best phd in clinical psychology

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 »

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Psychology Graduate Program

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The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science.  We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets requirements for licensure in Massachusetts, and is accredited by the Psychological Clinical Science Accreditation System (PCSAS) and by the American Psychological Association (APA).  PCSAS re-accredited the program on December 15, 2022 for a 10-year term. APA most recently accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays. 

Requirements

Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs.  In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).

Students in the clinical psychology program are required to take the following courses:

• PSY 3900 Professional Ethics
• PSY 2445 Psychotherapy Research
• PSY 2070 Psychometric Theory and Method Using R
• PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
• PSY 3250 Psychological Testing
• PSY 2050 History of Psychology
• PSY 1951 Intermediate Quantitative Methods
• PSY 1952 Multivariate Analysis in Psychology
• PSY 2040 Contemporary Topics in Psychopathology
• PSY 2460 Diagnostic Interviewing
• PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders

Clinical students must also take one course in each of the following substantive areas: biological bases of behavior (e.g., PSY 1202 Modern Neuroanatomy; PSY 1325 The Emotional, Social Brain; PSY 1355 The Adolescent Brain; PSY 1702 The Emotional Mind); social bases of behavior (e.g., PSY 2500 Proseminar in Social Psychology); cognitive-affective bases of behavior (e.g., PSY 2400 Cognitive Psychology and Emotional Disorders); and individual differences (Required course PSY 2040 Contemporary Topics in Psychopathology fulfills the individual differences requirement for Massachusetts licensure). In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project:  Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project:  Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam:  A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus:  A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense:  Ordinarily this would be completed by the end of the fourth year. Clinical internship:  Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.

Credit for Prior Graduate Work

 A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available  online .

No more than the equivalent of eight half-courses may be so counted for the PhD.

An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted. 

Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.

Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.

Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.

Student Admissions, Outcomes, and other data  

1. Time to Completion

Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.

2. Program Costs

3. Internships 

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023  

The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.    

Year 1 (2023-24) and Year 2 (2024- 25)  Tuition & Health Fees:                             Paid in Full  Academic Year Stipend:                           $35,700 (10 months)  Summer Research Award:                       $7,140 (2 months)

Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees:                             Paid in Full Living Expenses:                                       $35,700 (Teaching Fellowship plus supplement, if eligible)  Summer Research Award:                       $7,140 (2 months)

Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees:                             Paid in Full

Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees:                             Paid in Full  Stipend for Living Expenses:                    $35,700  

The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.

In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.

The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.

GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.

For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).

Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.

Psychology students are eligible to apply for generous research and travel grants from the Department.

The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.

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

The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via e-mail at:  [email protected] . 

• Clinical Internship Allowance

Harvard Clinical Psychology Student Handbook

Doctor of Clinical Psychology Programs in America

1-25 of 144 results

McCormick School of Engineering and Applied Science

Evanston, IL •

Northwestern University •

Graduate School

• • Rating 5 out of 5   3 reviews

Master's Student: Northwestern's Master of Science in Energy and Sustainability is a first of its kind professionally focused master's program in the nation. Interdisciplinary by design, MSES covers the technical, policy, and business/economics of the energy and sustainability sector pulling professors from the Kellogg School of Management as well as the McCormick School of Engineering. The industry professionals are leaders in their respective fields and are always willing to help the students. The cohort focused program enables deep connection among the students that will last a lifetime! ... Read 3 reviews

Northwestern University ,

Graduate School ,

EVANSTON, IL ,

3 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says Northwestern's Master of Science in Energy and Sustainability is a first of its kind professionally focused master's program in the nation. Interdisciplinary by design, MSES covers the technical,... .

Read 3 reviews.

The Graduate School of Arts & Sciences - University of Virginia

Charlottesville, VA •

University of Virginia •

• • Rating 4 out of 5   1 review

Alum: Very good in some areas, excellent in other areas, many academic choices available in all areas of study ... Read 1 review

University of Virginia ,

CHARLOTTESVILLE, VA ,

1 Niche users give it an average review of 4 stars.

Featured Review: Alum says Very good in some areas, excellent in other areas, many academic choices available in all areas of study .

Read 1 reviews.

College of Liberal Arts - University of Texas - Austin

Austin, TX •

University of Texas - Austin •

University of Texas - Austin ,

AUSTIN, TX ,

College of Arts and Sciences - Suffolk University

Suffolk University •

Graduate School •

American University

WASHINGTON, DC

• • Rating 4.53 out of 5   150

University of North Texas

• • Rating 4.61 out of 5   129

College of Arts, Sciences, and Engineering - University of Rochester

Rochester, NY •

University of Rochester •

• • Rating 4 out of 5   2 reviews

Alum: The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can pick and choose what subfields to focus on, and all fields are offered. Amazing professors. In all my classes, I felt one professor was bad at teaching. All the others were very competent, and the best were extremely passionate about their class/field of research. ... Read 2 reviews

Blue checkmark.

University of Rochester ,

ROCHESTER, NY ,

2 Niche users give it an average review of 4 stars.

Featured Review: Alum says The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can... .

Read 2 reviews.

Dedman College of Humanities and Sciences

Dallas, TX •

Southern Methodist University •

Southern Methodist University ,

DALLAS, TX ,

BYU College of Family, Home, and Social Sciences

Provo, UT •

Brigham Young University •

• • Rating 5 out of 5   2 reviews

Master's Student: I will be starting the EMPA program at Brigham Young University this fall, and have been so impressed with the communications I have received as a new grad student. BYU's faculty have been professional, welcoming, and enthusiastic, which has inspired an excitement in me to begin studying. ... Read 2 reviews

Brigham Young University ,

PROVO, UT ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says I will be starting the EMPA program at Brigham Young University this fall, and have been so impressed with the communications I have received as a new grad student. BYU's faculty have been... .

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University of Washington College of Arts & Sciences

Seattle, WA •

University of Washington •

University of Washington ,

SEATTLE, WA ,

GW School of Medicine and Health Sciences

Washington, DC •

George Washington University •

• • Rating 4.73 out of 5   11 reviews

Doctoral Student: GW selects an eclectic class. I noticed the diverse backgrounds, age groups, and interests among the students. Half the class are women. Students have a wide-variety of interests and talents outside of. medicine and bring this to the classroom and beyond. The location is amazing with major health organizations and hospitals nearby. The curriculum is focused on evidence-based care and cutting edge research. From day one. you dive in hands on. The pace is intense at times, but the faculty is supportive and available. ... Read 11 reviews

George Washington University ,

WASHINGTON, DC ,

11 Niche users give it an average review of 4.7 stars.

Featured Review: Doctoral Student says GW selects an eclectic class. I noticed the diverse backgrounds, age groups, and interests among the students. Half the class are women. Students have a wide-variety of interests and talents outside... .

Read 11 reviews.

UC San Diego School of Medicine

La Jolla, CA •

University of California - San Diego •

Current Doctoral student: The UCSD School of Medicine is a top-ranked medical school located in La Jolla, California, and is widely regarded as one of the best medical schools in the country. The school is part of the University of California system, known for its excellence in education and research. One of the strengths of the UCSD School of Medicine is its focus on innovation and collaboration. The school's curriculum emphasizes active learning and hands-on experience, with opportunities for students to participate in research projects and community service programs. The curriculum also encourages students to explore areas outside of traditional medicine, such as business and law, to help prepare them for a rapidly changing healthcare landscape. Overall, the UCSD School of Medicine is a highly respected institution that provides students with an excellent education and numerous opportunities for research and the ability to live in a beautiful city. ... Read 2 reviews

University of California - San Diego ,

LA JOLLA, CA ,

Featured Review: Current Doctoral student says The UCSD School of Medicine is a top-ranked medical school located in La Jolla, California, and is widely regarded as one of the best medical schools in the country. The school is part of the... One of the strengths of the UCSD School of Medicine is its focus on innovation and collaboration. The school's curriculum emphasizes active learning and hands-on experience, with opportunities for... .

Henry Kendall College of Arts & Sciences

Tulsa, OK •

The University of Tulsa •

Graduate Student: Overall, it’s pretty good to be a grad student at TU in A&S, but that is changing rapidly. The faculty care about us and the other students do as well, but neither the Board of Trustees nor the President nor the Provost (now acting President) actually care about this particular group of students. They’d honestly rather A&S disappear to make way for “industry jobs”. If your goal is to pursue Psychology, then TU is a solid option. Other degrees housed under A&S? I’d look elsewhere just to be safe. ... Read 1 review

The University of Tulsa ,

TULSA, OK ,

Featured Review: Graduate Student says Overall, it’s pretty good to be a grad student at TU in A&S, but that is changing rapidly. The faculty care about us and the other students do as well, but neither the Board of Trustees nor the... .

