ucla clinical psychology phd requirements

Frequently Asked Questions 

• Do you offer a Masters degree in Psychology? No. The Department of Psychology only offers a Ph.D. program, and does not offer a Master’s only program.
• Do you need a Bachelor’s degree or Master’s degree to apply? No. A Bachelor’s degree from an accredited university is not required to apply to our program, but it is required to enter our program. For domestic applicants, a Master’s degree is not required to apply to or enter our program. For international applicant educational requirements, please see  https://grad.ucla.edu/gasaa/admissions/ACADRECS.HTM .
• Do you offer a degree in counseling/therapy? No. This is a research-oriented program that aims to train researchers who will expand the body of scientific knowledge upon which the discipline of psychology rests. If you are seeking training as a psychotherapist or a career in counseling psychology, this may not be the program that fits your interests.
• Do you offer a graduate degree in Forensics? Industrial/Organizational Psychology? No, we do not offer a degree in these areas.
• When is the application deadline for Fall 2024 admission? November 1, 2023 (Clinical only) December 1, 2023 (All other areas)
• How do I apply? The application for Fall 2024 admission will open in September and will be available at  https://grad.ucla.edu/apply . Please pay particular attention to the Application Instructions.
• How many applicants apply for admission? For the entering class of Fall 2023, the admissions committee reviewed 1,226 applications.
• How many students enroll each year? Enrollment varies each year. There are 28 incoming students in Fall 2023.
• Can I apply to the program for entry beginning Winter or Spring quarters? No, we only accept applications for entrance in Fall quarter.
• Can I attend part-time? No, this is a day-time, full-time program and has no provision for part-time or limited status students.
• What is the length of the program? The program is described as a six-year program. However, it is flexible enough to permit considerable individual variation.
• Is an interview required as part of the admission process? The Behavioral Neuroscience, Clinical, Cognitive, Developmental, Health, Quantitative, and Social areas do conduct interviews as part of their applicant evaluation process.
• Must I have been a psychology major to be eligible to apply? No, you do not need to have been a psychology major to apply to the program. However, ideal preparation for the Ph.D. program consists of a solid background of coursework in the realm of psychology, including lab courses and classes in statistics and research methods. A broad knowledge of mathematical, biological, and social sciences is also recommended.
• Are there any minimum GPA or GRE score requirements? The Division of Graduate Education stipulates that you must have a minimum of a 3.0 GPA to be eligible to apply. There are no minimum scores cut-offs for the GRE.
• Is the GRE General Test required? No. The GRE is not required. Applicants for admission to our graduate program are not required to submit a GRE score report as part of their application package. Applicants may voluntarily submit GRE test scores and they will be reviewed as one part of the holistic application consideration. The applications with GRE scores will not be given greater weight than those that do not include scores.
• Do I need to take the GRE Psychology Subject Test? Consistent with the policy of the UCLA Department of Psychology, applicants to the clinical psychology doctoral program at UCLA will not be required to take the GRE. The GRE Psychology Subject Test is not required and will not be used to make admissions decisions. However, applicants who score above the 70 th  percentile can use the GRE Subject Test to partially fulfill Discipline-Specific Knowledge requirements (e.g., cognitive, social) that are part of accreditation by the American Psychological Association. In this way, admitted students may be able to reduce the amount of, or more flexibly select, coursework needed to complete program requirements. Students may elect to take the GRE Subject Test after their admission into our program and all program requirements can be fulfilled without taking the test.
• I’m applying to the Quantitative program. Should I consider submitting a GRE score report? GREs are not required for admission to the PhD program at UCLA for Fall 2024. Quantitative psychology is by definition very reliant on quantitative skill sets which can be demonstrated in a number of ways: performance in mathematics and other quantitative courses, performance on the quantitative section of the GRE, and/or your personal statement and letters of recommendation speaking to your quantitative expertise. When reading applications, we will look for demonstrated ability in quantitative skills, but this should not require a GRE score if other parts of your application speak to these skills. If you are unsure whether you should or should not include GRE scores in your application to UCLA, please feel free to contact the quantitative area faculty.
• UCLA Division of Graduate Education Application for Graduate Admission along with an application fee of $135 (for U.S. citizens and Permanent Residents) or $155(for all other applicants) 
• Statement of Purpose & Personal Statement
• At least 3 letters of recommendation
• TOEFL or IELTS Exam (if applicable)
• Unofficial transcripts from each school (community college, college, university) you have attended; official transcript is required if applicant is offered admission
• Is funding or financial aid available? Upon admission, the Department strives to provide some type of funding for every student either through fellowships, training grants, or program-related employment (i.e. teaching or research assistantships). Candidates are also strongly encouraged to apply for extramural awards, such as fellowships from the NSF, DoD, NIH and APA. Please see  Fellowships & Other Support  for more information.
• What career(s) do most graduates from this program go into with their degree? Graduates of this Ph.D. program are trained for careers in both academic and applied settings, and are prepared for positions at universities and colleges, in research and government organizations, and in business and industry.
• If I take the GRE test more than once, will you average my test scores or pick the highest scores from each test? No. We accept the most recent GRE scores from the test you have taken. We do not average the scores or pick the highest scores. Official scores for the GRE Psychology Subject Test must not be more than five years old.
• How do I contact professors in the program about their research interests? If you are interested in the research interests of a certain professor in our department, view the faculty page on our website.
• Does the department offer group information sessions or tours? The department does not offer group information sessions or tours. However, UCLA does offer  tours of the campus .
• Does the department offer an online program or online classes? No. This is a full-time, campus based program which requires the physical presence of the student.
• Can I get my application fee waived? Yes. Please see  Tuition, State Residency, Application Fees, Deferrals, and Waivers  for more information.
• Is there support available for the cost of the GRE test? Yes. ETS, the testing service that administers the GRE test, offers a fee reduction program. Find out more at  https://www.ets.org/gre/revised_general/about/fees/reductions . 
• Is the Psychology doctoral program at UCLA considered a science, technology, engineering, and mathematics (STEM) degree under the US Department of Homeland Security Optional Practical Training Extension for students with F-1 visas? No. Our program’s current Classification of Instructional Programs (CIP) code (General Psychology 42.0101) is not classified by the US Department of Homeland Security as a STEM program. Students with an F-1 visa that graduate from the Psychology doctoral program can only stay in the United States for 12 months after graduation.

