oxford phd in clinical psychology

Our cookies

We use cookies for three reasons: to give you the best experience on PGS, to make sure the PGS ads you see on other sites are relevant , and to measure website usage. Some of these cookies are necessary to help the site work properly and can’t be switched off. Cookies also support us to provide our services for free, and by click on “Accept” below, you are agreeing to our use of cookies .You can manage your preferences now or at any time.

Privacy overview

We use cookies, which are small text files placed on your computer, to allow the site to work for you, improve your user experience, to provide us with information about how our site is used, and to deliver personalised ads which help fund our work and deliver our service to you for free.

The information does not usually directly identify you, but it can give you a more personalised web experience.

You can accept all, or else manage cookies individually. However, blocking some types of cookies may affect your experience of the site and the services we are able to offer.

You can change your cookies preference at any time by visiting our Cookies Notice page. Please remember to clear your browsing data and cookies when you change your cookies preferences. This will remove all cookies previously placed on your browser.

For more detailed information about the cookies we use, or how to clear your browser cookies data see our Cookies Notice

Manage consent preferences

Strictly necessary cookies

These cookies are necessary for the website to function and cannot be switched off in our systems.

They are essential for you to browse the website and use its features.

You can set your browser to block or alert you about these cookies, but some parts of the site will not then work. We can’t identify you from these cookies.

Functional cookies

These help us personalise our sites for you by remembering your preferences and settings. They may be set by us or by third party providers, whose services we have added to our pages. If you do not allow these cookies, then these services may not function properly.

Performance cookies

These cookies allow us to count visits and see where our traffic comes from, so we can measure and improve the performance of our site. They help us to know which pages are popular and see how visitors move around the site. The cookies cannot directly identify any individual users.

If you do not allow these cookies we will not know when you have visited our site and will not be able to improve its performance for you.

Marketing cookies

These cookies may be set through our site by social media services or our advertising partners. Social media cookies enable you to share our content with your friends and networks. They can track your browser across other sites and build up a profile of your interests. If you do not allow these cookies you may not be able to see or use the content sharing tools.

Advertising cookies may be used to build a profile of your interests and show you relevant adverts on other sites. They do not store directly personal information, but work by uniquely identifying your browser and internet device. If you do not allow these cookies, you will still see ads, but they won’t be tailored to your interests.

Doctor of Clinical Psychology (DClinPsych)

University of oxford, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

DClinPsych - Doctor of Clinical Psychology

Subject areas

Clinical Psychology

Course type

• Harris Manchester College
• Green Templeton College
• St Cross College
• Worcester College

The course aims to provide a thorough and integrated academic, clinical and research training in clinical psychology.

About our courses

Oxford offers more than 350 graduate courses across the disciplines, with courses opening in new areas every year. This includes taught courses and research courses available for full-time and part-time study, and at every level from diplomas to doctorates.

Each graduate course has a dedicated course page on our website, which will provide you with detailed information about the course and how to apply for it. You can browse our graduate courses A to Z or the list of courses organised by department.

As a graduate student you'll belong to a department or faculty – a thriving academic community working to advance knowledge in a particular field. Your department or faculty will provide your teaching and supervision, as well as extensive, specialist resources to support your studies. Our departments often collaborate on joint courses and interdisciplinary research projects.

Every graduate student at Oxford is given an academic supervisor. Throughout your course, you'll receive personalised support and guidance from an expert in your field, helping to guide your programme of study or research.

Students on matriculated courses also belong to a college (find out more about matriculation). You can find out more about Oxford's colleges in our Colleges section.

UK fees Course fees for UK students

Please refer University Website for fee the details

International fees Course fees for EU and international students

You must hold either: A 1st class or 2:1 in an undergraduate psychology degree, or An undergraduate degree in another subject, with a Masters level conversion course (merit or distinction).

Prof Doc Clinical Psychology

University of east london, health psychology msc, university of bedfordshire, msc health psychology, sheffield hallam university, clinical health psychology msc, university of strathclyde, manchester metropolitan university.

Introducing our courses

Oxford offers a wide range of graduate courses from postgraduate certificates to doctorates. Our courses are challenging and intensive and our approach to graduate study emphasises your ability to work independently, while supported by a world-class academic community.

Taught courses

As a taught graduate, you'll study your chosen subject area at an advanced level usually leading to one of the master’s or master’s-level qualifications listed below. Your course will consist of a range of core and optional courses and you will be assigned an academic supervisor who will be on hand to offer advice and support, and to help guide your programme of study.

View taught courses

Expand each section below to find out more about the different types of taught courses on offer.     

Master of Philosophy (MPhil)

This course is of a higher standing than the Master of Studies (MSt) and full-time study normally lasts for two years (six terms). In the first year, some of the course elements may be common with the MSt and at its end candidates may be required to pass a qualifying test before continuing. Some MPhils are organised so that the first year is taught and the second is predominantly research based. In the second year students are expected to complete a substantial dissertation (usually up to 30,000 words) and to sit written examinations.

Master of Studies (MSt)

Students studying full-time are normally required to undertake one year (three terms) of study followed by an examination. The exact composition will vary according to the course, but will usually involve a range of core and optional course elements often including research methods and the submission of a dissertation (usually of around 10,000–15,000 words). Study is supported by seminars and lectures. Assessment may be by coursework as well as by written examination papers and dissertation. Some course elements may be common with Master of Philosophy (MPhil) course and it is possible in some cases to form the foundation of an application to either the related MPhil or DPhil.

Master of Science (MSc) by coursework

These degrees are generally offered in Science or Social Science subjects and typically require students to undertake one year of full-time study. The exact composition of the degree will vary according to the course, but will often comprise a range of core and optional modules, supported by teaching in the form of lectures and seminars. Assessment is by a combination of course assignments (in many cases including a dissertation of around 10,000–15,000 words) and written examinations.

Other master’s-level degrees (BCL, BPhil, EMBA, MBA, MFA, MJur, MPP, and MTh)

The University offers a range of other master’s-level degrees:

• Bachelor of Civil Law (BCL)
• Bachelor of Philosophy (BPhil)
• Executive Master of Business Administration (EMBA)
• Master of Business Administration (MBA)
• Master of Fine Art (MFA)
• Magister Juris (MJur)
• Master of Public Policy (MPP)
• Master of Theology (MTh)

Please see the relevant course page for further details about each course.

Postgraduate Diploma (PGDip) and Postgraduate Certificate (PGCert and PGCE)

A number of one-year (three-term) diplomas and certificates are available to graduate students. These include the Postgraduate Certificate in Education, which is a teacher training course for graduates that is more commonly referred to as the  PGCE .

Research courses

Our research degrees offer the opportunity for sustained research in the area of your choice.

Alongside expert supervision and a supportive academic community in which to work, you'll receive specialist training in research skills and have access to a fantastic range of resources and opportunities to help you make the most of your time at Oxford and boost your employability.

View research courses

Expand each section below to find out more about the different types of research courses on offer.     

Doctor of Philosophy (DPhil)

Oxford’s main doctoral research degree is called a DPhil, which is our name for a PhD. DPhil comes from the English phrase Doctor of Philosophy and PhD comes from the Latin phrase philosophiae doctor .

A DPhil usually takes between three and four years to complete, but you should check the relevant  course page  for the expected length. Working closely with an academic supervisor who will oversee your studies, you will focus on a specific research project to produce a thesis that represents a significant and substantial piece of work. You will be assessed on the basis of this thesis and an oral examination called a  viva voce . After completing their DPhil, research students frequently pursue academic careers or careers requiring advanced research skills.

