [email protected]

Department of Psychology

Administration

Chair : Gary Michael Burlingame

Department Information: 

801-422-6357

[email protected]

Advisement Center: 

801-422-3541

[email protected]

Admission to Degree Program

All undergraduate degree programs in the Department of Psychology are open enrollment.

The Discipline

Psychology is a traditional discipline in the liberal arts and sciences and is rooted in the Western intellectual tradition. Since its founding in the late nineteenth century, psychology has distinguished itself primarily as a science with a wide scope of interests. Many psychologists also provide treatment for a broad range of disorders, and others work to solve pressing social issues. The diverse world community of academic and professional psychologists is devoted to expanding our understanding of individual and collective behavior and applying that understanding toward improving the human condition.

The department joins students and faculty together to make a scientific and applied contribution to the discipline of psychology. Its faculty members and administrators are committed to an educational experience that excites learning and understanding in personal and collaborative settings. At the same time the department honors the restored gospel as vital for psychological theory, as a guide for professional conduct, and as a source of unique insight. Aware of the history of psychology and as active participants therein, faculty members hold students to high standards of individual and collective performance and understanding. Students are expected to respond to multiple styles of teaching and broad opportunities for engagement in research and application with serious and sustained interest and effort. In this way the department distinguishes itself as a community of scholarship, moral principle, and devotion to the elevation of humankind.

Career Opportunities

The psychology major is a gateway to professional employment and to advanced study in psychology. Psychologists engage in a variety of academic roles as teachers, researchers, and administrators and also provide counseling, clinical, and consulting services to individuals and organizations. Psychologists are employed by colleges and universities, public and private schools, clinics, and hospitals. They work in private practice and for corporations and government entities. The study of psychology has particular value for family life and for civic and cultural roles generally. The psychology major provides a well-informed perspective on human and organizational behavior in preparation for occupations in law enforcement, law, or business.

Most professional positions require a master's or doctoral degree, although a bachelor's degree may be sufficient to gain employment in mental health care, detention and probation services, auxiliary social work, personnel, or human resources. Further, the psychology major gives students a particularly strong background leading to graduate study in business, law, or medicine.

Graduation Requirements

To receive a BYU bachelor's degree a student must complete, in addition to all requirements for a specific major, the following university requirements:

The University Core, consisting of requirements in general and religious education.

At least 30 credit hours must be earned in residence on the BYU campus in Provo as an admitted day student

A minimum of 120 credit hours

A cumulative GPA of at least 2.0

Be in good standing with the Honor Code Office

Students should see their college advisement center for help or information concerning the undergraduate programs.

Graduate Programs Available

This department also offers graduate degree programs. For more information, see  Graduate Studies .

PhD in Clinical Psychology

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Program Overview

Please see also:

• Clinical Doctoral Student Handbook (PDF)
• Student Admissions, Outcomes and Other Data

Licensure Information

Please see details at  Consumer Disclosure Information .

The clinical psychology doctoral program at American University aims to prepare students for licensure in many states. Graduating from an American Psychological Association (APA) accredited institution with a doctoral degree is often one of the main requirements for licensure in most states, and our program has been fully and continuously accredited by the APA since 1972. However, most states have other requirements for licensure (e.g., predoctoral internship, postdoctoral fellowship, particular scores on the EPPP licensing exam). This disclosure focuses solely on predoctoral courses needed to qualify for licensure as a psychologist. Graduates of AU’s clinical psychology program have successfully obtained licensure in many states.

The Clinical Psychology PhD program is committed to educating students in clinical science with rigorous training in both research and applied clinical work. Our program will provide you with the skills you need for a successful career in academia, research, or clinical practice. Fully accredited by the American Psychological Association Committee on Accreditation since 1972, our doctoral program reflects the scientist-practitioner model of training.

Excellence in research and clinical training

The 72-credit PhD program is designed to provide students with a rigorous classroom education, innovative research opportunities, and exciting and diverse clinical experiences. With faculty guidance and mentorship, students complete a master's thesis, a doctoral dissertation, and one tool of research. Students engage in three year-long practicum experiences. In the first year, students learn humanistic and psychodynamic techniques in the American University Counseling Center. In year two, students learn and practice cognitive behavioral techniques in the department's James J. Gray Psychotherapy Training Clinic. For the third practicum, students choose between an advanced CBT practicum with adults or with children. Additionally, students complete multiple externships in DC area hospitals, mental health centers, and counseling centers and a one-year internship.