Ferkauf Graduate School of Psychology

Bronx, NY •

Yeshiva University •

• • Rating 3 out of 5   1 review

Yeshiva University ,

BRONX, NY ,

1 Niche users give it an average review of 3 stars.

The Wheaton College Graduate School - Illinois

Wheaton, IL •

• • Rating 4.56 out of 5   27 reviews

Current Master's student: The staff is phenomenal, in and out of the classroom! Small-town feels, but very close to Chicago so the city life is close by. Academically challenging ! ... Read 27 reviews

WHEATON, IL ,

27 Niche users give it an average review of 4.6 stars.

Featured Review: Current Master's student says The staff is phenomenal, in and out of the classroom! Small-town feels, but very close to Chicago so the city life is close by. Academically challenging ! .

Read 27 reviews.

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College of Arts and Sciences - Syracuse University

Syracuse, NY •

Syracuse University •

Master's Student: The speech-language pathology program at Syracuse university is ranked very high among graduate programs in New York State. It is clear that the professors are very knowledgeable and provide students with the quality education needed to become excellent clinicians. The clinical faculty does an amazing job at supporting their students and allowing them to develop clinical skills for all types of speech and language disorders. This program does so much more than just providing students with education on the field of speech-language pathology. Students are constantly challenged to use complex skills like analytical thinking, collaborating with peers, and so much more. This program can be very demanding at times and requires students to put in a lot of work in the clinical and classroom settings. The main campus at Syracuse is very nice, however, the building for the speech program is nothing special. Almost all masters classes are in the same, small classroom with no windows. ... Read 2 reviews

Syracuse University ,

SYRACUSE, NY ,

Featured Review: Master's Student says The speech-language pathology program at Syracuse university is ranked very high among graduate programs in New York State. It is clear that the professors are very knowledgeable and provide... This program can be very demanding at times and requires students to put in a lot of work in the clinical and classroom settings. The main campus at Syracuse is very nice, however, the building for... .

Graduate School of Education and Psychology - Pepperdine University

Los Angeles, CA •

Pepperdine University •

• • Rating 4.75 out of 5   108 reviews

Alum: Overall, I found that I was one of the most adequately prepared students at my practicum site, including clinical skills, documentation, and treatment planning. The program was sufficient and I remember the experience fondly and learned a ton. Due to the online nature of the program, however, busy work wasn't uncommon, and it was particularly heavy in certain courses. Generally, though, the program was a positive experience, I learned a lot, and I feel that my success as a clinician can be connected back to my graduate education at Pepperdine GSEP. ... Read 108 reviews

Pepperdine University ,

LOS ANGELES, CA ,

108 Niche users give it an average review of 4.8 stars.

Featured Review: Alum says Overall, I found that I was one of the most adequately prepared students at my practicum site, including clinical skills, documentation, and treatment planning. The program was sufficient and I... .

Read 108 reviews.

Auburn University College of Liberal Arts

Auburn, AL •

Auburn University •

Auburn University ,

AUBURN, AL ,

Saint Louis University- College of Arts and Sciences

St Louis, MO •

Saint Louis University •

Doctoral Student: Faculty are generally supportive, professional, and offer great training. There are resources for curriculum development and development as a teacher. Institutional support may vary by department or school, but I am funded with a stipend and health insurance. ... Read 2 reviews

Saint Louis University ,

ST LOUIS, MO ,

Featured Review: Doctoral Student says Faculty are generally supportive, professional, and offer great training. There are resources for curriculum development and development as a teacher. Institutional support may vary by department or... .

College of Arts and Sciences - Baylor University

Baylor University Graduate School •

Baylor University Graduate School ,

College of Arts and Sciences - American University

American University •

American University ,

College of Arts and Sciences - University of South Carolina

Columbia, SC •

University of South Carolina •

• • Rating 4.5 out of 5   2 reviews

Current Master's student: My academic program has given me many opportunities to become a social worker post-graduation. The College of Social Work is great. ... Read 2 reviews

University of South Carolina ,

COLUMBIA, SC ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Current Master's student says My academic program has given me many opportunities to become a social worker post-graduation. The College of Social Work is great. .

Graduate School of Professional Psychology - University of Denver

Denver, CO •

University of Denver •

• • Rating 1 out of 5   1 review

University of Denver ,

DENVER, CO ,

1 Niche users give it an average review of 1 stars.

School of Public Health and Health Professions - University at Buffalo, SUNY

Buffalo, NY •

University at Buffalo, SUNY •

Doctoral Student: I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. ... Read 2 reviews

University at Buffalo, SUNY ,

BUFFALO, NY ,

Featured Review: Doctoral Student says I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. .

Harpur College of Arts and Sciences

Binghamton, NY •

Binghamton University, SUNY •

• • Rating 4.25 out of 5   4 reviews

Master's Student: The coursework was fun. I learned things I had never heard about. The professors are very knowledgeable and also ready and willing to help the younger generation type of student. THis is a new breed that want to show the professor and class how much they know as much as they want to learn new things. ... Read 4 reviews

Binghamton University, SUNY ,

BINGHAMTON, NY ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says The coursework was fun. I learned things I had never heard about. The professors are very knowledgeable and also ready and willing to help the younger generation type of student. THis is a new... .

Read 4 reviews.

College of Arts and Sciences - Texas Tech University

Lubbock, TX •

Texas Tech University •

Texas Tech University ,

LUBBOCK, TX ,

Klingler College of Arts and Sciences

Milwaukee, WI •

Marquette University •

• • Rating 4.67 out of 5   3 reviews

Other: Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. ... Read 3 reviews

Marquette University ,

MILWAUKEE, WI ,

3 Niche users give it an average review of 4.7 stars.

Featured Review: Other says Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors.... .

College of Liberal Arts and Social Sciences - University of Houston

Houston, TX •

University of Houston •

• • Rating 4 out of 5   3 reviews

Current Master's student: The academic program is rather good at the University of Houston. I have three social work classes and they are robust and full of great information. The choices of classes at UH is very good and allows students to follow their academic path and find classes that fit their program. The advisors at UH are on top of things and are always able and willing to help. I would honestly say that UH is a great place for academics! ... Read 3 reviews

University of Houston ,

HOUSTON, TX ,

3 Niche users give it an average review of 4 stars.

Featured Review: Current Master's student says The academic program is rather good at the University of Houston. I have three social work classes and they are robust and full of great information. The choices of classes at UH is very good and... .

The New School

NEW YORK, NY

• • Rating 4.46 out of 5   37

College of Health and Human Services - IUP

Indiana University of Pennsylvania •

INDIANA, PA

Suffolk University

• • Rating 4.56 out of 5   16

Showing results 1 through 25 of 144

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

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 Only

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

Secondary Menu

• Clinical Psychology

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

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

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

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

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

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

Additional Information

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

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

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

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

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

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

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

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

• Respected community reputation in the treatment of mental health concerns

• Affordable session fees

• Convenient location and flexible hours

• Assessment to further tailor treatment

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

Obtaining Services

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

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

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

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

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

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

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

Current Practicum Supervisors

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

Practicum descriptions

Internships:.

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

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

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

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

Applicants: Please see our Departmental Application FAQ .

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

Admitting students for the fall 2024 class

• David Goldston (Need to type in name on application)
• Timothy Strauman

Not admitting students for the fall 2024 class

• Gary Bennett
• Melanie Bonner
• Ernestine Briggs-King
• Karen Appleyard Carmody
• Scott Compton
• Francis Keefe
• Terrie Moffitt

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

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

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

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

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

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

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

• Creation of the Clinical Science Anti-Racism Series , a set of presentations and discussions on the ways clinical practice, research, and professional issues is informed by anti-racist approaches
• Launch an annual  Virtual Office Hours program , an opportunity for individuals underrepresented in psychology to receive individualized feedback on their applications to PhD programs in psychology
• Hosted a weekly writing group for faculty, post-docs, and graduate students, especially those from underrepresented communities and those looking to promote diversity, equity, and inclusion within our department
• Establishment of Peer Multicultural Consultation Team , a monthly meeting during which students seek culturally-informed perspectives from other students on diverse patients
• Evaluation of all P&N undergraduate syllabi for content that supports inclusion, reduction of "hidden curriculum" elements, and anti-racist principles. Provided feedback to the P&N Faculty with resources for improving DEI principles in syllabi
• Diversity, Equity & Inclusion
• Climate Handbook
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The Clinical Psychology doctoral program (PhD) has been accredited by the American Psychological Association since 1949 and also is accredited by the Psychological Clinical Science Accreditation System (PCSAS). We emphasize training in clinically-informed research and evidence-based clinical work and recognize that students have varying career aspirations that may evolve over the course of graduate training. Our program offers two tracks: Adult and Child/Family . Read more about our Student Admissions, Outcomes and Other Data.

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

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

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

Recent News

• Amanda Haik Awarded the Wadden Award for Training in Behavioral Medicine and Health Psychology
• Maku Orleans-Pobee Named 2023 Community Engaged Scholar Fellow
• Esmeralda Navarro and Yolanda Yang Selected as 2023 LEAD Fellows
• Thank you to all those who came last night, we had a blast and will miss our internship-bound students!
• Congratulations to our 2022 Award Winners!
• Dr. Mitchell J. Prinstein testified in front of the US Senate on the Mental Health and Substance Abuse
• Dr. Andrea Hussong Q&A on the impact of COVID-19 on adolescents’ mental health
• Dr. Andrea Hussong Selected for Thorp Faculty Engaged Scholars Program
• Dr. Margaret Sheridan Named APS Fellow
• April Highlander Receives Gray-Little Diversity in Research Honorable Mention
• Carrington Merritt Receives Davenport Diversity in Research Honorable Mention

Psychology Headlines

From around the world.