During the course of the DPhil degree at Oxford you will need successfully to meet two different milestones:

Transfer of Status : Most DPhil students are initially admitted to the status of  Probationer Research Student (PRS) . Within a maximum of six terms as a PRS student (and normally by the fourth term) you will be expected to apply for transfer of status from Probationer Research Student to DPhil status. In some subjects, you might be required to successfully complete one or more master’s papers during your first year before you can apply to transfer to DPhil status.

Confirmation of Status:  Students who are successful at transfer will also be expected to apply for and gain confirmation of DPhil status, normally within nine terms of admission, to show that your work continues to be on track. Both milestones normally involve an interview with two assessors (other than your supervisor) and therefore provide important experience for the final oral examination.

If you're studying on a full-time basis, you will be expected to submit your thesis after three or, at most, four years from the date of admission.

Doctoral training programmes (CDTs and DTPs)

Doctoral training programmes are four-year courses providing structured training and research experience in the first year, and a research project leading to a DPhil in subsequent years. These programmes are referred to as Centres for Doctoral Training (CDTs) and Doctoral Training Partnerships (DTPs). They are usually supported through links with industry and/or other partners, including other universities.

Master of Science (MSc) by Research

This degree is awarded on the basis of a submitted thesis  and is available in some subject areas that also offer a DPhil. Please see the individual course pages in this section for specific information. The examiners must be satisfied that the thesis shows competence in investigating the chosen topic and that the results have been presented in a lucid and scholarly manner. A satisfactory oral examination is also required.

Students will normally initially hold the status of  Probationer Research Student  and will be expected to apply to transfer to MSc status during the first year of their research.

Combined Master of Science (MSc) and Doctor of Philosophy (DPhil)

Combined Master of Science (MSc) and Doctor of Philosophy (DPhil) programmes are four year courses that comprise a one-year taught MSc by coursework followed by a three-year research project leading to a DPhil . These course arrangements are often referred to as 1+3 programmes. By applying for a 1+3 programme, your application will automatically be considered for both the one-year taught MSc and the DPhil. Progression to the DPhil requires successful completion of the MSc. These programmes are special course arrangements and the constituent MSc and DPhil elements may not be offered separately as stand-alone courses.

• Ways to study at Oxford
• Part-time and online study
• Dates of term
• Residence requirements

Non-standard application processes

The instructions in our Application Guide are relevant to applications for all graduate courses at Oxford, except for :

• Biochemistry (Skaggs-Oxford Prog.) , DPhil
• Biomedical Sciences (NIH OxCam) , DPhil
• Clinical Psychology , DClinPsych
• Medicine (Graduate Entry)  eg BMBCh
• Saïd Business School courses

Important notice

Please note that websites external to the University of Oxford may hold information on our courses.  Those websites may contain incomplete and inaccurate information. Please refer to this website which provides the definitive and up-to-date source of information on any graduate courses offered by the University.

Can't find what you're looking for?

If you have a query about graduate admissions at Oxford, we're here to help:

Ask a question

Privacy Policy

Postgraduate Applicant Privacy Policy

Cookies on this website

We use cookies to ensure that we give you the best experience on our website. If you click 'Accept all cookies' we'll assume that you are happy to receive all cookies and you won't see this message again. If you click 'Reject all non-essential cookies' only necessary cookies providing core functionality such as security, network management, and accessibility will be enabled. Click 'Find out more' for information on how to change your cookie settings.

• Accessibility
• Knowledge Base
• Our research

University of Oxford Mindfulness Research Centre

• [email protected]

One billion people in the world will experience depression at some point in their lifetimes

MBCT was first recommended by the UK National Institute for Health and Care Excellence in 2004

Since then the translational research has come of age, and has been published in peer review publications such as the BMJ, Lancet, JAMA Psychiatry and Clinical Psychological Science.

The next challenge is to apply all we've learned to contemporary challenges in the world.

Our work focuses on preventing depression, promoting mental health and resourcing people to meet the challenges of the next 50 years.

Depression is a common disorder that has enormous medical, social, economic and personal costs. It often starts early in life and runs a recurrent course. Treatment can be effective and includes anti-depressants and ‘talking therapies’ such as Cognitive Behavioural Therapy (CBT). But these treatments do not work for everyone. Crucially, antidepressants only work for as long as someone continues to take them. Research at Oxford University and partner institutions over the last decade has developed, tested and rolled-out new approaches to treating and preventing depression – giving those at risk, access to proven tools to help manage their condition long-term.

Mindfulness-Based Cognitive Therapy (MBCT) for Depression was first developed by Mark Williams, John Teasdale (Cambridge) and Zindel Segal (Toronto) to help people at risk for depression learn lifelong skills to stay well.  The approach teaches people a range of skills to prevent depression, including learning to view negative thoughts as passing mental events, rather than facts. “Cognitive behavioural therapy teaches people to challenge their negative thoughts but for people with recurrent depression this can be really hard,” explains Professor Willem Kuyken. “MCBT takes a slightly different approach. It encourages people to accept their thoughts, stand back from them, and realise they will pass.”

Numerous randomised controlled trials have shown that MCBT is effective, and more recent work conducted at Oxford has shown that the ability to decentre from negative thoughts and learn to be kind and self-compassionate, is critical to the success of the approach. Importantly, several trials have now shown that MBCT is an effective alternative to long-term use of antidepressants. 

Over the last ten years, the Oxford team have worked to embed MBCT for depression into policy and practice and ensure access to the therapy for millions of people around the world.  MCBT is now one of the recommended interventions in many international clinical guidelines including the USA and Canada. In England, patients have access to MCBT through the NHS Improving Access to Psychological Therapies (IAPT) programme, with evidence from these services suggesting that it helps people enhance their mental health and sustain their recovery from depression. 

Most recently our focus was the primary prevention of depression and the promotion of mental health in adolescence. That is to say, can we extend our work with adults to young people at a key stage of life to learn skills that develop their resilience, and reduce the chance of depression developing in the first place. This research was published and widely reported in 2022, and suggests that schools-based mindfulness training in 11-14 year olds does not improve the mental health of young people but does enhance teachers' mental health and school climate. More details about the project, including all the publications, can be found by visiting the following website  www.myriadproject.org

Mental health research is a relatively new but evolving field. An analogy with heart disease is instructive. Basic and applied science in the last fifty years has led to stepwise improvements not only in the prevention, treatment and rehabilitation of heart disease but also the promotion of heart health in the whole population. The same stepwise improvements are needed with mental health in the next fifty years.  Our vision is:

• A world without the devastating effects of depression
• Where people enjoy mental health and well-being and,
• Are resourced to meet the challenges of the next 50 years.

We're working to realise this vision through research, training, teaching, and public engagement, see  here . 

OUR CURRENT RESEARCH 

Our group has  developed MBCT for a range of other clinical groups, people who are suicidal, who experience health anxiety and who have cardiovascular disease. We have also contributed to the development of mindfulness-based programs across the lifespan, for adults, for children and adolescents, and at different stages of life, such as the transition to becoming parents . We have also started to explore MBCT's acceptability and effectiveness in different settings, such as teachers working in schools and prisoners in the criminal justice system.

Our next challenge is to use a global health approach to enhancing mental health in the whole population. People learn foundational skills for life in MBCT that they can use not only to cope with the everyday strains and pressures that can lead to poor mental health, but also to enjoy greater well-being and  to flourish. More than this, they can learn foundational skills that are needed to face the major challenges in our contemporary world. To do this we need to develop and research how MBCT can be accessible, effective and cost-effective to a wider population and across the lifespan.

Throughout all our work we are interested in the following:

• Theory: How does mindfulness alleviate distress, build resilience and enable flourishing?
• Efficacy, effectiveness and cost-effectiveness: Is MBCT effective and cost-effective both in controlled trial and real-world conditions?
• Implementation: How can it best be implemented / scaled up?
• Lifespan: Can we consider how MBCT can play a role in primary prevention, inter-generational transmission,  secondary prevention and long-term recovery.