This program takes five to six years of full-time study to complete. Part-time study is not available. See all degree requirements .

At AU, a mentorship model of training will allow you to work closely with a research supervisor throughout the program. You and this faculty mentor will collaborate on research projects and design your master's thesis and dissertation project. Our faculty members maintain productive research labs and mentor graduate students in research design and methodology. Faculty research interests include affective and motivational processes in depression, anxiety disorders (in children and adults), stress and emotion regulation, parenting, minority mental health, trichotillomania, cognitive assessment and therapy, smoking, borderline personality disorder, drug expectancies, treatment outcomes, and human services program evaluation. Faculty research programs offer a mix of applied and basic research opportunities.

Diverse Opportunities In The Nation's Capital

Home to numerous world-class research and clinical institutions, the DC area offers access to an extraordinary array of professional and intellectual opportunities. The clinical program at AU has fostered connections at a wide range of externship sites including the DC and Baltimore Veterans Affairs Medical Centers, National Institute of Health, Saint Elizabeth’s Hospital, National Children’s Medical Center, private practices, and college counseling centers at nearby universities. Many of our students make lasting connections in the DC area, and are well positioned to find post-doctoral employment in or around the city. There is a rich diversity in DC, so students work with individuals and families from many different backgrounds.

The PhD is your path to career success

At AU, we have a record of placing our clinical psychology PhDs in successful careers at respected institutions. Our students graduate fully prepared for careers in academia, research, and clinical settings. For example, graduates of our program hold tenure-track positions at St. John's University, Williams College, LaFayette College, the University of Cincinnati, and Goucher College.

We are proud of the research and clinical accomplishments of our students and alumni. AU PhDs have conducted research in prominent departments of psychiatry, including Brown University, Ohio State University, and the University of Virginia. Our alumni work in a variety of clinical settings in the DC area and across the country, including Johns Hopkins University, the National Institutes of Health, the New York Presbyterian-University Hospital of Columbia and Cornell, Chestnut Health System of Illinois, Children's National Medical Center, and the District of Columbia VA Medical Center.

News & Notes

• Alice Coyne  was named the 2024 recipient of the  Society for the Advancement of Psychotherapy Early Career Award  in recognition of “accomplishment and achievement related to psychotherapy theory, practice, research, or training.”

AU’s Gray Psychotherapy Training Clinic Offers Low-Fee Psychotherapy

To the Point: The Fentanyl Crisis, Why Now, Why So Deadly?

More news & notes.

• Dr. Alice Coyne , Assistant Professor of Psychology, has been named the 2024 recipient of the Society for the Advancement of Psychotherapy Early Career Award in recognition of “accomplishment and achievement related to psychotherapy theory, practice, research, or training”

Alum Spotlight

Martha falkenstein, cas/phd '16.

Clinical Psychology

I benefitted from being encouraged to pursue my goals — and work/life balance.

Mentored by Dr. David Haaga on treatment development and outcomes for trichotillomania, Martha externed at the DC VA, NIMH Psychiatry Consultation-Liason Service, the Behavior Therapy Center, and Johns Hopkins Medical Center. After a Southwest Consortium Doctoral Internship and post-doc at McLean Hospital/Harvard Medical School, she now serves as Director of Research at the OCD Institute, supported by an NIMH Career Development Award. 

“I benefitted from being encouraged to pursue my goals — and work/life balance.”

Diana cox, cas/phd candidate.

AU’s quality of education prepared me well for the challenges of clinical work

Diana Cox’s research focuses on how experiences of stress affect physical and mental health outcomes, particularly in LGBTQ+ populations. As a member of the Stress and Emotion Lab, she has had the opportunity to design her own research studies and collaborate with other students on lab projects. She refined her clinical skills through externships at the Washington DC VA Medical Center, Neuropsychology Associates of Fairfax, and True North Therapy.

“AU’s quality of education prepared me well for the challenges of clinical work”

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Clinical Psychology PhD

Ph.d. in clinical psychology.