UCLA College has nation’s top graduate program in clinical psychology, according to U.S. News and World Report

This story was adapted from its original version.

In its annual ranking of the top graduate schools, U.S News and World Report has listed 12 UCLA College and graduate programs among the top 20 in the country. Among them is the College’s clinical psychology program, which was named No. 1. Another 11 College graduate schools and programs are listed among the top 20, demonstrating the quality, reputation and breadth of graduate-level education at the UCLA College.

The U.S. News graduate program rankings are based on experts’ opinions about program excellence and on statistical indicators that measure the quality of a school’s faculty, research and students. The data for the rankings come from statistical surveys of more than 2,000 programs and from reputation surveys sent to more than 20,500 academics and professionals, conducted in fall 2017 and early 2018.

The full list of programs include:

Clinical psychology  (No. 1) Psychology  (No. 3, tied) English  (No. 6, tied) Math  (No. 7, tied) Sociology  (No. 8, tied) History  (No. 9, tied) Economics  (No. 12, tied) Political science  (No. 12, tied) Earth sciences  (No. 13, tied) Chemistry  (No. 15, tied) Physics  (No. 17, tied) ​ Biological sciences  (No. 18, tied)

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The TRUST Lab

Treatment and research for the underserved with stress and trauma.

(Updated July 2023)

Dr. Lauren Ng will not be accepting a graduate student for the 2024-2025 Academic Year

Unfortunately, due to time constraints and volume of applicants Dr. Ng and the current graduate students will not be able to respond if you send an email expressing interest in the lab.