 How is our research funded?

Our work has been  supported by research grants from the National Institute for Health Research, Wellcome Trust, Medical Research Council, Mind and Life, Oxford Mindfulness Foundation, the University of Oxford and the Sir John Ritblat Family Foundation.  

Our work has also benefited from generous donations. If you could like to support our research you can make donations via this link . 

Our Masters of Studies in Mindfulness-based Cognitive Therapy

This two-year part-time Masters course offers experienced professionals from a range of backgrounds a unique opportunity to develop in-depth specialist knowledge and skills in mindfulness-based cognitive therapy (MBCT) curricula. Ou hope is that it will identify and resource the next generation of MBCT teachers, trainers and researchers.

The Oxford Mindfulness Centre

The Oxford Mindfulness Centre has been at the forefront of MBCT research, innovation, teaching and training since it was founded by Professor Mark Williams in 2008. Since 2014 it has been directed by Professor Willem Kuyken, the Sir John Ritblat Family Foundation Professor of Mindfulness and Psychological Science. It is a collaboration between the University of Oxford Psychiatry Department and the Oxford Mindfulness Foundation (OMF), a UK-registered charity. The  Oxford Mindfulness Foundation 's work includes using MBCT training curricula we have developed collaboratively to offer MBCT training and courses around the world. To date many hundreds of MBCT Teachers have been trained in Asia, Europe and South America, and thousands of people have participated in MBCT courses. Increasingly the Foundation is building international partnerships to further its important work.

Resources Page

• Where do I find the best mindfulness and mindfulness-based cognitive therapy (MBCT) book/website/app?
• What is some of the most important research?
• I'd like to learn more about mindfulness/MBCT, but I don't know where to start.

This listing of MBCT and mindfulness key resources is intended to signpost to books, research articles, websites, podcasts and other mindfulness resources. It is regularly updated, but please note it focuses on evidence-based mindfulness programs, in particular MBCT, and is not intended to be comprehensive. It is updated every few months as new resources become available.

The resources can be downloaded here .

Oxford Mindfulness Research Group

Willem Kuyken

Sir John Ritblat Family Foundation Professor of Mindfulness and Psychological Science

Jesus Montero Marin

Senior Researcher

Karen Mansfield

Senior Postdoctoral Researcher

Nabeela Kajee

Kearnan Myall

Shannon Maloney

POSTDOCTORAL RESEARCHER

Selected publications

Journal article

Maloney S. et al, (2024), Behaviour Research and Therapy

Kajee N. et al, (2024), Med Educ

Knight R. et al, (2023)

Böttcher L. et al, (2023), BMC Psychiatry, 23

Maloney S. et al, (2023), Psychother Res, 1 - 12

Hinze V. et al, (2023), J Am Acad Child Adolesc Psychiatry

García-Campayo J. et al, (2023), Assessment

Bogaert L. et al, (2023), Behav Res Ther, 169

Montero-Marin J. et al, (2023), JAMA Netw Open, 6

Dunn BD. et al, (2023), EClinicalMedicine, 61

Sanders A. et al, (2023), Mindfulness, 14, 1718 - 1734

Bignardi G. et al, (2023)

Kuyken W. et al, (2023), J Ment Health, 32, 537 - 540

Montero-Marin J. et al, (2023), J Am Acad Child Adolesc Psychiatry

Mansfield KL. et al, (2023), JCPP Advances

Böttcher L. et al, (2023)

Astle DE. et al, (2023), Lancet Psychiatry, 10, 242 - 244

van der Velden AM. et al, (2023), Biol Psychiatry, 93, 233 - 242

Floyd E. et al, (2023), Global Advances in Integrative Medicine and Health, 12, 275361302211499 - 275361302211499

Leung JT. et al, (2023), Infant Child Dev, 32

Dunn BD. et al, (2023), Mindfulness, 14, 113 - 127

Conference paper

Cohen ZD. et al, (2023), Clin Psychol Sci, 11, 59 - 76

Myall K. et al, (2023), Br J Sports Med, 57, 99 - 108

Dunn BD. et al, (2023), Mindfulness

Garcia-Toro M. et al, (2023), Front Psychol, 14

Siwik CJ. et al, (2023), Global Advances in Integrative Medicine and Health, 12, 275361302211442 - 275361302211442

Maloney S. et al, (2023), Mindfulness (N Y), 14, 2155 - 2171

Berta-Otero T. et al, (2022), Int J Environ Res Public Health, 20

Geulayov G. et al, (2022), Curr Psychol, 1 - 12

Alsayednasser B. et al, (2022), Behaviour Research and Therapy, 104185 - 104185

Sheffield JG. et al, (2022), Cortex, 154, 77 - 88

Tudor K. et al, (2022), Prev Sci, 23, 934 - 953

Kuyken W. et al, (2022), Evid Based Ment Health

Montero-Marin J. et al, (2022), Evid Based Ment Health, 25, 117 - 124

Montero-Marin J. et al, (2022)

Dunning D. et al, (2022), Evid Based Ment Health

Williams JMG. et al, (2022), Mindfulness (N Y), 1 - 14

GEULAYOV G. et al, (2022), Frontiers in Psychiatry

Kirschner H. et al, (2022), Mindfulness, 13, 928 - 941

Hitchcock C. et al, (2022), Behav Res Ther, 151

Bennett MP. et al, (2022), BMJ Open, 12

Sheffield J. et al, (2022)

Soneson E. et al, (2022), Eur Child Adolesc Psychiatry

Ford T. et al, (2022), The Lancet. Digital Health

Knight R. et al, (2022)

Geulayov G. et al, (2022), Front Psychiatry, 13

Illingworth G. et al, (2022), Sleep Adv, 3

Loucks EB. et al, (2022), Global Advances in Health and Medicine, 11, 216495612110688 - 216495612110688

Mansfield KL. et al, (2021), BMJ Open, 11

Ford T. et al, (2021), J Am Acad Child Adolesc Psychiatry, 60, 1467 - 1478

Myall K. et al, (2021), Int J Environ Res Public Health, 18

Fazel M. et al, (2021), EClinicalMedicine

Schuling R. et al, (2021), Mindfulness, 12, 2196 - 2206

Breedvelt JJF. et al, (2021), JAMA Psychiatry, 78, 868 - 875

Kirschner H. et al, (2021)

Medlicott E. et al, (2021), Int J Environ Res Public Health, 18

Ford T. et al, (2021), Lancet Digit Health, 3, e333 - e336

Mansfield KL. et al, (2021), The Lancet. Digital Health

Hitchcock C. et al, (2021)

Bennett MP. et al, (2021), Transl Psychiatry, 11

Cohen Z. et al, (2021), Biological Psychiatry, 89, S36 - S37

Strauss C. et al, (2021), Int J Clin Health Psychol, 21

Mansfield KL. et al, (2021), JCPP Adv, 1

Montero-Marin J. et al, (2021), Trials, 22

Mansfield K. et al, (2021)

Chaplin TM. et al, (2021), Res Child Adolesc Psychopathol

Griffith GM. et al, (2021), Global Advances In Health and Medicine, 10

Montero-Marin J. et al, (2021), Journal of Educational Psychology

Baer R. et al, (2021), Mindfulness (N Y), 12, 763 - 774

McKinnon A. et al, (2020), J Affect Disord, 276, 212 - 219

Yasinski C. et al, (2020), Psychother Res, 30, 983 - 997

Ahmed S. et al, (2020), J Adolesc, 84, 56 - 68

Schuling R. et al, (2020), J Affect Disord, 273, 265 - 273

Schweizer S. et al, (2020)