• Miss USA Suddenly Resigns, Urges People to Prioritize Mental Health
• With Help From AI, Country Musician Randy Travis Gets His Voice Back
• Methodists End 50-Year Battle by Removing Anti-Gay Bans
• AI Evangelist Who Helped Trump Win in 2016 Using Facebook Is Back
• CRISPR Trial Provides Hope for Inherited Blindness
• After 2,000 Student Arrests, Some U.S. Schools Willing to Discuss Divestment
• Arkansas Will Ignore Federal Rules on Trans Students, Says Governor
• AI-Driven Fighter Jet Takes U.S. Air Force's Leader for Historic Ride

Source: Psychology News Center

APA-Accredited Programs

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

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

Other Accreditation Statuses

Accredited program lists, related pages.

Choosing a Program

Get Accredited

Why APA Accreditation Matters

Office of Program Consultation and Accreditation

750 first st, ne  washington, dc 20002-4242 [email protected], telephone: (202) 336-5979  tdd/tty: (202) 336-6123  fax: (202) 336-5978 .

Clinical Program

Ph.d. program in clinical psychology.

Please note that the Graduate and Clinical Handbooks contain a great deal of information about the Clinical Program and should be read in full.

About the Program

Established in 1947 and accredited by the APA since 1948, the PhD program in clinical psychology at Boston University has a long and distinguished history. As part of the Department of Psychological & Brain Sciences, the program is committed to the pursuit of a science-based approach to psychology.  The clinical-scientist model serves as the basis of our training program that prepares graduates for a wide range of careers in academic, medical, and applied settings.

Mission Statement

The Boston University PhD Program in Clinical Psychology was one of the first twelve programs approved by the American Psychological Association in 1948. The program places clinical science at the foundation of training goals and objectives.  As such, graduates of the program are expected to be competent in psychological research and to be knowledgeable about the scientific bases of clinical psychology applications, such as assessment and intervention.

Our goal is to help students develop skills in research and science-based clinical practice as well as the critical thinking skills and abilities necessary to integrate these domains. Within this framework, we emphasize a mentorship model of teaching that provides experiential learning and supervision in clinical research and professional practice settings.  Key training components include the development of independent research skills, clinical training at sites with psychologists who integrate science and practice, and course content informed by current research. This multipronged training is consistent with the University’s mission of developing outstanding scientists and researchers in all the disciplines in which graduate degrees are offered, while ensuring that graduates are competent to use these skills in applied clinical settings. The presentation of didactic material through courses, participation in clinical research, and clinical training experiences follow a sequence that reflects increasing complexity and effective integration of the subject matter, and promotes increasing autonomy in our graduate students.

The program accepts a small number of students each year with class sizes seldom exceeding ten students. Given the clinical science focus of the BU program, applicants who are solely interested in careers in clinical practice may better achieve their objectives at a professional school in psychology. The overarching goal of the program is to give our graduates the background necessary to implement evidence-based practices and programs in applied settings, develop sophisticated program evaluation methodologies, create new basic and applied knowledge in clinical research settings whether in universities or agencies, and innovate policy relevant to the practice of clinical psychology. Our graduates typically follow career paths in academic and medical settings. Some examples from graduates in the last several years include academic or clinical research positions at Brown University Medical School, Harvard University Medical School, Boston University School of Medicine, University of California, Los Angeles School of Medicine, Mt. Sinai School of Medicine, University of New Hampshire, Suffolk University, University of Waterloo, and the University of New South Wales (Australia). In addition, a number of graduates have also obtained leadership positions in clinical settings including Director of Addiction Ambulatory Services at Bronx Lebanon Hospital / MLK Jr. Health Center in New York, and Program Director, Polytrauma Transitional Rehabilitation Program, Palo Alto VA. Whatever the setting, the program philosophy emphasizes training that will produce clinical scientists who will become leaders and innovators in academic and applied settings with clinical science as the foundation of their work.

Accreditation

The Boston University Clinical Psychology Doctoral Program has been accredited by the American Psychological Association since 1948. Questions regarding accreditation can be addressed to the APA Commission on Accreditation :

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002 (202) 336-5979

The Boston University Clinical Psychology Doctoral Program has also been accredited by the Psychological Clinical Science Accreditation System (PCSAS) since June 2017. Questions regarding accreditation can be addressed to:

Psychological Clinical Science Accreditation System Alan G. Kraut, Executive Director 1800 Massachusetts Ave. NW. Suite 402 Washington, DC 20036-1218 (301) 455-8046 [email protected]

Best Universities for Clinical Psychology in the World

Updated: February 29, 2024

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Below is a list of best universities in the World ranked based on their research performance in Clinical Psychology. A graph of 66.1M citations received by 2.21M academic papers made by 3,123 universities in the World was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Harvard University

For Clinical Psychology

2. Columbia University

3. Yale University

4. University of Toronto

5. University of Pittsburgh

6. King's College London

7. University of Michigan - Ann Arbor

8. University of California - Los Angeles

9. University of Washington - Seattle

10. University College London

11. University of Pennsylvania

12. Johns Hopkins University

13. Stanford University

14. University of California-San Diego

15. University of North Carolina at Chapel Hill

16. University of Melbourne

17. University of Minnesota - Twin Cities

18. University of British Columbia

19. University of California - San Francisco

20. University of New South Wales

21. Karolinska Institute

22. University of Oxford

23. Emory University

24. McGill University

25. University of Sydney

26. University of Amsterdam

27. Pennsylvania State University

28. Boston University

29. University of Iowa

30. Ohio State University

31. Cornell University

32. University of Wisconsin - Madison

33. University of Cambridge

34. Brown University

35. University of Manchester

36. Maastricht University

37. New York University

38. University of Queensland

39. University of Southern California

40. University of Chicago

41. Utrecht University

42. University of Groningen

43. Providence College

44. Duke University

45. University of Miami

46. Washington University in St Louis

47. Radboud University

48. Icahn School of Medicine at Mount Sinai

49. University of Texas at Austin

50. University of Illinois at Chicago

51. University of Florida

52. University of Kentucky

53. Monash University

54. Rutgers University - New Brunswick

55. Case Western Reserve University

56. University of South Florida

57. Arizona State University - Tempe

58. University of Calgary

59. McMaster University

60. Vanderbilt University

61. Florida State University

62. Michigan State University

63. Western University

64. University of California - Berkeley

65. Medical University of South Carolina

66. University of Illinois at Urbana - Champaign

67. University of Utah

68. Virginia Commonwealth University

69. Catholic University of Leuven

70. Northwestern University

71. Heidelberg University - Germany

72. Stony Brook University

73. Tel Aviv University

74. University of Oslo

75. University of Missouri - Columbia

76. University of Rochester

77. University at Buffalo

78. Indiana University - Purdue University - Indianapolis

79. University of Arizona

80. University of Sao Paulo

81. University of Ottawa

82. Temple University

83. Leiden University

84. University of Connecticut

85. University of California - Davis

86. Wayne State University

87. University of Edinburgh

88. University of Montreal

89. Free University Amsterdam

90. University of Georgia

91. University of Maryland, Baltimore

92. University of Maryland - College Park

93. University of Birmingham

94. University of Texas Southwestern Medical Center

95. University of Virginia

96. University of Alberta

97. University of Hamburg

98. University of Zurich

99. University of Leeds

100. University of Cincinnati

Psychology subfields in the World

DEPARTMENT OF PSYCHOLOGY

• Undergraduate
• Graduate Studies in Psychology
• Areas of Specialization
• Considering Clinical Psychology

What Does It Take to Get Into Graduate School in Clinical Psychology?

Admission to PhD programs in clinical psychology is very competitive. Ratios of 300 applicants to 8 positions are common (though perhaps 10-15 people would have to be accepted to fill the 8 slots; some who are accepted decide to go elsewhere, or enter a different kind of graduate or professional program ). Different programs emphasize different characteristics, but it is safe to say that in all programs GREs and GPAs are examined closely. Graduate students in Northwestern's program have averaged over 1400 on the GRE (Verbal plus Quantitative), with an average GPA of over 3.5. (GPAs for the last two years of undergraduate schooling are most important, so students with uneven early records have a good chance if they've improved.) There are respectable programs whose students score lower on these measures, but students who have lower than 1200 on the GRE or a GPA of less than 3.3 can expect to find it difficult to get into a top graduate program in clinical psychology without other special qualifications.