We do not have enough time to set up individual phone or zoom calls with prospective students, and there is no need to email to introduce yourself or send your CV. However, we encourage you to view our recorded information sessions hosted by Dr. Ng and a graduate student panel. The recordings are posted here .

Please note, your decision to email Dr. Ng (or not) will have no impact on your odds of receiving an interview invitation or an offer of admission. Prospective students are instead encouraged to review our website which may answer many common questions about our research directions and our lab culture and values.  

** Please note that most of the information below comes directly from previously written lab FAQs, specifically from those by Dr. Craig Rodriguez-Seijas, PhD and Dr. Jessica Schleider . Thank you for sharing your guidance and knowledge! **

FAQs: Applying to join the TRUST lab (Treatment and Research for the Underserved with Stress and Trauma) as a PhD student

Lauren C. Ng, PhD Director, TRUST Lab Updated: 19 July 2023

Why did you make this document?

The clinical psychology PhD application process is an uneven playing field. Applicants without access to strong mentors, or without professional connections, may have less access to the information provided here. By sharing this FAQ document, I hope to help “level the playing field” across applicants to our lab.

Please note that all responses in this document reflect my personal opinions only. They may not reflect those of the University of California Los Angeles or other faculty members in our clinical science area.

Will you be accepting a new PhD student to begin in Fall 2024?

I am not accepting a new clinical psychology PhD student for Fall 2024 matriculation.

How do I know if I am a “good fit” for the TRUST lab?

When reviewing prospective students’ applications, I am most interested in the goodness of fit between (1) their interests, experiences, and goals, and (2) the lab’s mission, our research focus, and my own strengths (and lesser strengths!) as a mentor.

Overall, applicants who would likely be “good fits” would…

• Demonstrate commitment to the TRUST Lab Mission : Using research to improve access to, and quality of, care for diverse, low-resource, and underserved populations affected by traumatic and stressful events. Commitment to this mission may be demonstrated through your past experiences (both research and applied, including employment and volunteer experience), your personal statement, and your letters of recommendation.
• Want to pursue a career in research on trauma exposure (broadly defined), its effects, and ways to improve outcomes following trauma for underserved and under-researched populations.
• Have accrued independent research experience (e.g., by leading a senior thesis, research project, and/or first-authored posters, talks, or papers).
• Have accrued collaborative research experience (e.g. by working as an investigator or research assistant in a lab, collecting data, conducting quantitative or qualitative data analyses, co-authoring a poster, talk or paper). Often, but not always, successful applicants have had a few years of collaborative research experience when they apply. In addition, most of my graduate students have previous experience conducting research on trauma, often with underserved and underrepresented populations. If this is you, please highlight these experiences in your application!

Of note, having access to previous mentors who can facilitate such independent research experience is itself a form of privilege. The graduate school application process is very competitive. However, I aim to judge applications holistically. If you believe that your research experience does not reflect your potential as a future scientist, (1) ask one of your recommenders to share more about your circumstances to help me holistically assess your achievements, or (2) provide this information in your personal statement.

As a mentor, I feel best-prepared to support students who are interested in careers that involve applied, clinical, and/or intervention research. This includes a wide variety of career paths, including academic faculty positions (e.g. in departments of psychology, psychiatry, education, social work, or public health); combined clinical-research careers (e.g. in academic medical centers); and non-academic careers in applied research or health policy.

I believe that strong training in evidence-based practice is essential to becoming an effective, informed scientist. However, I may not be the most effective mentor for applicants who are interested entirely in clinical practice careers. There will be expectations of strong research productivity throughout graduate school as a member of the TRUST Lab. Therefore, if your interest is primarily in learning the skills to become an effective clinician (which is a lofty and admirable goal in itself), then my mentorship will not be the best for you.

What projects would I work on in the TRUST lab?

Please see my website and recent papers for examples of some of my current projects. In addition, my graduate students often develop and lead their own research projects. I encourage students to develop new and novel research that are feasible and further the mission of the lab and I am interested in learning about new ideas you may have.