Ford T. et al, (2020), Br J Psychiatry, 216, 175 - 177

Montero-Marin J. et al, (2020), Int J Environ Res Public Health, 17

Tickell A. et al, (2020), BMJ Open, 10

Breedvelt JJF. et al, (2020), BMJ Open, 10

Mansfield KL. et al, (2020), Evid Based Ment Health, 23, 39 - 44

Andrews LA. et al, (2020), J Consult Clin Psychol, 88, 106 - 118

Goodday SM. et al, (2020), J Med Internet Res, 22

Alsubaie M. et al, (2020), Mindfulness, 11, 30 - 50

Crane PhD C. et al, (2020), Glob Adv Health Med, 9

S Crane R. et al, (2020), Glob Adv Health Med, 9

Gu J. et al, (2020), Assessment, 27, 3 - 20

Gu J. et al, (2020), Assessment, 27, 149 - 163

Presentation

Kajee N., (2019)

Internet publication

Rycroft-Malone J. et al, (2019), BMJ Open, 9

Dunn BD. et al, (2019), Behav Res Ther, 120

Baer R., (2019), Curr Opin Psychol, 28, 42 - 48

Goodday SM. et al, (2019)

Baer R. et al, (2019), Clin Psychol Rev, 71, 101 - 114

Hitchcock C. et al, (2019), J Exp Psychol Gen

Dunning DL. et al, (2019), J Child Psychol Psychiatry, 60, 244 - 258

TICKELL A. et al, (2019), Mindfulness

Almquist JN-F. et al, (2019), Front Hum Neurosci, 13

Kirschner H. et al, (2019), Clinical Psychological Science

Dunn BD. et al, (2019), Pilot Feasibility Stud, 5

Gjelsvik B. et al, (2018), PSYCHOLOGIST, 31, 22 - 25

crane R. and Kuyken W., (2018)

Crane RS. and Kuyken W., (2018), Curr Opin Psychol, 28, 6 - 10

Brem A-K. et al, (2018), Neuropsychologia, 118, 107 - 114

Black M. et al, (2018), BMJ Open, 8

Racey DN. et al, (2018), Mindfulness, 9

Wilde S. et al, (2018), Mindfulness

Related research themes

• Search Menu
• Browse content in Medicine and Health
• Allied Health Professions
• Browse content in Psychiatry
• Forensic Psychiatry
• Psychotherapy
• Browse content in Science and Mathematics
• Neuroscience
• Browse content in Psychology
• Clinical Psychology
• Cognitive Psychology
• Criminal and Forensic Psychology
• Developmental Psychology
• Psychological Assessment and Testing
• Psychology Professional Development and Training
• Addictive and Substance Use Disorders
• Aggression/Violence
• Anger Disorders
• Anxiety Disorders
• Attention Deficit Hyperactivity Disorder (ADHD)
• Autism and Developmental Disorders
• Cognitive Impairment
• Eating Disorders
• Hoarding Disorder
• Impulse Control Disorder
• Mood Disorders
• Obsessive Compulsive Disorder (OCD)
• Oppositional Defiant Disorder/Conduct Disorder (ODD/CD)
• Pain Disorders
• Personality Disorders
• Schizophrenia and Psychosis
• Sexual Disorders
• Sleep Disorders
• Somatic Disorders
• Journals on Oxford Academic
• Books on Oxford Academic

About Oxford Clinical Psychology

Oxford Clinical Psychology provides access to hundreds of books by world-class authors and editors in the field of clinical psychology, including the renowned Treatments ThatWork and Programs ThatWork series.

The Treatments ThatWork series offers innovative cognitive-behavioural treatment programs to help clients overcome a range of problems. All the programs have been rigorously tested in clinical trials and are backed by years of research, with a prestigious scientific advisory board, led by series Editor-in-Chief David H. Barlow, reviewing, and evaluating every treatment to ensure that it meets the highest standards of evidence.

The Programs ThatWork series is designed to help young clients deal with problems ranging from social anxiety and shyness, to eating disorders and childhood OCD. All have been rigorously tested in clinical trials and are backed by years of research. 

Browse all books in this collection .

View the title lists for each of our institutional book products .

Discover promotional materials and training tools .

Find out more about purchasing options .

Don't currently have access to this product? Recommend to your librarian .

Find the latest available MARC records for each of our online products .

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Institutional account management
• Rights and permissions
• Get help with access
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

How do I apply to the Oxford Course for Clinical Psychology training?

Please ensure you meet our entry requirements before applying. Please see our eligibility checklist, essential and desirable criteria, all listed on this website.

All applications are online through the Clearing House for Postgraduate Courses in Clinical Psychology . You cannot apply directly to the Oxford Course.

Am I eligible to apply to the Oxford Course for Clinical Psychology training?

Details of our entry requirements, including essential criteria and desirable criteria, are available on our admissions page of our website. Please see our eligibility checklist.

You must have the right to work in the UK, and be eligible for NHS funding for both tuition fee and salary support (standards are set by the bursary specifications) and Home Fee status. Further information regarding these can be found on the Clearing House website.

If you have undertaken, or are currently undertaking, other Psychological Professions' training, please see the eligibility checklist page on our Admissions website for further details regarding eligibility criteria. 

Is my undergraduate degree class important?

Yes. Due to the academic demands of Clinical Psychology training, it is expected that you will have achieved a first (1st) or upper second class (2:1) honours degree (or its equivalent). Please see our Essential Criteria information.

Candidates who obtained their first degree in a subject other than psychology and go on to successfully complete a relevant Master’s level conversion course are welcome to apply. In this case, grades on conversion courses will be considered in place of those in a first degree, i.e. Merit as 2:1 and Distinction as 1st. If a candidate achieves a Pass grade in their Master’s level conversion course then unfortunately that does not reach requirements for eligibility for training.

Can I apply if I am still in my final year of my undergraduate degree in psychology?

You can apply, however any offer of a place would be conditional upon achieving a minimum of a 2:1 in your undergraduate psychology degree. You would also be required to meet all other essential criteria e.g. regarding clinical and research experience.

Can I apply if I am undertaking my MSc Psychology Conversion degree?

You can apply, however any offer of a place would be conditional upon achieving a minimum of a Merit (2:1 equivalent) in your Master's psychology Conversion degree. Please note, you would also need to have completed your course and received your final grade formally (certificate etc) by the point of the Doctoral offers closing (early June). We are unable to consider candidates who will receive their final grade after this time. We would encourage such candidates to apply in the subsequent Admissions cycle. 

You would also be required to meet all other essential criteria e.g. regarding clinical and research experience.

If I have a non-UK undergraduate degree, how is this assessed?

If you have obtained your degree from outside the UK or Republic of Ireland, you will need to find out whether it meets the requirements for Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS). It is essential to have GBC for Clinical Psychology training, as it shows courses that your undergraduate degree contained a broad range of psychological knowledge. The BPS will automatically check whether your degree course meets the requirements for GBC if you apply to become a member.

English Language Proficiency

Please also note that we require evidence of English proficiency. Oxford requires this to be at the Higher Level. Please visit the Oxford University Application Guide section on 'English proficiency' for details regarding which candidates are required to take such tests.

Tests must be taken within two years of the planned start of study. Thus for 2024 entry the certificate must be dated 24.09.22 or later. 

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

What do I do if I have a degree that does not confer Graduate Basis for Chartered membership (GBC) of the BPS and want to pursue a career in Clinical Psychology?