Regarding less standardized criteria, most graduate programs in clinical psychology will prefer that you have taken a course in psychopathology, e.g., our Psych 303. Introduction to Clinical Psychology (Psych 306) can also be useful, in part as a way to learn more about the field and your options within it. Most graduate schools also expect students to have obtained some research experience. The primary concern is that students should have conducted some psychological research in order to know whether they find it interesting. From an admissions perspective, it is less important that you have had clinical research experience than it is that you have had meaningful research experiences (e.g., not just entering data). It is also important that you be able to solicit a letter of recommendation from at least one research supervisor. This means that it is important to get involved in research before you do your applications. If you plan to apply to graduate programs during fall of your senior year, then you should begin your research involvement as a junior, or even earlier.

Northwestern’s psychology department offers many  research opportunities  for undergraduate students. Each quarter, many of our students do  research for course credit  through 399-Independent Study or the two-quarter sequence 397-Advanced Supervised Research. You can learn more about 399 and 397, including their requirements and the differences between them, by reading our webpage on research for course credit. This page also includes tips on choosing a professor with whom to do research. Other students obtain paid positions in the department, typically through the federal  work-study program . You should make sure that your research experience provides you with an in-depth look at the nature of psychological research and at the theories and past research relevant for the questions under investigation. Entering data, scheduling research participants, and so on are integral parts of the research process, but it is important to do much more than that.

Some psychology students hope to do research that is outside the specific projects for which their faculty supervisors have funding. In addition, students who want to do research on campus during the summer may need to earn money for living expenses. Northwestern University, Weinberg College, and the psychology department all have funds available on a competitive basis to support student research. Guidelines for applying for the psychology department’s Benton J. Underwood Summer Fellowship are always included in the winter edition of our undergraduate newsletter,  Swift Thinking . See the Weinberg College webpage on  funds for undergraduate research  and the university page on  Research Opportunities for Undergraduates  for additional funding options.

Many graduate schools give a great deal of consideration to the likely match between potential students' interests and faculty interests. Students can convey their interests through the personal statements they include in their applications and in direct contact with relevant professors. If you have strong interests in a professor's research, this will make you a much more desirable applicant to that person. But you must be able to convey that your interests are serious, for example, by discussing a specific study. Faculty will not be impressed if it appears that you merely scanned the departmental brochure searching for topics that sound interesting.

Students may also want to consider trying some hands-on counseling-type work. Many agencies accept and train volunteers. For example, volunteering at a teen drop-in center or a hospital, working as a camp counselor for special needs children, and answering phones for a helpline can all be relevant experiences. If your goal is to work with some specific population – troubled teens, the elderly, autistic children – then you should try to gain some firsthand experience with this population. In part, this may serve as a valuable credential when you apply for graduate training. Perhaps more importantly, it will let you know if working with this population is as rewarding for you as you expect it to be. Two student groups –  Northwestern Community Development Corps (NCDC)  and  OASIS  – are good sources of information about volunteer opportunities in Evanston and surrounding communities

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Top 10 tips for applying to clinical psychology Ph.D. programs

Participants of the second annual Diversifying Clinical Psychology Weekend gained skills for succeeding in graduate school.

Program offers pointers for prospective students

In an effort to help aspiring clinical psychology applicants from historically marginalized and underrepresented backgrounds feel better prepared to tackle the application process and succeed in graduate school, School of Social Ecology graduate students from the clinical psychology area hosted their second annual “Diversifying Clinical Psychology Weekend” event earlier this month. Co-sponsored by DECADE, the event included breaking down application requirements, discussing how to obtain relevant research experience, and sharing the experiences of current students to help aspiring applicants feel more confident in their own academic journeys. 

• Professionalism is key. Using professional email greetings, being punctual, demonstrating preparation, taking ownership and responsibility, and using critical thinking and problem solving skills goes a long way. 
• Get involved in research labs. Joining a research lab during undergraduate or post-bacc programs, or seeking full-time research assistant and research staff positions will help prepare you for graduate programs that place heavy emphasis on research. 
• Prepare an accurate and professionally-formatted CV. Keep formatting consistent, list things in reverse chronological order, use action words when describing your contributions to activities. 
• Personalize your Research Statements (also known as Statement of Purpose) for each program you apply to. Emphasize what draws you to each particular program, include faculty members you are interested in working with and why, and state how YOU can add value and contribute to the program.  
• Weave a narrative through your personal statement that goes beyond your CV. Avoid summarizing your CV. Tell a story that SHOWS the reader what lessons you have learned and your main takeaways from prior experiences that have led you to apply to their program. Relate your experiences through common themes, goals, and interests that may not be obvious to someone simply reading through your CV. 
• Incorporate your values, commitment to DEI, and who you are as a person in your Personal History Statement (also known as Diversity Statement). This is a great place to show parts of yourself, your background, and your experiences that don’t fit into other parts of the application. 
• Get feedback on your materials. Get feedback from friends, family, and colleagues on your essays. 
• Submit strong letters of recommendation. Letters of recommendation are a critical component of a well-rounded application. Be sure to request letters from writers with whom you have good relationships and believe will be able to write you a thorough and positive letter of recommendation. Don’t hesitate to ask potential letter writers if they would be able to write you a STRONG letter of recommendation. 
• Research your programs ahead of time to make sure they are a good fit for you. Just as schools are evaluating whether you will be a good fit for their program, you should take the time to do your research on whether programs you are applying to seem to be a good fit for your research interests, professional goals, and personal needs.
• Check out additional resources and information sessions:  https://tinyurl.com/ClinicalPhDInfoSessions  and  https://tinyurl.com/ClinicalPsychResourceSheet .

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• Department of Psychology >
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Clinical PhD Program

For information regarding the online application and admissions process, please visit the UB Graduate School. 

• UB's General Admission Requirements
• Admissions FAQs
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Admission Requirements and Process

The Department of Psychology at the University at Buffalo uses a holistic admissions process in our consideration of applications.  This means that we evaluate the entire application, rather than any single indicator or a few indicators. Thus, applicants are viewed as a whole person, the sum of their experiences, accomplishments, and aspirations. Consistent with this, we do not rely on or use “cut offs” for numerical indices of an academic record such as grade point average. A holistic approach also means that a candidate who may be less strong in some areas, can still have a highly competitive application by having greater strength in other areas. All elements of an application are taken into consideration, to maximize a good fit of the applicant with our training program and potential mentors, to reduce bias that can result from reliance on a limited number of components, and to reduce inequities in access to opportunities for graduate training. 

Over the years, we have learned that a holistic admissions process helps us identify applicants who are likely to succeed in our graduate programs, brings a diversity of experience and ideas into our academic community, and supports a fair review of all applicants. Our goal is to recruit the next generation of academic psychologists who are passionate about making new discoveries and generating new knowledge in their chosen discipline.  We expect students to bring hard work, professional ambition, resilience, grit, intellectual acumen, and enthusiasm to our graduate programs.

Although we value quantitative criteria like GPA, we take a broad view of academic excellence and recognize that indices of success in our graduate programs and professional achievement cannot be reduced to numbers alone. In short, we endeavor to balance quantitative and qualitative indices of success. Because we want to give students the greatest opportunity to thrive in our program, we place a strong emphasis on fit with our programs and potential faculty mentors. A highly qualified applicant may not be strongly considered if their interests and goals do not provide a good fit with the orientation of our training program or with faculty research interests. Accordingly, we consider the following components in our admissions decisions: personal statement, undergraduate transcript and GPA (and prior graduate record if applicable), letters of recommendation, and resume/research experience. Interviews are required for applicants to the Behavioral Neuroscience, Clinical, and Social-Personality doctoral programs, and our MA programs in General Psychology; interviews are not required for applicants to the Cognitive Psychology doctoral program. After initial review of applications, the selected applicants to program requiring an interview will be contacted by prospective advisors to set up an interview time.

Schomburg statements are optional for applicants to our doctoral programs interested in being considered for a Schomburg Fellowship. These statements are not used for admissions decisions.

Clinical PhD Program:

Components of the application and how they are used, personal statement (required).

Helps contextualize the more quantitative and objective credentials of an applicant.  The statement is used to evaluate the applicant’s goals and fit with the program and research interests of the faculty as well as how they would contribute to the diversity of thought and perspectives.

Prompt for Personal Statement (1000 words or less):

Describe the area of research you are interested in pursuing during your graduate studies and explain how our program would help you achieve your intellectual goals. The statement should include your academic background, intellectual interests and training or research experience that has prepared you for our program. The statement should also identify specific faculty members whose research interests align with your own interests.

Submitting Personal Statement:

Uploaded as part of the online application.

Transcript and GPA (required)

Provides evidence that the applicant is seeking challenging coursework, while excelling and showing academic growth. The University at Buffalo requires an undergraduate GPA of 3.0 or higher.  However, applications with an undergraduate GPA below 3.0 can still be considered, particularly when other components of the application are strong (e.g., a high graduate GPA, etc.). 

Submitting transcripts:

Upload scanned copies of all undergraduate and graduate transcripts as part of your online application.  Include the English translation, if applicable. 