What about the GRE? How important are my scores?

For the upcoming admission cycle (submitting an application in 2023 for entry in Fall 2024), the General GRE and the Psychology GRE will be optional. Applications with GRE and Psychology GRE scores will not be given greater weight by the UCLA admission’s committee than those without these scores.

(Regarding my view on the GRE more broadly: The GRE systematically disadvantages BIPOC and low-income applicants. No strong evidence suggests that specific GRE scores are necessary for success as a researcher, teacher, or clinician. I review all applications holistically, bearing these facts in mind.

My undergraduate GPA is below 3.5. Will this remove me from consideration?

No. Many factors can influence one’s GPA, including competing commitments (e.g., working part-time while in school), family obligations, and health challenges. Academic achievement is very important, but context is, too. If you believe your GPA does not reflect your potential as a future scientist, please (1) ask one of your recommenders to share more about your circumstances to help me holistically assess your achievements, and/or (2) provide this information in your personal statement.

Are there any other ‘screening criteria’ you use to review applications?

No. You work hard on your application materials. The least I can do is read them! (And I will review all applications from those who indicate that I am their preferred mentor).

How are students funded and does funding differ by citizenship status?

All admitted students are fully funded by the Department in the first year. Students who are US citizens, permanent residents, or DACA or AB540 holders are fully funded by the Department through fellowships or TA support for all six years of the PhD program.

For international graduate students (i.e., students who are not US citizens, permanent residents, or DACA or AB540 holders), starting in the second year until the student advances to Doctoral Candidacy (deadline by the end of 4 th  year), the faculty mentor(s) or another source of funding such as an external fellowship from the student’s home government will need to cover the UCLA Non-Resident Supplemental Tuition (NRST) (currently $15,102 per year; $45,306 in total if the student does not advance to candidacy until the end of their 4th year).  Potential mentors need to attest that they will cover the non-resident tuition in the event that the student maintains good academic standing but the fellowship does not provide the student with full support in years 2-4. After formally advancing to candidacy (ATC), international graduate students have 3 years/9 consecutive quarters (including Leaves of Absence and in-absentia registration quarters) without NRST.  Unfortunately, I do not have additional funding to cover the NRST for years 2-4 for an international student, so I will only be able to consider international students who have secured an external fellowship that will cover this portion of their tuition. Please note, that this is true only for my lab. Other UCLA faculty may have funding available to cover the NRST for international students.

Should I email you to express my interest in applying to your lab?

Unfortunately, I do not have enough time to set up individual phone or zoom calls with prospective students, and there is no need to email me to introduce yourself or send me your CV. I will not be able to respond if you send me an email expressing interest in my lab. However, I encourage you to review/watch my Zoom information session from 2021 here .

Please note, your decision to email me (or not) will have no impact on your odds of receiving an interview invitation or an offer of admission . Whether or not you contact me in advance, prospective students are encouraged to review our website which may answer many common questions about our research directions and our lab culture and values.  

What should I include in my personal statement?

I find it helpful when applicants include the following in their personal statements:

• A clear statement of your general research interests and how they relate to the TRUST lab’s mission and work
• A clear statement of why you are interested in the TRUST lab, in particular
• A statement about your career goals (even if they are approximate/might change, it is helpful to see your thinking!)
• Discussions of your independent and collaborative research experience(s) and what you learned from them. In these discussions, I suggest emphasizing (1) the skills you developed from working on each project (e.g., data collection; coding/running analyses; interviewing skills; partnering with community members; creating a protocol or IRB application; writing certain sections of a paper; submitting/presenting a poster), and (2) what your “takeaways” were from the project —e.g., new research ideas or questions your work inspired.
• For a few annotated examples of graduate school personal statements, with commentary see this resource .