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

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

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

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

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

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

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

Teachers College Resilience Center for Veterans and Families

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

Dean Hope Center for Psychological Services

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

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall

Application Deadlines

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

Application Requirements

Requirements from the tc catalog (ay 2023-2024).

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

View Full Catalog Listing

The Program requires the following:

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

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

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

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

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

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

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

Second Year

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

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

Fourth and Fifth Year

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

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

• View Other Degrees

Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

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

Email: shulevitz@tc.columbia.edu

New Psychology Department Chair and School of Social Work Director Announced

June 5, 2024.

The College of Family, Home, and Social Sciences announces the appointment of Wendy Birmingham, associate professor of applied social psychology, as chair of the Psychology Department, and Stacey Shaw, associate professor of social work, as director of the School of Social Work by BYU President C. Shane Reese. The appointments became effective May 1, 2024.

“Professors Birmingham and Shaw have strengths that will benefit their department’s current needs and I very much look forward to working with them,” says Laura Padilla-Walker, dean of the College of Family, Home, and Social Sciences. “I am confident these departments will continue to excel under this new leadership.”

Birmingham researches the physiological and behavioral pathways that link relationship quality and quantity to health outcomes and has twice received a Citation Award for Excellence in Research from the Society of Behavioral Medicine. She consistently publishes and presents with students she has mentored in her lab. She received a PhD in social psychology and health psychology at the University of Utah and completed a postdoc at the Huntsman Cancer Institute.

“Our department is such a collaborative group of individuals, and I want to keep that spirit of harmony and respect a part of who we are, both as colleagues and as children of God,” says Birmingham. She also expressed a desire to help students better see their potential. “As someone who was a non-traditional student, I understand how feelings of belonging help all students have confidence in what they can accomplish. Helping more students engage in inspiring learning and mentored research opportunities will better prepare them for any pursuit beyond graduation.”

Shaw researches refugee resettlement, mental health services, and religion and spirituality. She is the recipient of the Marjorie Pay Hinckley Research Grant and Early Career Faculty Award, which funded student support and international research on refugee experiences and services in Malaysia and Turkey. Her PhD in social work is from Columbia University and she previously worked as a caseworker in refugee resettlement at the International Rescue Committee.

“I love the BYU School of Social Work! We teach incredible social work students who go forth to serve people in the contexts of their environments,” says Shaw. “Right now, our program is in a strong place in terms of clinical training and collegial relationships. My top priority is to maintain those strengths, while also expanding the ways we serve communities and students.”

Padilla-Walker also expressed heartfelt thanks to outgoing Psychology Department Chair Gary Burlingame , who served in this capacity for six years. The number of psychology majors has doubled during his tenure.

“Gary is wise, patient, thoughtful, and visionary. He has made hard decisions during a time of extreme growth in the Psychology Department and has been instrumental in hiring many of the next generation of faculty for the department,” says Padilla-Walker. “We will miss his leadership and experienced perspective.”

Gordon Limb has been director of the School of Social Work for the past 16 years. “The influence Gordon has had on the school is immeasurable,” says Padilla-Walker. “He is selfless, faithful, and unifying — all while maintaining high standards. I have a hard time imagining our leadership team without his thoughtful and measured perspective.”

Department chairs for Economics, Geography, Political Science, and Sociology Departments, and the director for the School of Family Life have all been re-appointed for another three-year term.

See all department information in the College of Family, Home, and Social Sciences.

Navigating Clinical Psychology Ph.D. Programs: How To Choose The Appropriate Fit

If you’re interested in treating mental health disorders, a Ph.D. in clinical psychology is can be a significant step in your pursuit of a fulfilling and impactful career in mental health on your career path. The decision you make about where to pursue your clinical psychology doctorate can be pivotal, shaping not only your educational experience but also your future contributions to the field. As you consider the vast array of clinical psychology programs available, you're likely to face several questions and concerns.

The decision you make about where to pursue your clinical psychology doctorate is pivotal, shaping not only your educational experience but also your future contributions to the field. It's a decision that demands careful consideration., and that's where this comprehensive guide comes in.

This guide will help you navigate the complex landscape of clinical psychology Ph.D. programs. From understanding the various specializations and research opportunities to evaluating factors such as faculty expertise, program accreditation, and financial considerations, we'll provide you with the knowledge and insights necessary to make an informed choice.