Letters of recommendation (3 required):

Provides a third-party endorsement of the applicant’s attributes, ability to succeed in the graduate program, and potential to contribute to the field.  The letter offers a perspective on the applicant’s prior achievements and potential to succeed, along with concrete examples of the subjective traits described in other elements of the application.

Submitting Letters:

Letters must be submitted electronically. Further instructions are included in the online application.

Resume and research experience (required):

Provides information on how the applicant has practically applied ideas and concepts learned in the classroom. It helps show that applicants possess the skills and dispositions needed to conduct extensive research and make substantive contributions to their chosen field.

Submitting resume

Interviews are a way for programs to get to know applicants as a person.  They provide a qualitative means of: (a) contextualizing quantitative and objective credentials, and (b) evaluating how well an applicant’s goals and training needs fit with the program and potential mentors. In addition, the Clinical PhD program also uses the interview to evaluate suitability for clinical work.

Schomburg Statement (optional Applications to our doctoral program):

What is a schomburg fellowship.

A Schomburg Fellowship offers support for students in doctoral programs who can demonstrate that they would contribute to the diversity of the student body, especially those who can demonstrate that they have overcome a disadvantage or other impediment to success in higher education. In order to be eligible for the Schomburg Fellowship, you need to be either a U.S. Citizen or Permanent Resident and have a cumulative undergraduate GPA of 3.0 or above. 

Here is a link to more information about Schomburg Fellowships.

https://arts-sciences.buffalo.edu/current-students/funding-your-degree/graduate-awards-fellowships/schomburg-fellowship.html

The Schomburg statement provides useful information in helping the faculty decide whether to nominate an applicant for the Schomburg Fellowship.

Schomburg Statement:

If you would like to be considered for a Schomburg Fellowship, please  upload a written statement with your online application  (maximum of 500 words) describing how you will contribute to the diversity of the student body in your graduate program, including by having overcome a disadvantage or other impediment to success in higher education.  Please note that such categorical circumstances may include academic, vocational, social, physical or economic impediments or disadvantaged status you have been able to overcome, as evidenced by your performance as an undergraduate, or other characteristics that constitute categorical underrepresentation in your particular graduate program such as gender or racial/ethnic status.

Submitting a Schomburg statement:

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PhD in Clinical Psychology

Serve the underserved as a mental health professional.

Certain demographics face barriers when attempting to access mental health services. The University of Texas at Tyler’s PhD in Clinical Psychology trains you to provide expert care to underserved populations in East Texas and beyond. Become a practitioner who is not only equipped to assist a wide range of individuals but also provides evidence-based, accessible and equitable treatment to all you serve.

Toward this goal, you’ll integrate research and practice as you master interviewing, therapy and assessment skills that will help you excel in any clinical setting. The program also provides training in the science of psychology in a matched-mentorship program. Nationally-recognized faculty will supervise both your research and counseling work to help you grow and thrive as a professional ready to provide vital care in medical, clinical and more settings. The PhD in Clinical Psychology is a dissertation-based program involving four years of on-campus study and a one-year doctoral internship, plus hands-on clinical experience beginning your second year.

Why Earn a PhD in Clinical Psychology at UT Tyler?

At UT Tyler, you’ll find a program uniquely focused on mental health for underserved populations. You’ll start to understand how to better assist veterans, rural residents and seniors. Following your completion of the program, you’ll be ready to step into a unique role and offer help where it is needed most — and where jobs are in high demand.

When you do so, you’ll have confidence knowing you’re prepared for the challenges ahead. In our program, you’ll experience:

• Comprehensive training: Master theory and practice. Our five-year residential program gives you a strong foundation in research, along with abundant practice in assessment and therapy. Explore all faculty research areas .
• In-demand specialization: Get equipped to meet growing needs for rural mental health, geropsychology and care for veterans.
• Support: Earn a UT-caliber degree on a smaller campus with a strong network of support within the department.
• Experiential learning: Develop interview, therapy and assessment skills in our on-campus clinic in your second year. Then, deepen your learning with off-campus clinical experience, culminating in a 12-month internship. Learn more about the program’s practicum component .
• Ready for licensure: When you graduate, you will have satisfied the educational requirements to become a Licensed Psychologist in Texas.
• World-class faculty: Learn from faculty who are practicing therapists, skilled teachers, active scholars and innovative researchers with externally funded research projects. They are devoted to your success and ready to mentor you in your professional growth.
• Affordable: Focus on your studies with a generous financial aid package that is among the best in the state.

What You’ll Learn

UT Tyler’s PhD in Clinical Psychology prepares you for practice as a licensed psychologist. The full-time, five-year program includes four years on campus and an off-site doctoral internship year.

The program balances the discipline’s theoretical and practical sides while emphasizing the importance of investing in underserved communities. You will receive a thorough grounding in advanced psychology topics and undertake independent research as you write a thesis and dissertation. You will also gain an abundance of hands-on experience in patient testing, diagnosis and treatment.

Based on guidance from the American Psychological Association, the program’s three emphasis areas reflect the projected demand for mental health services in East Texas over the next 10 to 15 years:

• Rural mental health: Prepare to work with populations experiencing the greatest need for services. Students receive training on providing tele-mental health services.
• Veterans and active duty military: Serve the specific mental health needs of military veterans, service members and their families.
• Geropsychological care: As the number of adults age 65 and older continues to increase, meet the growing demand for age-specific mental health services.

When you complete the program, you will be:

• Trained as a scientist-practitioner who has expansive knowledge of the scientific and behavioral foundations of psychology.
• Capable of developing, conducting and reporting research knowledge through your own program of independent research.
• Competent to assess, diagnose and treat psychological disorders using evidence-based practices.
• Trained in ethics and professional issues related to clinical practice and research.
• Equipped with clinical and research training to better support underserved populations, such as the elderly, rural communities and veterans as well as active-duty service members.

See Full Degree Requirements for the PhD in Clinical Psychology

What Can You Do With a PhD in Clinical Psychology?

Following licensure, you’ll be qualified to offer expert help as a licensed clinical psychologist to those who are struggling with mental and emotional problems. With an aging population and increased awareness of mental health issues specific to veterans and rural communities, you’ll meet these pressing needs in clinical settings ranging from hospitals to private practices to mental health centers across East Texas.   Your PhD will also open the door to research-based positions where you can help move our understanding of psychology forward. You might serve as a professor at a university or as a research psychologist at a government or private research institution.

How to Apply

The PhD in Clinical Psychology is designed for students who have at least some preparation in psychology. The strongest applicants will have 12 or more credits in the discipline, including coursework in statistics, research methods, history and systems of psychology and abnormal psychology. In some cases, students may be admitted without this prior coursework but will be required to complete these courses during the program. You must have an overall GPA of at least 3.0 in prior coursework.

Your application requires the following:

• Complete the online application .
• Official transcripts for all prior college- or graduate-level work, submitted to the Office of Graduate Admissions .
• Department Information Sheet .
• A statement of purpose. Submit electronically along with the department information sheet using the link above.
• Three letters of recommendation. Use our online system to request these from those who have agreed to write them for you.
• Curriculum vitae/résumé. Please send to [email protected] .

Admitted students must complete a background check prior to enrollment.

Review Detailed Application Requirements

See General Graduate School Admissions Requirements

As a doctoral student in clinical psychology at UT Tyler, you’ll receive generous financial support so you can focus on your studies.

Sources of support can include scholarships and assistantships. If funded, you will receive a four-year scholarship and a 50% tuition reduction. Assistantships are based on service of 20 hours per week and are intended to be renewable for up to four years, pending satisfactory performance.

While we can’t guarantee that you will receive funding, we have been able to provide full support to every student in the program since its inception.

Learn More About Financial Support for PhD in Clinical Psychology Students

Application deadline for all students to begin the following fall.

The Free Application for Federal Student Aid (FAFSA®) opens for the upcoming academic year.

Meet a Professor

Dr. Adam McGuire

Assistant Professor of Psychology

Explore Related Programs

MA in Clinical Mental Health Counseling

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Your future starts here. Make an impact among the underserved with a PhD in Clinical Psychology from UT Tyler.

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Clinical Psychology

The Master of Arts in Clinical Psychology program helps students prepare to work as mental health professionals in a variety of settings and is intended to provide a broad training program in empirically validated clinical psychology. The program can provide the academic training necessary for graduates to apply for master's level licensing as a professional counselor in the Commonwealth of Pennsylvania and is flexible enough to prepare graduates for licensure in many other U.S. states. The M.A. program requires 60 credits of course work.

The overall model emphasizes the scientific bases of behavior, including biological, social, and individual difference factors. This scientist-practitioner training model is health-oriented rather than pathology-oriented and emphasizes the development of helping skills, including both assessment and intervention.

The degree program is intended for both part- and full-time students. Students are admitted fall semester only. The deadline for applications is April 30.

Admission Requirements

Applicants apply for admission to the program via the Graduate School application for admission . Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 Admissions Policies .