Common Things to Avoid in Personal Statements

Personal statements, in my opinion, are a really great chance to let me get to know you virtually. Here are some common points for writing personal statements:

• You do not need to have a beautiful story about having always been interested in being a psychologist since childhood. You won’t be judged negatively for having this information, but it is not a necessity for me. I’m more interested in your research experience and critical thinking, and how my skills can serve to help develop these skills.
• It is most helpful if you convey the skills that you have learned. How can your skills be developed by my mentorship?
• The work that I do usually involves quite a bit of community partnerships and work with multiply marginalized populations. If you have experience working collaboratively with diverse communities, please let me know.
• Show, don’t tell! Don’t just tell me that I can mentor you, illustrate it with some examples of how you think my research and clinical skills can help you get where you want to be. In addition, don’t tell me you are passionate about the TRUST lab mission, show me that you have experiences that demonstrate your commitment to the lab mission.
• Get an outside eye. Having access to mentors who can help you craft personal statements is very helpful, but is also a privilege that might not be equally available to all. Get outside eyes on your essays. There might be resources at your own undergraduate institutions that can help with this, like writing centers, library personnel, graduate students, or faculty. Attached is a spreadsheet with various academics who may be willing to help field questions and look over application materials. My name is included on this spreadsheet. However, I will not be able to look over application essays for students who will be applying to work with me.

I am interested in becoming a therapist and/or incorporating clinical practice into my future career. I’ve heard that mentioning this in my application will hurt my admissions chances. Is this true?

I aim to recruit students seeking rigorous training in both intervention research and clinical practice. Both skill-sets inform each other necessarily. Our lab develops and tests interventions, so I view clinical training as especially important for trainees in our lab.

At the same time, UCLA’s clinical science program has a very strong clinical science orientation, and students who are happiest in our program tend to want careers that incorporate research in a significant way. Consistent with this orientation, I may not be the most effective mentor for applicants who are interested entirely in clinical practice careers.

My own experiences with mental health problems (e.g., my own, a friend’s, or a relative’s) shaped my current interests. I’ve been told not to mention this in my personal statement. Is this true?  

Speaking for only myself: No . Life experiences shape our career interests, trajectories, and goals in meaningful ways. There is nothing wrong with acknowledging intersections between our ‘human’ and ‘scientific’ selves. However, personal/lived experiences should not be the main focus of your personal statement. Your research interests, experiences, goals, and ‘fit’ to our lab are much more helpful to me when reviewing your application.

Is it advantageous to list multiple mentors of interest (or just one) on my application?

There is no inherent advantage to naming multiple mentors of interest on your application unless you sincerely want to work with either or multiple mentors. I closely review all applications on which I am listed as a first-choice mentor. In many cases, applicants to our lab do not list multiple mentors of interest. Listing multiple potential mentors may be appropriate if your interests and goals clearly bridge two faculty members’ research programs (as described in your personal statement)—and in rare cases, co-mentorship by two faculty members in the clinical area is possible.  Applicants whose interests and goals primarily match the TRUST lab do not gain an advantage by listing other faculty mentors on their application.

What is your mentorship style/what expectations do you have for PhD students?

I am passionate about teaching, supervising, and mentoring. My approach to teaching is applied. I want my students to view learning as relevant to their lives because I believe this fosters engagement and ownership of learning. I emphasize the “why should we care” aspects of new material by exploring how it directly relates to life satisfaction, functioning, and health, as well as the interests, passions and everyday experiences of my students. As an educator my primary goals are to (1) strengthen a love of learning, science, and critical thinking, (2) help students develop self-awareness and understanding of the role that context, environment, culture and history play in their clinical practice and research, and (3) provide developmentally appropriate guidance to help students achieve their goals.  

My mentees learn by doing. I encourage my students to select research questions that they are truly passionate about and to work collaboratively with me, their peers, faculty, participants, and other stakeholders to pursue those questions. Students enter the lab with their own interests and skills and I try to tailor their research experiences to allow them to develop their existing skills and to learn new ones in the context of projects that are meaningful to them. Ultimately, I want to help each student move further down the path towards being independent investigators, while scaffolding their efforts so they remain passionate and excited about research, even in the face of inevitable challenges.