This could apply if your Psychology degree does not meet the requirements for Graduate Basis for Chartered membership (GBC) . In this case you should apply for GBC yourself. If you have a degree in a subject other than Psychology you will need to take a BPS accredited Masters level conversion course. These are normally one-year full time or two-years part time. There is a list of accredited conversion courses on the BPS website.

Is the University I receive my degree from important?

The Oxford Course does not rate the ranking or ‘prestige’ of the University in which a candidate achieved their degree from.

The British Psychological Society (BPS) has an accreditation process to assess whether degrees offered by UK universities cover sufficient psychology for Graduate Basis for Chartered Membership (GBC). If your qualifications are from a UK or Irish university and you are unsure whether they are accredited, please check with your institution where you undertook the degree or see the list of accredited qualifications on the BPS website . If, after checking, you are still unsure please contact the BPS for advice.

If your qualifications are not from a UK or Irish university please see the International Students section of the Clearing House website for further information about GBC.

Do I need to have a Master's degree to be eligible to apply?

Candidates do not need to have a Master’s level degree if they already have an undergraduate degree in Psychology that meets the requirements for Graduate Basis for Chartered Membership (GBC) of the British Psychological Society.

If a candidate has undertaken a Psychology Conversion Course this does need to be at Master’s level, with the candidate achieving Merit or Distinction grade. Conversion Courses at diploma level are not eligible. 

Do I need to provide my educational transcripts / qualification documents as part of my application?

Yes. In all cases, applicants are required to provide transcripts / certificates of qualifications including grades attained as part of the application process and to be considered for selection. This includes A-level (or equivalent whether from UK or other countries), undergraduate, and where appropriate, postgraduate qualifications.

Certificates / transcripts not in English should be accompanied by certified English translations. 

Candidates are required to submit scanned copies of their relevant degree (meeting requirements for GBC) to the Clearing House as part of their application.

If you have lost / mislaid these documents then please contact your educational institution to acquire a duplicate copy. Please allow sufficient time for this process. All candidates are required to bring their original transcripts with them if invited to interview.

Does the course use Contextual Admissions criteria?

Yes. The Oxford Course incorporates Contextual Admissions criteria. Contextual criteria will be included from the academic scoring stage, through shortlisting and interview stages. Completing contextual information is voluntary for candidates. 

Do I have sufficient points in the Academic Scoring System to be shortlisted?

We recommend that all potential applicants look at the Academic Scoring System on our website in order to view our scoring system. As part of the admissions process, the 300 candidates (approximately) with the highest educational scores will proceed to the shortlisting stage. The cut-off score is not disclosed as this changes each year in response to applications received.

Key points:

1 . Candidates with ‘Level-3’ educational qualifications other than A-levels (e.g. International Baccalaureate / National Examinations / International Qualifications) will be scored accordingly, using agreed comparability with UK qualifications. We receive many applications from such candidates.

The course website does not include detail of the comparative educational scores from other countries. We receive applications from around 50 countries, many of which have multiple educational qualifications within the identified country, with scoring systems that incorporate many variations e.g. by region, year of exam taken etc. Every application is scored individually during the admissions process taking into account all the above factors. Original transcripts / certificates are required so that the assessment is undertaken appropriately using original documentation and the equivalency scoring systems. As such, it is not appropriate or accurate to simply publish a ‘list’ of equivalencies (e.g. by country) as this could not account for the many permutations as indicated. 

2 . An Undergraduate degree at 2.1 level does receive zero points in the scoring system as this is required of all candidates.

3 . A Postgraduate degree at Merit level does receive zero points in the scoring system.

4 . The maximum total Academic Score is 38 points. It is important to note that this is the highest possible score, and does not represent the actual score of the majority of our successful candidates.

5 . All applicants are required to provide proof of their qualifications as part of the admissions process.

What kind of relevant experience would be helpful before applying?

There are many ways of gaining relevant experience. We are looking for evidence that you would work well with people presenting with a wide range of different psychological needs, and that you could work with people of different backgrounds and life experiences. The Oxford Course is also looking for people who can work well in teams and people who can understand and operate within complex systems such as the NHS. An understanding

of the specific role of Clinical Psychology is valuable. This understanding is important not only because it prepares you well for Clinical Psychology training, but also because it will help you to be sure that Clinical Psychology is the right career for you. Relevant experience can be either paid or voluntary.

Examples of relevant work experience may include: Assistant Psychologist, Research Assistant, IAPT psychological wellbeing practitioner and some areas of Nursing and Social Work.

Please note that assessment of relevant experience occurs during the shortlisting stage of admissions (after assessment of eligibility to work and scoring of educational qualifications). We are unable to provide a statement of whether an applicant’s experience is sufficient outside of this system (e.g. via email correspondence).

Is there an upper or lower age limit for applicants to the Oxford Doctoral Course in Clinical Psychology?

The lower age limit is determined by the need to have completed an undergraduate degree. There is no upper age limit and older applicants are welcome to apply. Age is a protected characteristic within the 2010 Equality Act so no course should discriminate on the basis of age. In Oxford, we are keen to encourage candidates from diverse backgrounds to apply and welcome such applications.

I applied before and was not successful; can I apply again?

Candidates who applied in previous Admissions cycles and were not successful are welcome to apply again. This is a common experience. Each application is viewed as a 'new' application each year; information from the previous year (e.g. at interview) is not included. 

Who should I choose as my referee?

All candidates require two references; one academic, and one relevant experience. The Clearing House website provides detailed information on this question at https://www.clearing-house.org.uk/applications/references-suitability-statements .

This includes guidance on choosing who to ask to provide your reference, and advice including a factsheet and guide for those providing the reference. It may be helpful to review this information, and if appropriate, share with your indicated referees so that they are able to assess whether they are able to speak to the points contained within.

Please note the following guidance as per the Clearing House:

1. Academic references should, where possible, be from an academic institution where the person applying has studied. The academic referee should have direct experience of the applicant’s academic performance (i.e. competence in academic performance, academic study / scholarship, and research experience / performance).

2. Relevant experience referees should have direct experience of, and be able to comment on, the applicant’s performance in a relevant clinical context (and/or research context if appropriate). The experience reference should be from the applicant’s current employer where possible. Applicants may choose to use a previous employer as their experience referee if there is a good reason, e.g. they are not currently working in a relevant role, or have only worked in their current role for a few months, or their current employer can only provide a standard HR reference. However, candidates must explain why they are not using their current employer as their experience referee in the Personal Statements section of their application.

How much would I earn as a Trainee Clinical Psychologist?

Trainee Clinical Psychologists are appointed at the starting point of Band 6 of the Agenda for Change pay scales .

Please note - all trainees are recruited at the starting point of Band 6 without exception . This is a national policy, at the explicit instruction of Health Education England. 

The only variation in Salary, T&C is the accrual of the usual amount of additional leave on the basis of long service. 

Does the Oxford Course take self-funding applicants?

No. The Oxford course is fully funded by the NHS. However, there are some courses who do take self-funding applicants. Please check the Clearing House website for further details.

Can I do the course part-time?

Consistent with course regulations, we do not offer a part-time option for training. 

Will I need to travel? What reasonable adjustments are made?

All trainees are required to travel to their placements, and within their placements, in order to see clients, carers, other services, to attend meetings, and to undertake key placement activities.

As a trainee on the Oxford Course, the ability to drive and have access to a vehicle for the duration of the three-year training course is an essential criteria of the role. In line with the Equality Act 2010 and ACAS (Advisory, Conciliation and Arbitration Service) guidance, the Oxford Course will try to accommodate occupational health recommended reasonable adjustments where practical. However, due to the available placement providers there can be no guarantee of a placement close to where trainees live, or within Oxford city.  