Students will be admitted on a competitive basis and must submit the following:

• completed  Graduate School application form  with the application fee
• official transcripts from all post-secondary institutions attended
• three professional letters of recommendation, two of which need to be from academic letter writers
• a brief (two-page) interest statement

GRE scores are not required for admission, but students who do not submit GRE scores will not be eligible for most graduate assistantships and/or scholarships.

The applicant must have a bachelor's degree from a regionally accredited academic institution or the equivalent, must have completed at least 18 credits in psychology, and must have a cumulative grade-point average of 3.0 or above in the last 60 credits of undergraduate course work. The undergraduate work must include a statistics course and a psychology research methods course with grades of B or higher. Students must submit a resume or CV and an APA-style paper (from a class is appropriate) for evaluation. A personal interview is required.

Applications are processed on a rolling basis with admission to the program granted only in a fall semester

Degree Requirements

Master of arts (m.a.).

Requirements listed here are in addition to Graduate Council policies listed under GCAC-600 Research Degree Policies.

The M.A. in Clinical Psychology requires 60 credits of course work. At least 20 credits must be earned at the established graduate campus where the program is offered. Included in the core courses are 100 hours of clinical practicum, 600 hours of supervised internship experience, and a master's research paper completed in association with  PSYC 530 .

Psychology Core Courses (21 credits) provide a foundation in professional ethics, individual differences and cultural diversity, the scientific bases of behavior, and scientific research skills. These courses are intended to facilitate the development of an awareness of the context in which clients live and in which interventions must work and are grounded in research.

Clinical Core Courses (27 credits) provide a general background in clinical diagnosis, assessment, and interventions with appropriate supervised experience to allow students to develop the clinical skills appropriate for master's level practitioners.

Electives (9 credits)  400-level courses may be taken for graduate degrees and in this program may only account for nine credit hours total. The flexibility in offerings here allows students to meet licensing requirements in a variety of states.

Grade-Point Average

Students must have a minimum 3.00 grade-point average to graduate from the program.

A graduate minor is available in any approved graduate major or dual-title program. The default requirements for a graduate minor are stated in Graduate Council policies listed under GCAC-600 Research Degree Policies and GCAC-700 Professional Degree Policies , depending on the type of degree the student is pursuing:

• GCAC-611 Minor - Research Doctorate
• GCAC-641 Minor - Research Master's
• GCAC-709 Minor - Professional Doctorate
• GCAC-741 Minor - Professional Master's

Student Aid

Graduate assistantships available to students in this program and other forms of student aid are described in the Tuition & Funding section of The Graduate School’s website. Students on graduate assistantships must adhere to the course load limits set by The Graduate School.

There are a limited number of scholarships and research grants available, as well as graduate assistantships.

Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.

Psychology (PSYC) Course List

Learning Outcomes

1. KNOW: Graduates will be able to demonstrate conceptual understanding and proficiency in clinical psychology and counseling from a scientist-practitioner lens and at the level required to contribute to the discipline.

2. THINK: Graduates will be able to develop and use appropriate, ethical, and culturally responsive research methods and techniques to apply knowledge or create new knowledge aimed at significant questions in clinical psychology and counseling as prudent scientist-practitioners.

3. COMMUNICATE: Graduates will be able to effectively communicate current research and practice applicable to the field in formal presentations and in written works.

4. APPLY/CREATE: Graduates will be able to conceptualize therapeutic cases in an empirically-supported theoretical framework that is sensitive and responsive to the unique facets of each client, with emphasis of their multicultural background, developmental experiences, and environmental influences.

5. PROFESSIONAL PRACTICE: Graduates will demonstrate the ability to work effectively and ethically across contemporary practice settings (e.g., schools, community-based clinics, medical settings, etc.) as competent scientist-practitioners with clients from diverse backgrounds.

Professional Licensure/Certification

Many U.S. states and territories require professional licensure/certification to be employed. If you plan to pursue employment in a licensed profession after completing this program, please visit the Professional Licensure/Certification Disclosures by State interactive map.

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What Can You Do with a PhD in Psychology?

Key Takeaways

• A PhD in psychology will open career opportunities in the fields of research psychology, psychotherapy, forensic psychology, neuropsychology, and even management consultancy.
• Psychology positions have a projected job growth of 6% over the next decade.
• Those who earn a PhD in psychology work in medical settings, government agencies, educational institutions, or in private practice.

If you’re passionate about building a successful career in psychology, earning a doctorate in psychology could get you there. For those who are passionate about the subject but wonder, “What can you do with a PhD in psychology?“, we’ll help you explore your options so you can decide whether a PhD in psychology is worth the shot. 

Featured Programs

With a PhD in psychology, you can pursue various career paths, including research psychology, psychotherapy, forensic psychology, neuropsychology, and even management consultancy. Alternatively, a doctorate also helps you pursue different areas of specialization within the field of psychology.

If you are considering a PhD degree in psychology, you’ve likely already earned your bachelor’s and master’s degrees. However, to progress further into the roles of research, academia, authorship, or lectureship, you have to take the next step. If you’re already employed in a field of psychology, earning a PhD helps you level up.

While a doctoral degree gears you up to become a licensed clinical psychologist, there are plenty of other career options to explore. Here’s a list of the most popular career pathways you can pursue with a PhD in psychology, along with their salaries and growth statistics.

Psychological Researcher

Psychological researchers, or research psychologists, deeply understand the human mind. Their primary duties include conducting experiments to test procedures to explore various aspects of psychology. This includes selecting candidates for clinical trials, administering tests, and carefully observing and documenting the outcomes of their research.

By the time they are done with PhD, psychological researchers are capable enough to review existing literature and contribute to scholarly discussions. Some may serve at universities, while others may work for hospitals or government agencies. If you’re passionate about research and writing, this might be a pretty lucrative field with tons of career opportunities.

• National average salary: $99,577 per year
• Growth: Projected to grow 14% from 2018 to 2028

Clinical Director or Supervisor

The clinical director is one of the most highly paid yet growing careers in psychology . Clinical supervisors monitor psychologists and other mental health professionals to oversee the quality of clinical care provided. They establish best practices for the workplace and check whether the institution complies with regulations in the mental health field.

As a clinical director, you’ll serve in various settings, including mental health clinics, hospitals, universities, or even private practices. Also, these professionals arrange development opportunities for staff members, gather feedback from patients, and delegate cases to team members.

• National average salary: $120,761 per year
• Growth: Projected to grow 28% from 2021 to 2031

Psychotherapist

Like clinical psychologists, psychotherapists support individuals with mental health conditions and help them live a fulfilling life. Unlike clinical psychologists, psychotherapists diagnose more general mental health issues. They closely monitor their client’s behaviors, emotions, and thoughts to develop specific treatment plans for them.

Additionally, they use different tools and therapeutic techniques to develop coping strategies for their patients and improve the way they regulate emotions. A PhD in psychology potentially makes you a perfect fit to deal with the complexity involved in psychotherapy. Ultimately, you understand your clients better to know where they’re coming from.

• National average salary: $115,281 per year
• Growth: Projected to grow 6% from 2022 to 2032  

Psychometrics Specialist

A psychometric specialist looks at assessments to gather information about a patient’s personality, symptoms, and cognitive abilities. They often join hands with mental health specialists to facilitate research or diagnose and treat patients. On top of that, these professionals play a key role in collecting data for research and ensuring its accuracy.

They use a combination of interviews, examinations, and standardized tests to gather data about a patient’s psychological state and decode it to help clinicians and researchers reach conclusions. As a psychometric specialist, you’ll work in research or educational institutions, clinics, government agencies, or independently as a consultant.

• National average salary: $62,264 per year
• Growth: Projected to grow 6% from 2018 to 2028 

Human Resource Director

If you would rather work in an organizational setting, a PhD in psychology also helps build a mindset that prepares you to work in HR. HR directors are highly paid individuals responsible for shaping the recruitment and selection process in an organization. They create and implement corporate policies in areas like talent management, employee relations, and workplace culture.

With a PhD in psychology, you bring a deep understanding of human behavior, emotions, and motivation to the role. Plus, as an HR director, you can use the knowledge from your doctorate to develop thoughtful policies, systems, and resources to support employee well-being.

• National average salary: $116,601 per year
• Growth: Projected to grow 7% from 2021 to 2031

Marketing Director

With a PhD in psychology, you can also serve as a business or marketing director and build a fruitful career. Marketing directors use the knowledge of psychology to bridge the gap between relevant products and customers. Serving at multiple profit or non-profit sectors, these graduates contribute to public relations, management, and technical services.

As a marketing director, your background in psychology equips you with the right knowledge of consumer behavior and effective ways to communicate with them. This, in turn, helps you develop successful marketing campaigns that resonate perfectly with your audience.

• National average salary: $120,014 per year
• Growth: Expected to grow 10% from 2018 to 2028

Management Consultant

Management consultancy is another productive career path you can choose after a doctorate in psychology. Management consultants improve an organization’s efficiency, productivity, and performance. With a deep understanding of psychology, you can easily identify and deal with the underlying issues and patterns within your company.

Plus, management consultants provide feedback and recommendations on addressing employee and business management problems. They might also join hands with top-level management to devise practical solutions that align with the company’s core values.