This article will help you navigate the complex landscape of clinical psychology Ph.D. programs, whether you're a recent graduate eager to explore the field of clinical psychology or a seasoned professional seeking to advance your career. From understanding the various specializations and research opportunities to evaluating factors such as faculty expertise, program accreditation, and financial considerations, Whether you're a recent graduate eager to dive into the world of clinical psychology or a seasoned professional seeking to advance your career, we aim to empower you with the tools and information you need to embark on your academic journey with confidence. By the end, you'll have a clear understanding of how towe’re providing you with information that can help you choose the right clinical psychology Ph.D. program for you that aligns with your aspirations, ensuring a successful and fulfilling career in the field of mental health.

Understanding clinical psychology Ph.D. programs

Before we explore the specifics of choosing a clinical psychology PhD program, let's review what clinical psychology is all about. Clinical psychology is a field of study and practice that focuses on understanding and addressing mental health concerns. The goal of clinical psychology is to help individuals navigate their psychological challenges and improve their overall well-being. It seeks to understand the individual in their entirety, including their unique experiences, needs, desires, and attachments.

The goal of clinical psychology is to help individuals navigate and overcome their psychological challenges and improve their overall well-being. To achieve this goal, clinical psychologists use a range of assessment, intervention, and research techniques to provide evidence-based treatment and support.

A doctoral degrees allows adequate preparation can provide emerging clinical psychologists with the knowledge and skills necessary to excel in their practice areas. Additionally, a Ph.D. in clinical psychology equips graduates with the necessary skills and knowledge to conduct research that advances the field's understanding of mental health.

Pursuing a Ph.D. in clinical psychology is no small feat; it requires dedication , passion, and perseverance. As you work toward your PhD in clinical psychologyIf you decide to work toward this degree, you'll learn about various therapeutic modalities, treatment approaches, and theoretical orientations. You'll also also develop the critical thinking, research, and analytical skills necessary to understand complex psychological phenomena.

It's important to note that while clinical psychology is a broad field, it differs from other related disciplines like counseling psychology, psychiatry, and social work. Understanding these distinctions will can help you choose the right Ph.D. program for your specific career goals.

• Counseling psychology: Unlike clinical psychologists, who generally focus on address treating severe mental health conditions, counseling psychologists typically focus on helping clients with milder psychological concernslife challenges and milder psychological concerns. Counseling psychologists may work in university counseling centers or practice settings.
• Psychiatry: While clinical psychologists primarily use talk therapy to treat mental health disorders, psychiatrists are medical doctors trained to diagnose and treat mental illnesses using a combination of medication and, in some cases, psychotherapy and therapy.
• Social work: Although Like clinical psychologists, social workers may also provide therapy. Usually unable to diagnose conditions, however,, their primary focus is often on addressing societal and environmental issues that impact mental health. They often work in community-based settings.

While mental health professionals come from diverse backgrounds and disciplines, cThe academic rigor and practical training that clinical psychology Ph.D. programs offer a unique blend of academic rigor and practical training that preparescan adequately prepare graduates for their rewarding careers in mental health care in the field. Through specialized coursework, clinical practicum sexperiences, and research opportunities, these programs provide a comprehensive education that meets the highest standards of academic excellence.

Exploring specializations in clinical psychology

Within clinical psychology Ph.D. programs, there are various specializations that students can pursue. These specializations allow individuals to focus on specific areas of interest and develop expertise in those areas. Before choosing a Ph.D. program, it can be important to exploring explore the different various specializations clinical psychology specialties and considering consider which areas of focus best aligns best with your interests and career goals is important.

Some of the most common specializations within clinical psychology include:

• Neuropsychology: This specialization fNeuropsychologists focusocuses on understanding how brain function impacts behavior and cognition. Neuropsychologists They often work with individuals who have experienced a traumatic brain injury, stroke, or other neurological conditions.
• Child and adolescent psychology: As the name suggests, this specialization focuses on working with children and adolescents. This specialization involves addressing developmental disorders, behavioral challenges, or specific issues related to childhood trauma-related conditions, and other mental health concerns in children and teenagers.
• Geriatric psychology: This specialization focuses on geriatric psychologists understanding and treating address mental health concerns in older adults. Geriatric psychologists often work in nursing homes, assisted living facilities, or practice settings.
• Forensic psychology: This specialization focus area involves applying psychological principles in the legal system. Forensic psychologists may work with law enforcement, attorneys, and the court systems to evaluate individuals involved in legal proceedings or provide expert testimony.