Any such reasonable adjustments will not preclude travel to / within placements. Adjustments are 'reasonable' within the parameters and context of training, with the awareness that clinical placements are spread out across the Thames Valley and South Midlands area. For those candidates with such reasonable adjustments, travel will be via public transport typically.

Do I need to be able to drive?

Yes. All Trainee Clinical Psychologists on the Oxford Course must be able to drive and have access to a car for the duration of the three-year training course, This forms part of your training contract and is an essential criteria of the role. Placements are within the Thames Valley and South Midlands Regions, and if necessary, beyond. There is often travel within the placement if it is community based. All trainees are required to travel to their placements, and within their placements, in order to see clients, carers, other services, to attend meetings, and to undertake key placement activities.

In line with the Equality Act 2010 and ACAS (Advisory, Conciliation and Arbitration Service) guidance, the Oxford Course will try to accommodate occupational health recommended reasonable adjustments where practical. However, due to the available placement providers there can be no guarantee of a placement close to where trainees live, or within Oxford city.  

Trainees on the course are eligible for the Trust’s car leasing scheme. 

For 2024 entry :

Currently, candidates do not need a full licence at the point of applying. However any offer made to you were you successful at interview would be contingent upon you having a full UK valid licence by the time the course started. If not, the offer may be withdrawn. As such, we would encourage strongly that all those applying ensure there is adequate time to undertake lessons and test/s prior to the course commencing in September 2024. 

For 2025 entry: ,

Applicants will be required to have a full UK valid driving license by the point of interview (if offered). Date is TBC but likely to be late April 2025.   

Do I need to live in Oxford? Where will my Clinical Placements and Teaching be held?

Clinical placements are located throughout the counties of Berkshire, Buckinghamshire, Northamptonshire, Warwickshire and Oxfordshire, and can extend beyond these given placement availability. This should be borne in mind in organising living arrangements whilst on the course. University of Oxford regulations specify that students should live within 25 miles of the centre of Oxford unless permission is granted to reside further afield. Requests to live within the wider Thames Valley Region and Northamptonshire will be considered on a case by case basis by the Programme Director.

Trainees will be allocated a base: Either Aylesbury (with placements across the Buckinghamshire region), Brackley (with placements across the South Midlands region), Bracknell (with placements across the Berkshire region) or Oxford (with placements across the Oxfordshire region). Allocation of base is dependent upon a number on factors including Training Needs and Aspirations, reasonable adjustments, and trainee preference. Please note - individuals are not guaranteed their preferred choice of training area / base. There are limited placement opportunities within Oxfordshire. Most trainees will  not  be allocated the Oxford base. 

Teaching days will be in Oxford* when in person (*except under exceptional circumstances). 

What is provided to trainees regarding technology and equipment?

Trainees are typically provided with equipment they need for clinical placements, including access to desktop and/or loan of laptop computers. Trainees are also provided with a work phone.

Trainees are required to provide their own equipment for study, e.g. computers, camera access for video remote working, as well as desks / chairs. Trainees also have access to workspaces in the University and Trust libraries.   

How does the course take into account the cost of living challenges?

We are aware of the increased pressures concerning the cost of living. Oxford is an expensive city to live in. Staff do not receive London fringe weighting to salaries. 

Trainees are reimbursed travel expenses to placement where that distance is further than the distance to their training base. Trainees are exempt from Oxford City council tax (unless living with non students); rules may vary according to other councils’ criteria.

Trainees on the course are eligible for the Trust’s car leasing scheme.   

Where can I find more information?

British Psychological Society (BPS): www.bps.org.uk

Clearing House for Postgraduate Courses in Clinical Psychology: https://www.clearing-house.org.uk  

When are the interviews for Admission in 2024?

Our interviews will be in the week of April 29th to May 3rd 2024. Currently, interviews are planned to be in person in Oxford. 

Individuals invited for interview will also be asked to attend a Clinical Task, currently planned for the evening of the 25th April 2024. This will be undertaken remotely. 

Please note that all dates and times, and whether in person or remote, are subject to final confirmation.

• Weill Cornell Medicine

Psychology Fellowship - Manhattan

Student mental health fellowship.

The Department of Psychiatry at Weill Cornell Medicine New York, New York is accepting applications for a one-year postdoctoral psychology fellowship position available in our Student Mental Health Program.   The fellowship position in Student Mental Health offers an opportunity for postdoctoral level clinicians to increase their expertise in providing evidence-based psychotherapy with a population of diverse emerging adults. Clinicians in Student Mental Health provide time-limited therapy to medical, doctoral, and master’s level students at Weill Cornell Medicine who present with a wide range of diagnoses and presenting problems. Student Mental Health is comprised of a multi-disciplinary team of psychologists, psychiatrists, nurse practioners and social workers. Fellows will conduct diagnostic evaluations and provide evidenced-based interventions, including both individual and group therapy, in an outpatient setting. Past group interventions include: Executive Functioning Skills, Anxiety Skills, Mindfulness, and CBT for Insomnia. Fellows will have the opportunity to provide comprehensive DBT (i.e. individual therapy, co-leading DBT skills group, phone coaching and weekly consultation team), as well as, CBT, and dynamic approaches. Fellows in Student Mental Health are offered a variety of didactics, case conferences, and workshops to enhance their training experience and advance their professional development. We aim to train ethical and culturally sensitive future clinicians and fellows are encouraged to attend multicultural workshops and diversity, equity, and inclusion discussion groups available through the WCM Department of Psychiatry. If interested, fellows are welcomed to participate in ongoing research projects within Student Mental Health, as well as, consider their own projects. The fellowship is based in Manhattan, NY and services are conducted both virtually and in person. Services are primarily conducted via telehealth in order to increase access and utilization of therapeutic services among students. Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information. Requirements : Applicants must have a doctorate in Clinical Psychology from an APA-accredited program and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date.   Application Deadline :  December 12, 2023   Start Date :  September 1, 2024 (pending limited permit)   Fellowship Duration : One year   Salary Minimum Stipend: $58,500 Maximum Stipend: $58,500   Weill Cornell Medicine provides the above salary range in compliance with the New York City law on Salary Transparency in Job Advertisements. The salary range listed is for full‐time employment not including bonuses, clinical incentive compensation, or benefits. Actual salaries depend on a variety of factors including but not limited to internal equity, specialty, training, and hospital/community needs.   The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting. Application : Applicants should submit a current curriculum vitae, three letters of recommendation, and a letter of intent. In the letter of intent, applicants should specify their career goals, status of your dissertation, and their clinical training goals for the fellowship.   Applicants : please compile the application materials into a single PDF document labeled with your last name, first initial (e.g., "Doe J”) and then submit the PDF file by emailing Gina Ortiz at [email protected] . Please note: If your mentors prefer to submit their letters separately, please request that they indicate your name in their email. Address your letter of intent to:   Patricia Marino

PhD Associate Professor of Clinical Psychiatry at Weill Cornell Medicine Director of the Student Mental Health Program and Alyssa DePasquale, PhD Assistant Professor of Clinical Psychiatry at Weill Cornell Medicine

Lifespan Neuropsychology Fellowship

The Department of Psychiatry at Weill Cornell Medicine offers a two-year postdoctoral fellowship position in pediatric neuropsychology. WCM/NYPH offers training in the scientist/clinician model for neuropsychologists who are interested in becoming academic leaders. 

The fellowship is designed to provide advanced training in Clinical Neuropsychology following the guidelines of the Houston Conference so as to prepare the fellow to become certified in Clinical Neuropsychology by the American Board of Professional Psychology/American Board of Clinical Neuropsychology (ABPP/ABCN) and to complete the Subspecialty Certification in Pediatric Neuropsychology.