• National average salary: $108,555 per year 
• Growth: Projected to grow 10% from 2022 to 2032

Forensic Psychologist

Forensic psychology is a rapidly growing field  that requires individual practitioners to obtain a state license. Psychologists in this field work closely with law enforcement to investigate crimes. For a license, you need to complete a doctoral degree from an APA-approved program and have clinically-supervised work experience.

Licensed forensic psychologists assist legal professionals with addressing the psychological aspects of the cases they’re dealing with. For instance, they conduct evaluations, assessments, and psychological testing to understand the case. Once they have come up with logical reasons, they present their findings and opinions to judges and juries.

• National average salary: $87,877 per year
• Growth: Expected to grow 6% between 2021 and 2031

Behavioral Health Specialist

As the name suggests, behavioral health specialists counsel and support individuals with behavioral or mental health problems. They use therapeutic techniques to help patients develop new behaviors and cope with their existing condition. Most importantly, they use their psychological knowledge to identify the root causes of their patient’s behaviors.

If you have a PhD in behavioral health, you can work with patients who have severe mental illness or developmental disorders like autism. The advanced degree helps you set developmental goals for your patients and implement evidence-based treatment plans to guard their well-being.

• National average salary: $54,663 per year
• Growth: Projected to grow 9% between 2018 and 2028

Addiction Counselor

PhD in psychology also enables you to serve as an addiction counselor, where you support patients on their journey to recovery from addictive behaviors. Typically, addiction counselors guide through the rehabilitation process and help manage withdrawal symptoms. They often work together with medical professionals to effectively detoxify clients from drugs and alcohol.

In addition to one-on-one counseling sessions, addiction counselors arrange group therapy sessions. This provides clients with peer support and learning about new experiences and coping mechanisms. They monitor clients throughout the rehabilitation process till they finally achieve sobriety.

• National average salary: $65,310 per year
• Growth: Projected to grow 18% from 2022 to 2032

Prerequisites for Earning a PhD in Psychology

If you’ve made up your mind and want to earn a PhD in psychology, you’ll generally need at least a bachelor’s degree to get in. While some institutions may also require a master’s degree as a prerequisite, it largely depends on the program you’re opting for. Some universities offer combined master’s and doctoral degrees, so you get both degrees at once.

However, the most integral part of your PhD program is the area you’ve chosen. When applying, it’s recommended to thoroughly research the specialties the universities on your radar are offering. This isn’t just about coursework since the topics of your dissertation will also depend on your chosen concentration.

Plus, to make sure you quickly get through the admission process, it’s important to prepare for it beforehand. While the specific requirements depend on your university, here’s a list of some basic prerequisites when applying for a PhD in psychology:

• A bachelor’s degree in psychology or a related field
• A master’s degree (depending on the institution)
• Strong academic record
• Letters of recommendation
• Relevant research experience or coursework
• Statement of Purpose (SoP)
• Interview (as a part of the application process)

Benefits of Earning a PhD in Psychology

Even if you’re sure about earning a PhD in psychology, it’s best to take a look at the benefits to check whether they align with your future goals. While the time required to complete a PhD may be significant, the benefits you reap make it worthwhile. Here’s an overview of the pros of getting a PhD in psychology:

Obtaining a License

Earning a doctorate in psychology is the only path to practice independently as a licensed psychologist. A license allows you to diagnose and treat mental disorders and provide therapy sessions to clients.

Better Employment Opportunities

Many employers, including those in the educational sector, prefer PhD holders over candidates with a master’s in psychology . This is due to years of experience and practice acquired through a doctoral program. For instance, PhD holders are often preferred for faculty positions, research roles, and leadership positions.

Skill Development

PhD holders are seen as authorities in the field of psychology  and research. Through extensive training and coursework, PhD students develop advanced knowledge and skills in areas like research methodology, statistical analysis, and clinical assessments.

High Paying Positions

Doctoral degree holders in psychology are paid way higher than those with bachelor’s degrees. The difference in salary reflects the higher earning potential that comes with advanced degrees in psychology. For instance, candidates with a PhD may easily qualify for higher paying positions in academia, clinical practice, research, or consulting.

Related Questions

What do you learn in a doctorate program for psychology.

In a doctorate program in psychology, you dig deeper into the field of psychology. For instance, you study research theories and methods and do your own research for a dissertation. Most PhD programs also allow you to gain hands-on experience in real clinical settings through an internship program.

Where can you work with a doctorate in psychology?

Fortunately, you can choose from plenty of workplace options once you get your PhD in psychology. You may work as a psychologist in a clinic or even begin practicing privately. Some individuals with a doctorate serve at government agencies, hospitals, and even educational institutions.

How long does it take to get a PhD in psychology?

Generally, getting a PhD in psychology takes around 5-8 years , including some hands-on experience and a year-long internship. However, it’s worth noting that PhD programs are highly competitive. So, the earlier you prepare for your dream university for your psychology degree , the sooner you can secure a spot.

We hope we’ve adequately answered the question “What can you do with a PhD in psychology?” for you and you have more clarity about whether this is the right path for you. Whether you’re into clinical practice, research, or social service, a doctorate in psychology can accommodate your personal preferences if you pick the right area for yourself.

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Understand the Human Experience from a Biblical Worldview with an Online PhD in Psychology

Do you want to deepen your knowledge in psychology and use your research to contribute to the field of understanding human behavior? Liberty University’s PhD in Psychology can provide rigorous research training that can better prepare you for a career in academia and research. An online PhD in Psychology is ideal for students who want to bring new knowledge of human behavior to the field and find new ways to help people heal, grow, and thrive.

Liberty’s PhD in Psychology is designed to prepare you to evaluate research and to understand the truth about human behavior from a biblical worldview. Our mission is to  Train Champions for Christ , and we fulfill this mission by training professionals to use science and biblical values to understand the full breadth of the human experience. Our unique, biblically-based approach to this field can help prepare you to make a positive impact on those you work with.

With Liberty’s PhD in Psychology, you can take part in optional face-to-face on-campus intensives that will allow you to meet faculty and other students while you develop your professional and research skills.

What Will You Study in Our PhD in Psychology Degree?

Liberty’s online PhD in Psychology is designed to build on your previous study and experience in human psychology and develop you into a researcher and psychologist who demonstrates ethical and academic excellence while integrating biblical values into your practice.

Through this program, you will:

• Learn how an appreciation of biblical values enhances psychiatric practice by putting human value at the forefront of technique and theory.
• Develop a grounded critical approach to psychiatric research and theory while integrating a biblical worldview into approaches to current issues in psychology.
• Master psychiatric research and writing techniques that can establish your work in the study of human behavior.
• Complete dissertation research through your program with mentorship from your professors so that you have the option to present research at conferences.

Through this program, you will be encouraged to become a thought leader on a variety of topics related to the human experience. Our goal is to help you venture into the world of psychiatric research and practice and offer insights based on biblical foundations of truth that can help people heal and thrive.

Featured Courses

• PSYC 510 — Research Methods and Statistics in Psychology I
• PSYC 710 — Psychological Research and Biblical Worldview
• PSYC 716 — Theories and Research in Industrial/Organizational Psychology
• PSYC 775 — Teaching of Psychology

Degree Information

• This program falls under the  School of Behavioral Sciences .
• View the  Graduate Behavioral Sciences Course Guides   (login required).
• View the  PhD in Psychology Dissertation Handbook
• The online PhD in Psychology is a non-clinical, non-licensure program.

Why Choose Liberty’s Online Degree?

To help you meet your educational goals in a way that fits your life, our online PhD in Psychology provides scheduling flexibility and keeps affordability in mind. Our PhD in Psychology’s online format allows you to take your classes from home without traveling to campus. However, this program still provides a community of psychology professionals and the ability to take optional intensive courses to allow you to connect in person.

Throughout this program, Liberty incorporates a biblical worldview into your instruction. This perspective in your research and practical training in psychology can help you develop professional and academic excellence without compromising an ethical appreciation for human life. Additionally, our caring faculty are devoted to helping you grow personally and academically.

With our online PhD in Psychology, you can learn effective clinical techniques, essential behavioral theory, and develop your research and writing expertise. You can be equipped with a thorough understanding of human thought and behavior while developing your own research to further the field.

Earning a PhD in Psychology online with Liberty means that you will be trained to engage with research and psychiatric practice critically and biblically. If you are interested in becoming a thoughtful, articulate, and research-focused professional, then this is the program for you.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Potential Career Opportunities for PhD in Psychology Graduates

• Corporate psychologist
• Program or department head
• Project manager

Degree Options for Our PhD in Psychology Program

Focus your studies in psychology with a specialization.

Behavioral Health Leadership

Through the  PhD in Psychology – Behavioral Health Leadership , you can hone your research and leadership skills as you prepare to pursue administrative and management positions in mental and behavioral health organizations.

View the Degree Completion Plan .

Developmental Psychology

Through the online  PhD in Psychology – Developmental Psychology , you can learn about research theory related to human development, including cognitive development, social development, and language development.