These are just a few examples of specializations within clinical psychology; there are many others to explore. As you consider which specializations best fits your interestsyou’re interested in pursuing, you should also reflect on your personal experiences, strengths, and values. Choosing a specialization that aligns with these factors will not onlycan make your academic journey more fulfilling but also setand set you up for success in your future career.

How to pick the right clinical psychology Ph.D. program

Now that we have a better understanding of what clinical psychology is and the various specializations within the field, let's discuss how to pChoosingick the right Ph.D. program for you can help ensure you have a rewarding academic experience. In addition to researching programs online, you may want to take campus visits, ask to audit classes, and talk with professors and administrators. As with any major life decision, it's critical to approach this process thoughtfully and deliberately.

Here are some factors to consider as you evaluate different clinical psychology Ph.D. programs:

• Faculty expertise:  One of the most crucial elements to consider is the fFaculty members within the a Ph.D. program. These individuals will guide your academic and professional development, so it's paramount to, so consider researching their expertise and qualifications.
• Accreditation and reputation: It's also important to consider whether aYou may want to limit your search to programs has that have been accredited by reputable organizations like the American Psychological Association (APA) . You  may also want to researchcan also find information about a each program's reputation and ranking within the field.
• Financial considerations: Pursuing a Ph.D. is may involve a significant monetary investment, so it's it can be crucial important to understand the a program's tuition costs and available financial aid options. You'll likely also want to consider the how your potential long-term career prospects and how theywill align with your financial goals.
• Campus culture and environment: The campus cultureThe student life  and setting of a school can play a significant role in your academic experience. Consider factors like location, campus resources, and the overall atmosphere of the program.
• Research opportunities and resources: Since research is a vital aspect of clinical psychology, exploring the research opportunities and resources available within a program is a must. These resources may includeit can help to know the extent to which a program connects students with access to specialized labs, funding for research projects, and collaborations with faculty members.
• Personal preferences: Last but certainly not least, don't forgetRemember to consider your personal preferences and lifestyle factors when evaluating clinical psychology Ph.D. programs. Your happiness and well-being are just as important as your academic and professional successare important, so make sureensure the program you choose aligns with your values  and personal needs.

Finding the right clinical psychology Ph.D. program can requires a balance significant amount of research, self-reflection, and careful consideration. Accreditation status and faculty expertise are essential but don't forget toit can also be crucial to consider your personal passions and career goals. Remember that this is your journey, so choose a program that will support you in becoming the best clinical psychologist you can be. 

Making your decision and how to apply

Once you have thoroughly researched and evaluated different clinical psychology Ph.D. programs, it's time toyou may be ready to make your decision. Remember that this is a significant investment in yourself and your future, so take the time to weigh all factors carefully.

When it comes to actually applying for a program, here are some tips to keep in mind:

• Createing a structured decision-making process: Developing a structured approach tothorough  decision-making framework can help you stay organized as you choose a programnd make a well-informed choice. You might create a spreadsheet with criteria to evaluate each program school or simply make a list of pros and cons.
• Utilizing a decision matrix: A decision matrix is a helpful tool for evaluating and comparing different programs based on specific criteria. You can assign weights to each criterion and rank programs accordingly, which can help you visually seedecide which program schools aligns best with your personal and professional goals.
• Seeking advice and input: Don't be afraid to rConsider reachingeach out to mentors, advisors, and peers for their perspectives on different programs. They may offer have valuable insights or considerations that you hadn't thought of before.

Once you've chosen the a program that's right for you, it's time toyou can begin preparing your application. Your applicationThis may involve taking prerequisite courses, obtaining letters of recommendation, writing a personal statement or essay, and taking standardized tests like the GRE.

The Office of Program Consultation and Accreditation within the APA is an excellent helpful resource for understanding common application requirements and tips for crafting a compelling application. Additionally, it can be's beneficial to reach out directly to the department or school you're applying to for specific guidance on their application process.