The Division of Neuropsychology within the Department of Psychiatry consists of six neuropsychologists, two of whom work with individuals across the lifespan and will serve as the fellow’s primary supervisors. One of those supervisors is an ABPP certified neuropsychologist and pediatric subspecialist and the other supervisor is in the process of attaining board certification. Both neuropsychologists bring to supervision a variety of developmental models and theoretical orientations. The fellow will receive training and experience working with individuals ranging in age from toddlerhood through young adulthood - in both inpatient and outpatient settings.  Clinical cases primarily involve patients who present with a variety of psychiatric illnesses with accompanying cognitive symptoms and/or comorbid medical illnesses (e.g., autism spectrum disorders, ADHD, learning disorders, mood disorders, seizure disorders, traumatic brain injury, substance abuse). Training is based on an apprenticeship model in which the fellows work closely with clinical neuropsychologists. Extensive experience in report writing that integrates demographic, historical, medical, and psychological information is emphasized. The fellow will also gain considerable experience in providing oral feedback to patients, family members, treatment team members, and school personnel. Additionally, the fellow will assist in teaching practicum students methods of assessment, scoring, interpretation, and report writing. These exams, as well as the fellow’s supervision techniques, will be supervised by an attending.

The primary focus of our postdoctoral program is clinical training, with clinical activities comprising approximately 60% of the fellow’s time. The remaining time will be devoted to education and to research. A broad range of didactics are offered including neuropsychology case conferences, neuropsychology seminars, psychiatry grand rounds, and psychology rounds. The fellow will also work closely with a research mentor. Areas of research may include using cognitive and affective neuroscience techniques (MRI, EEG) to investigate the neurobiology of developmental disorders, the development of the social brain, the development of novel treatment approaches (e.g., transcranial magnetic stimulation, cognitive remediation approaches, behavioral interventions) for psychiatric and/or cognitive symptoms, and a longitudinal study evaluating cognitive and psychiatric outcomes after COVID-19. The goal will be to submit a scholarly work to relevant conferences (e.g., INS, AACN) and to peer-reviewed journals.

Please note that we are not currently recruiting for this position.

Fellowship in Pediatric Psychology & Integrated Care

Weill cornell medicine fellowship in pediatric psychology & integrated care.

The Division of Child Psychiatry in the Department of Psychiatry at Weill Cornell Medicine p is accepting applications for a one-year postdoctoral clinical psychology fellowship with a focus on pediatric integrated care services within the Center for Youth Mental Health.

The Pediatric Psychology & Integrated Care fellowship provides an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children, adolescents, and young adults in medical settings. The fellow will provide behavioral health care to youth with acute and chronic medical illness within pediatric primary care, outpatient sub-specialty care, and the inpatient medical service, under the supervision of licensed clinical psychologists and in collaboration with a multi-disciplinary team. The fellow will participate in training in the assessment and triage of mental health concerns presented by youth in primary care and pediatric care settings. Consultation and teaching to Pediatric residents and attendings on the recognition and treatment of behavioral health concerns are core components of the fellowship. A variety of didactics, case conferences, and grand rounds complement the fellow’s clinical training and support their professional development. The fellow will contribute to ongoing clinical and translational research studies focused on the development of integrated care models within Pediatrics and increasing access to evidence based treatments for anxiety and related disorders via these approaches. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged. Opportunities for a second year and transitioning to faculty following the fellowship period may be available but are not guaranteed.

Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information.

Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. One year experience in a pediatric integrated care setting is required.

Minimum Stipend: $58,500

Maximum Stipend: $58,500

Weill Cornell Medicine provides the above salary range in compliance with the New York City law on Salary Transparency in Job Advertisements. The salary range listed is for full‐time employment not including bonuses, clinical incentive compensation, or benefits. Actual salaries depend on a variety of factors including but not limited to internal equity, specialty, training, and hospital/community needs.

The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting.

Application deadline: December 12, 2023

Interviews held in January

Start Date: September 1, 2024

Fellowship Duration: One year

Salary: Salary is competitive with full health benefits and vacation package included. Application: Applicants should send current curriculum vitae and three letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Corinne Catarozoli, Ph.D. Assistant Professor of Psychology in Clinical Psychiatry and Pediatrics Weill Cornell Medicine, New York-Presbyterian Hospital 525 East 68th street, New York, NY 10065 [email protected]

Fellowship in the Pediatric OCD, Anxiety, and Tic Disorders Program (POCAT)

Weill Cornell Medicine Postdoctoral Fellowship in Pediatric OCD, Anxiety and Tic Disorders. We are currently accepting applications for a two-year postdoctoral clinical psychology fellowship with a focus on children and adolescents struggling with OCD, anxiety, and/or tic disorders through the Pediatric OCD, Anxiety, and Tic Disorders (POCAT) Program.

The POCAT fellowship aims to provide an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children and adolescents with OCD, anxiety, and related disorders. In the first year, the fellow will be actively involved in program development and clinical care to increase programming for OCD and related disorders in the outpatient and adolescent partial hospital program at NewYork-Presbyterian Hospital, under the supervision of a licensed clinical psychologist and in collaboration with a multi-disciplinary team of psychology, psychiatry, social work, and other specialized care providers. In the second year, the fellow will continue engaging in program development, research and clinical care in another branch of POCAT and will work within Weill Cornell Medicine’s Intensive Treatment Program for OCD and Anxiety.

A variety of didactics, case conferences, and grand rounds are offered to fellows to enhance their training and engage in professional development. The fellow will contribute to ongoing clinical and translational research studies focused on the development of novel interventions and the effective dissemination and implementation of existing evidence based treatments for OCD, anxiety, and related disorders. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged.

Opportunities for transitioning to faculty following the fellowship period may be available.

Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information.

Requirements: Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. Experience in applying evidence-based treatments across a range of clinical settings is encouraged.

Application Deadline: December 12, 2023. Interviews are offered on a rolling basis upon receipt of application.

Fellowship Duration: Two years

Full health benefits, professional development and vacation package included. Second year bonus eligible.

Application: Applicants should send current curriculum vitae and two letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Avital Falk, Ph.D. Assistant Professor of Psychology in Clinical Psychiatry Director, Pediatric OCD, Anxiety, and Tic Disorders (POCAT) Program Program Director, Intensive Treatment Program (ITP) for OCD and Anxiety [email protected]

Fellowship in the Program for Anxiety and Traumatic Stress Studies (PATSS)

Weill Cornell Medicine and the Program for Anxiety and Traumatic Stress Studies (PATSS) is seeking a fulltime postdoctoral fellow to start immediately. Postdoctoral fellows will participate in clinical and research endeavors targeting survivors of trauma, which may include populations such as healthcare workers caring for COVID-19 patients, MST survivors, active-duty service members, veterans and their family members, and other trauma populations, including burn and World Trade Center survivors.

Training will be provided in state-of-the art-clinical assessment and treatment of trauma-related diagnoses distance technologies for the provision of treatment and virtual reality simulations in the treatment of trauma. Responsibilities include conducting assessments, providing evidence-based treatments, serving as project coordinator, aiding in recruitment, and other clinical and administrative roles. The individual will be an integral member of a vibrant trauma program.

Applicants should have the following qualifications : 1) doctorate from an APA-accredited doctoral program; 2) completion of an APA-accredited internship; 3) eligible for a New York State limited permit or have a New York State psychology license; 4) demonstrated interest in trauma. Interest in CBT, PTSD, and trauma treatment is preferred, as is a strong background in clinical research (scientist-practitioner). We anticipate hiring 1-2 postdoctoral fellows.

Interested parties should:

Apply by emailing the following materials to Research Coordinator Olivia Baryluk: [email protected] . • Cover letter • CV (with references) • Two (2) letters of recommendation Applications are reviewed on a rolling basis. Start date is immediate.