General Psychology

The online PhD in Psychology – General Psychology provides an in-depth study of advanced psychiatric research and practice while giving you room to customize your course content.

Industrial/Organizational Psychology

In the online  PhD in Psychology – Industrial/Organizational Psychology  track, you will study human behavior in organizations and the workplace. You will focus on deriving principles of individual, group, and organizational behavior and applying that knowledge to developing solutions for challenges in the workplace.

Social Psychology

In the online  PhD in Psychology – Social Psychology  track, you can learn about research and theory related to social processes and relationships, attitudes, and other constructs related to social psychology.

In the online  PhD in Psychology – Theology  track, you can learn how to study the Bible and integrate that study of the Bible with research in psychology to further your understanding of psychological concepts.

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

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Admission Information for Our PhD in Psychology

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Contact information  for 2 recommenders is required (approved recommenders are the student’s former college professors or supervisors).
• Statement of Purpose  is required (1,000-1,500 words, double spaced).
• Departmental approval is required.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

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(888) 301-3577

Email for Questions

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Email for Documents

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• Veterans/Retirees
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Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

Are there opportunities to interact in-person with peers.

You can meet faculty and fellow students in person through optional on-campus intensives.

Can I have an impact through this degree?

Through your dissertation, you can contribute to the understanding of human experience and behavior.

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Make a Difference with a Master’s in Clinical Professional Counseling

• Healthcare and Science |

Mental health service providers are needed now more than ever to tackle our nation’s growing mental health crisis. The shortage of qualified professional helpers is calculated to extend into 2036, according to the Health Resources and Services Administration . According to the Bureau of Labor and Statistics , rates of substance abuse, behavioral disorder, and mental health counselor jobs are projected to grow 18 percent from 2022 to 2032, with an average of 42,000 jobs opening each year.

University of Maryland Global Campus (UMGC) has committed to filling this gap by introducing a new program: the Master of Science in Clinical Professional Counseling (MSCPC). This 60-credit program provides students with fundamental skills, knowledge, and competencies that support counseling licensure. UMGC’s first cohort will begin in fall 2024, and the program will be offered to Maryland residents for the 2024-2025 academic year with plans to expand in the future.

“The clinical professional counseling program at UMGC prioritizes practical and applied skills, equipping students with a diverse set of counseling techniques, emphasizing ethical and legal considerations, and providing training in psychological assessment and diagnosis,” says Phyllis Medina, PhD, program director for the MSCPC program. “The goal is to prepare graduates for licensure and successful practice as independent and effective counselors in various mental health settings.”

UMGC learners grow in their confidence and capabilities through 700 hours of supervised practicum and internship experiences. This gives students the opportunity to perform the work of a counselor under the guidance and supervision of an experienced practitioner.

What is the difference between a master’s degree in clinical professional counseling (MSCPC) and other psychology master’s degrees?

An MSCPC degree prepares students for careers as licensed professional counselors. MSCPC training extends beyond coursework to include supervised clinical fieldwork experiences. During practicum and internships, students apply their knowledge in real-world settings and practice their interviewing, case conceptualization, and therapy skills in an ethical, culturally informed, scientifically supported way under the direct supervision of a licensed professional.

While supervised, in-the-field practicum experiences set a master’s in clinical professional counseling program apart from non-clinical psychology master’s degrees, allowing MSCPC students to learn the fundamentals through focused coursework. Courses in the program emphasize current best practices in counseling theory, psychotherapy practice, assessment methods, cross-cultural and trauma-informed care, and ethical standards.

What careers could a master’s in clinical professional counseling help prepare you for?

With licensure, a master's in clinical professional counseling graduate is equipped for various careers. Licensed Clinical Professional Counselors (LCPCs) can establish private practices, provide therapy in mental health clinics, or take on leadership roles as clinic directors or clinical managers in healthcare settings.

Experienced LCPCs may become clinical supervisors, training the next generation of effective and ethical counselors. LCPCs can work as trauma therapists, forensic counselors, and military and veteran counselors. Additionally, LCPCs can work as Employee Assistance Program (EAP) counselors, offering short-term support to employees, or serve as community mental health counselors, addressing the mental health needs of diverse local populations.

The growing field of telehealth also opens opportunities for LCPCs to provide online counseling services, while those with specialized training in addiction can work as addiction counselors in rehabilitation centers or outpatient clinics dedicated to substance abuse treatment.

“Counseling provides a safe space for individuals to explore their emotions, behaviors, and thought patterns,” says Medina. “By offering fresh perspectives and understanding, counseling can lead to improved mood and better management of mental health conditions.”

Does a master’s in clinical professional counseling prepare you to become a therapist?

The master’s in clinical professional counseling program intentionally prepares students for careers as therapists.

“Overall, a master's in clinical professional counseling is a recognized and common pathway for individuals seeking to become licensed therapists,” says Medina. “At UMGC, this program equips students with the knowledge, skills, and practical training necessary to provide therapeutic interventions and support for individuals dealing with various mental health issues and life challenges."

Upon completing a master's in clinical professional counseling and fulfilling any additional state-specific licensing requirements, one can pursue licensure (e.g., Licensed Clinical Professional Counselor or similar titles, depending on the jurisdiction). With this licensure, graduates are qualified to work as therapists in various settings, including private practice, mental health clinics, hospitals, community agencies, school counseling, and other healthcare organizations.

Licensing requirements vary by state or country, so those interested in becoming therapists should familiarize themselves with the specific regulations and licensure processes in the location where they plan to practice.

What is the difference between clinical professional counseling and clinical psychology?

Both clinical professional counseling and clinical psychology center around supporting individuals with mental health concerns, but key differences exist in their focus, training, and scope.

“The distinction lies in the depth of training,” says Medina. “Clinical professional counselors specialize in applied counseling techniques, while clinical psychologists have a comprehensive understanding of psychological conditions and therapies.”

Clinical professional counselors focus their training on applied therapies that address a variety of psychological stressors and life events. Licensed counselors typically have master's degrees in counseling or related fields and provide therapy to individuals, couples, families, and groups. They focus on addressing mood and anxiety issues, personal growth, and relationship challenges using various therapeutic techniques.

In contrast, licensed clinical psychologists carry the protected title “psychologist,” have doctoral degrees in psychology, and are trained to diagnose and treat mental illness using a variety of personality and neuropsychological assessments and evidence-based interventions. Many psychologists have concentrated training in research and often specialize in subfields like forensic, health, or neuropsychology.

UMGC's new program is a master’s in clinical professional counseling, which emphasizes a practical, applied approach to mental healthcare. Graduates do not become psychologists upon licensure, rather licensed clinical professional counselors.

What current and future trends does the UMGC Master’s in Clinical Professional Counseling program prepare students for?

While pursuing a master's degree in clinical professional counseling, UMGC students are prepared for landscape-shifting industry trends, including:

• Telehealth and technology integration. The COVID-19 pandemic saw a huge shift in how professional counselors delivered their services – a trend that has only continued to grow. Technology innovations, like cognitive behavioral therapy “homework” apps, mindfulness reminders, and thought trackers are also on the rise. Those seeking licensure will need to be competent at providing counseling services remotely and incorporating technology into their practice.
• Assessment and treatment of trauma. The field of counseling is also expanding its definition and understanding of psychological trauma. In the MSCPC program, UMGC students will study trauma-informed care, recognize the impact of trauma on mental health, and learn evidence-based approaches to trauma treatment.
• Equity, diversity, and inclusion. Well-trained counselors understand that their clients exist in their own cultural context; and they recognize and make moves to correct mental health disparities that exist across the sociocultural spectrum. Our program acknowledges the importance of inclusive counseling practices, of addressing the unique needs of clients from diverse backgrounds, and of advocating for the needs of underrepresented groups.
• Mindfulness and holistic practices. While earning their counseling degree, students can also learn about evidence-based mindfulness practices and holistic techniques designed to help clients cultivate present-moment awareness, develop greater self-compassion, and enhance psychological resilience.
• Integrated healthcare delivery. As the field of mental health shifts towards an integrated and preventive approach, students can explore the collaborative nature of integrated behavioral health. Mental health professionals work alongside medical professionals, occupational and speech therapists, and psychologists to address both physical and mental health concerns.

Staying up to date with these industry trends enhances students' adaptability and positions them to provide effective, informed, and culturally sensitive counseling services.

“As the mental health field shifts towards an integrated and preventive approach, students can explore the collaborative nature of integrated behavioral health,” says Medina. “Mental health professionals work alongside medical professionals to address both physical and mental health concerns.”

With a master’s in clinical professional counseling , students can meet the growing need for trained mental health professionals ready to take on roles as licensed practitioners. Upon obtaining licensure, graduates are primed and ready to enter the world of professional helping, prepared to join the ranks of those willing to address our nation’s mental health crisis.

Reference on this webpage to any third-party entity or product does not constitute or imply endorsement by UMGC nor does it constitute or imply endorsement of UMGC by the third party. 

Learn More About the Master’s in Clinical Professional Counseling

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