Remember, don't be discouraged if you're not accepted into your top-choice program. It's normal for many applicants to apply to multiple programs and receive rejections before finding the right fit. Many schools also offer candidates the opportunity to reapply after they gaining have gained more experience or improving improved your their application materials. Patience and perseverance are can be key in this process. 

Additional resources and support for your journey

In addition to academia, it's important to remember that those considering a Ph.D. program or seeking guidance for other sources and support are available to assist with personal and professional development in the field of clinical psychology, support is available. Graduates who are beginning their careers in clinical psychology might find it beneficial to seek utilize support from professional organizations, mentorship programs, and education resources. 

Mental health professionals can benefit from seeking care themselves at times; and an online therapy platform like BetterHelp has become a significant part of mental health support can provide convenient, flexible means of receiving support, especially given recent global events. This mode of Online therapy provides access to mental health resources irrespective of location can connect you with mental health resources remotely, allowing you to work with a therapist through video call, voice call, or in-app messaging offering convenience and flexibility. As If you’re an emerging clinical psychologist or a busy professional of any kind, you may benefit from utilizing an online therapy platform to connect with experienced professionals and gain additional support and guidance participating in therapy on a schedule that works for you.

Cognitive behavioral therapy (CBT) Cognitive behavioral therapy (CBT) is a well-established, evidence-based approach to mental health treatment often utilized in online therapy. Clinical studies indicate it may can treat a range of mental health symptoms and conditions. In a study on the effects of an online cognitive behavioral therapy program for healthcare workers, participants reported experiencing reduced stress levels, improved self-care, and an increased capacity to cope with their emotions . If a rigorous PhD program leaves you feeling overwhelmed, consider turning to CBT techniques and resources for support. Burnout can be a common issue among students in high-stress occupations, and CBT has been shown to be helpful in promoting overall well-being. 

Remember, it's important to prioritize your mental health and well-being throughout your journey as a clinical psychology PhD student. In the end, your personal and professional growth will benefit from taking care of yourself and utilizing the resources and support available to you. 

Clinical psychology offers a world ofan array of opportunitiesy for those passionate about understanding and supporting treating mental health concerns. With the right program, resources, and support, you can embark on an empowering journey to becoming a highly skilled and compassionate clinical psychologist. Remember that, it's also important to prioritize your own mental health and well-being throughout your journey as a clinical psychology Ph.D. student. In the end, your personal and professional growth will benefit from taking care of yourself and utilizing the resources and support available to you. 

Online therapy can also be a helpful tool for personal and professional development, so don't hesitate to utilize it as you navigate through your academic journey.

• What Are The Different Types Of Counseling Degrees? Medically reviewed by Melissa Guarnaccia , LCSW
• What Type Of Therapist Should I Be? Exploring Paths In Mental Health And Wellness Medically reviewed by Julie Dodson , MA
• Therapist Tools
• Relationships and Relations

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How to become a clinical psychologist

Careers Published 5 Jun, 2024  ·  5-minute read

Imagine a career where every day involves exploring the human mind, connecting deeply with others, and guiding them towards healing and growth.

In the world of clinical psychology, this isn't just a dream – it's your reality. But where do you start? How do you become a clinical psychologist, and what exactly does it entail?

To shed light on this journey, let's hear from Sarah Lee, a registered clinical psychologist, UQ Bachelor of Psychological Sciences (Honours) and Master of Clinical Psychology graduate, and current PhD candidate.

What is a clinical psychologist?

A clinical psychologist is a mental health professional trained to assess, diagnose and treat a wide range of psychological disorders and emotional difficulties. They use evidence-based therapies and interventions to help individuals overcome challenges, improve their mental wellbeing, and enhance their overall quality of life.

Following my passion to become a clinical psychologist

A career in clinical psychology was a no-brainer for me. I find myself inclined and curious about people’s stories and how they come to be who they are. From a young age, I knew I wanted to work with people; however, the path didn't become clear until much later in life.

Psychology was one of those subjects I looked forward to learning more and more. It felt like something I could never stop learning about – that challenged me and intrigued me. It felt like something I could see myself doing for a long time, perhaps in varied roles.

A career in psychology felt like it would always be interesting. It felt like it would be self-sustaining, and that was important to me. I had to love what I was doing, and the fact that I could also help others while engaging in something I truly enjoy felt like a good fit.