JoAnn Difede, PhD Director, Program for Anxiety and Traumatic Stress Studies Weill Cornell Medicine 525 East 68th Street, Box 200 New York, NY 10065

Fellowship in the Cognitive Therapy Clinic

Weill Cornell Medicine's Department of Psychiatry offers a one-year post-doctoral clinical fellowship for a psychologist, starting September 1, 2024 .  The fellowship offers intensive training in individual cognitive-behavior psychotherapy.  The patient population consists of adults with a wide variety of acute emotional and behavioral disorders.  There are many opportunities to participate in, and to develop clinical research studies. Candidates must have Doctorate by start date.

Please send C.V. and letter of interest by December 12, 2023  to:

Susan Evans, Ph.D. Director of Education in Psychology 425 East 61st Street, PH Floor New York, NY 10065

or e-mail to:  [email protected]

Fellowship in Child, Adolescent & Young Adult Anxiety Disorders

The Division of Child Psychiatry in the Department of Psychiatry at Weill Cornell Medicine is accepting applications for a two-year postdoctoral clinical psychology fellowship with a focus on adolescent and young adults services within the Center for Youth Mental Health. 

The Center for Youth Mental Health fellowship aims to provide an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children, adolescents, and young adults with anxiety and related disorders. The fellow will provide clinical care in the outpatient and partial hospital programs at New York Presbyterian Hospital, under the supervision of a licensed clinical psychologist and in collaboration with a multidisciplinary team of psychology, psychiatry, social work, and other specialized care providers. A variety of didactics, case conferences, and grand rounds are offered to fellows to enhance their training and engage in professional development. The fellow will also participate in supervising graduate student externs. The fellow will contribute to ongoing clinical and translational research studies focused on the development of novel interventions, the neurobiology of anxiety disorders, and the effective dissemination and implementation of existing evidence based treatments for anxiety and related disorders. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged. Opportunities for transitioning to faculty following the fellowship period may be available but are not guaranteed.

Requirements:  Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. Experience in applying evidence-based treatments (e.g. CBT, DBT) across a range of clinical settings is encouraged.

Application Deadline:  December 1, 2023. Interviews held in January. Start Date:  September 1, 2024 Fellowship Duration:  Two years

Full health benefits and vacation package included.

 The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting.

Application:  Applicants should send current curriculum vitae and three letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Shannon M. Bennett, Ph.D. Clinical Director, Center for Youth Mental Health at Weill Cornell Medicine Weill Cornell Medicine, New York Presbyterian Hospital 525 East 68th street, New York, NY 10065 [email protected]

Fellowship in Rehabilitation and Psychiatric Neuropsychology

The Department of Psychiatry at Weill Cornell Medicine is offers a two-year postdoctoral fellowship position in clinical neuropsychology. The fellowship provides advanced training in clinical neuropsychology in physical medicine & rehabilitation and psychiatry settings that are consistent with the Houston Conference guidelines. The goal is to prepare the fellow for a career as a clinical neuropsychologist and for board certification by the American Board of Professional Psychology/American Board of Clinical Neuropsychology.

The position is located at NewYork-Presbyterian/Weill Cornell Medical Center on Manhattan’s Upper East Side.  Clinical cases involve: (1) neuropsychological assessment of inpatients undergoing acute rehabilitation; (2) neuropsychological assessment of psychiatric inpatients; and (3) outpatient neuropsychological evaluations of patients across the lifespan. Presenting concerns on the acute rehabilitation unit commonly include stroke, brain tumor, traumatic brain injury, and cognitive dysfunction in the context of medical illness. Referral questions in psychiatry include diagnostic clarification for neurodegenerative diseases such as Alzheimer’s disease, frontotemporal dementia, and Lewy Body dementia; neuropsychological assessment in first-episode psychosis and prodromal schizophrenia; and evaluation of cognitive function in neurodevelopmental disorders such as ADHD and autism spectrum disorder. The fellow will also learn and implement cutting-edge, evidence-based cognitive rehabilitation approaches. Training is based on an apprenticeship model in which the fellow works closely with clinical neuropsychologists and is integrated within interdisciplinary treatment teams. The fellow will also have opportunities to supervise junior trainees.

A broad range of didactic opportunities are available that include biweekly neuropsychology didactics focused on topical presentations, case conferences, and journal club; weekly Department of Psychiatry grand rounds; monthly Psychology grand rounds; and monthly Department of Rehabilitation Medicine grand rounds.

Find A Physician

You will be redirected to Weill Cornell Medicine Patient Care

Access Center

For hospital services, including inpatient admission, contact NewYork-Presbyterian Access: (888) 694-5700

Cookies on this website

We use cookies to ensure that we give you the best experience on our website. If you click 'Accept all cookies' we'll assume that you are happy to receive all cookies and you won't see this message again. If you click 'Reject all non-essential cookies' only necessary cookies providing core functionality such as security, network management, and accessibility will be enabled. Click 'Find out more' for information on how to change your cookie settings.

• Accessibility
• Faculty and Research Fellows
• Postdoctoral Researcher
• Research Support Staff
• Graduate Students
• Professional Support Staff
• Honorary Members

Thomas Akam

Wellcome Career Development Fellow

Jack Andrews

Wellcome Early-Career Fellow

Salomi Asaridou

Departmental Lecturer

Paul Azzopardi

Departmental Lecturer in Perception and Psychophysics

David Bannerman

Professor of Behavioural Neuroscience

Professor of Cognitive Neuroscience

Professor of Developmental Psychopathology

Mark J. Buckley

Professor of Behavioural and Cognitive Neuroscience

Deborah Clarke

Course Lecturer, Graduate Programme in Neuroscience

Cathy Creswell

Professor of Developmental Clinical Psychology

Vera Da Silva Sinha

Research Fellow

Dejan Draschkow

Associate Professor

Anke Ehlers

Professor of Experimental Psychopathology

Lucy Foulkes

Prudence Trust Research Fellow

Daniel Freeman

Chair of Psychology

Fabian Grabenhorst

Associate Professor of Experimental Psychology

Alexandra Hendry

NIHR and Castang Foundation Advanced Fellow

Robert Hepach

Associate Professor of Developmental Psychology

Cecilia Heyes

Professor of Psychology

Laurence Hunt

Masud Husain

Professor of Neurology & Cognitive Neuroscience

Maria Kempnich

Nima Khalighinejad

BBSRC Discovery Fellow

Miriam Klein-Flugge

Urska Kosir

Departmental Lecturer & Research Fellow

Eleanor Leigh

MRC Clinician Scientist Fellow, Clinical Psychologist

Hjordis Lorenz

Research Clinical Psychologist

Rakoen Maertens

Juliana Cuyler Matthews Junior Research Fellow

Asifa Majid

Professor of Cognitive Science

Shelley McKeown Jones

Professor of Social Psychology

Marie Curie Fellow (UKRI Funded)

Takuma Morimoto

Sir Henry Wellcome Postdoctoral Fellow, Junior Research Fellow at Pembroke ...

Robin A Murphy

Professor of Experimental Psychology

Kate Nation

Elisabeth Norcliffe

Marie Skłodowska-Curie Senior Research Fellow

Jill O'Reilly

Brian Parkinson

Matthew Rushworth

Watts Chair and Professor of Cognitive Neuroscience, Head of Department

Paul Salkovskis

Professor of Clinical Psychology

Gaia Scerif

Professor of Developmental Cognitive Neuroscience

Danielle Shore

Hannah Smithson

Charles Spence

Bernhard Staresina

Simon Stringer

Christopher Summerfield

Charles Vincent

Polly Waite

Associate Professor of Clinical Psychology