Passion in practice

I am most passionate about 2 things:

• Firstly, I am deeply interested in the impact of attachment theory on creating a kinder, more compassionate world. By understanding that humans inherently strive to connect and cope in the best ways they can, we can approach others with curiosity and compassion, especially when their behaviour doesn’t resonate with us.
• Secondly, I am passionate about exploring the connections between complex trauma and attachment in autistic individuals. I am fascinated by how these relationships develop, evolve and manifest both behaviourally and emotionally.

Embracing the role of clinical psychologist

As a clinical psychologist in private practice, I work with a diverse range of clients, including neurodivergent individuals and those with a background of complex trauma. I enjoy guiding individuals and couples as they embark on a journey towards self-discovery and healing. Providing a safe space for exploration and reconnection with themselves and loved ones brings me immense joy and fulfilment.

My daily responsibilities encompass both face-to-face client interactions and behind-the-scenes tasks. While client sessions are crucial, there's also significant time dedicated to formulation, preparation, clinical supervision, and documentation. Continuous professional development is essential in staying updated with the latest advancements in the field and enhancing skills.

In addition to my clinical practice, I am pursuing a PhD in parenting within autistic families. Balancing research with clinical work allows me to maintain a holistic perspective and stay grounded in the scientist-practitioner model, enriching both my intellectual curiosity and practical skills.

Rewards and challenges

For me, the most rewarding moments as a clinical psychologist happen in session. The moments where I connect with my clients in our common humanity is what makes this job worthwhile for me.

I also find that I grow as a person and as a psychologist alongside my clients many a time. It’s a gift that keeps on giving – that is, if you have the necessary boundaries and self-care, which leads me to the challenges of the job.

One of my challenges was navigating self-care and boundaries to prevent burnout. I’m much better at this now than I was when I first started. After all, most of us are attracted to this vocation because we want to help others. I had to learn the hard way that, to help effectively, I too need to look after myself to prevent burnout and work through some of my own feelings around putting down boundaries. Navigating and sitting with our own challenging feelings and thoughts is very much part of the role.

Qualities for success

Compassion, self-reflection and self-awareness are essential qualities for success in this profession.

Success, to me, means finding joy in my work and continually striving for improvement. Compassion is vital as it fosters a genuine desire to help others. Self-reflection and self-awareness are equally crucial, considering the unique interpersonal dynamics of our work.

As psychologists, we influence change in our clients through our own experiences, biases and assumptions. Acknowledging and understanding these factors allows us to relate to clients authentically and effectively.

"By embracing our humanity and actively practising self-awareness, we can cultivate a more mindful and impactful therapeutic approach."

Becoming a clinical psychologist: my education journey

My journey through education to become a clinical psychologist followed a postgraduate coursework pathway.

It began with completing a Bachelor of Psychological Sciences (Honours) , graduating with first-class honours. Following this, I pursued a Master of Clinical Psychology while also gaining practical experience in related fields.

Following graduation, I transitioned into working as a general psychologist while completing an additional 2 years of full-time supervised practice to attain endorsement as a clinical psychologist.

In Australia, obtaining the title of psychologist requires undergraduate and postgraduate studies in psychology to obtain registration.

For undergraduate psychology studies at UQ, options include:

• Bachelor of Psychological Science (Honours)
• Bachelor of Arts  ( Psychology major )
• Bachelor of Science  ( Psychology major )

Postgraduate clinical psychology program options include:

• Master of Clinical Psychology
• Master of Clinical Neuropsychology and Clinical Psychology  

Advice for aspiring clinical psychologists

If this vocation is what you’re drawn to – follow your heart! I had so many doubts creep up along the way... “Will I be good enough?”, “Will I still like it when I get there?”, but there was also a voice within that kept me going.

The journey ahead can and will feel daunting, but being someone who has gone through it, it is worth it in the end. It will change you.

While you can’t really give being a clinical psychologist a go before you’re there, I’d encourage some work experience in a somewhat related field (e.g. some phone counselling roles or support work). Often the skills you learn in these roles are transferable and remain invaluable when you do become a clinical psychologist. They also give you a feel for whether being in a role like that might be something you can see yourself in.

Want to learn more about what your journey to becoming a clinical psychologist will involve? Read our studying psychology FAQs .

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