I seek to offer students the opportunity to collect data and conduct field research and to simultaneously work on secondary data analysis. Because research takes a long time, I have found that students who focus primarily on data collection and field research may miss out on opportunities for data analysis and publication. Conversely, students who focus solely on secondary data analysis may not have the chance to learn and practice the invaluable field research skills of flexibility, humility, and building and maintaining mutual respectful relationships with collaborators.

I have never had to write a CV—just a regular resume. How should I organize this document?  

• “ How to Write a Strong CV ,” Association of Psychological Science
• Example CV for clinical psychology applicants , University of Nebraska—Lincoln

I want to apply, but the application fee would create real hardship for me. What should I do?

Waivers of the $135.00 application fee are available for applicants who a) participate(d) in one of these programs or b) demonstrate financial need as described below.

Program Participation

Participants in the following programs are eligible for fee waivers. In the application, on the Fee Waiver page, select one or more of the programs in which you participated and upload a letter verifying your program participation. You may also send the letter directly to  [email protected]  after you submit the application. You will be contacted if your fee is not waived with further instructions.

• American Political Science Association Ralph Bunche Summer Institute Scholars
• California Alliance for Minority Participation (CAMP) Applicants
• California State University (CSU) Sally Casanova Pre-Doctoral Scholars Program Applicants
• Florida A and M University Graduate Feeder Scholars Program (FMAU GFSP) Applicants
• Gates Millennium Scholar
• Guardian Scholars
• Louis Stokes Alliances for Minority Participation (LSAMP) Applicants
• Maximizing Access to Research Careers (MARC) Applicants
• McNair Scholars (McNair)
• Mellon Mays Undergraduate Fellowship Program (MMUF)
• Minority Biomedical Research Support (MBRS) Applicants
• MSTP (UCLA) participants
• National GEM Consortium
• Research Initiative for Science Enhancement (MBRS RISE) Applicants
• STAR (UCLA) participants
• UC Leadership through Advanced Degrees (UC LEADS) Applicants
• UC Summer Programs for Undergraduate Research (SPUR) Applicants
• UC-HBCU Initiative

Or sponsored by one or more of these agencies:

• GEM Scholar
• Public Policy and International Affairs Fellowship Program (PPIA)
• BNU-GSEIS Collaboration

Need-based Fee Waivers

Waivers of UCLA’s application fee are available for U.S. citizens, Permanent Residents and others who meet the following criteria:

Are currently enrolled  in a college or university         and Receive  need-based financial aid (if not a U.S. citizen or Permanent Resident, this financial aid must come from the state of California)         and Submit a statement from their Financial Aid officer confirming all of the above and stating that payment of UCLA’s $120.00 application fee would be a financial hardship.

If you meet all of these criteria, select Fee Waiver in the application, upload the statement from your Financial Aid officer and submit the application.

Do not  submit income tax returns, unemployment documents, copies of your FAFSA Expected Family Contribution or other financial estimates;  these cannot be accepted as documentation of eligibility for a fee waiver.

Where else can I find information and guidance for my application process?

I recommend the following resources:

• Mitch’s Uncensored Advice for Applying to Graduate School in Clinical Psychology , provided by Dr. Mitch Prinstein, UNC Chapel Hill. A staple for those considering applying to graduate school in clinical psychology, from determining your best-fit career path to deciding between offers from Clinical PhD programs!
• Getting Into Psych Grad School , provided by the Council of University Directors in Clinical Psychology. Fantastic guide from Directors of Clinical Training at Clinical Psychology PhD programs across the country.
• Open Access Tips/Materials for Clinical Psych PhD Applicants , provided by Mallory Dobias, B.S. A collection of open-access pointers, timelines, and materials—from sample e-mails to prospective advisors to ‘before’ and ‘after’ personal statements—from a PhD student in Dr. Jessica Schlieder’s Lab!
• So You Want to Go to Clinical Psych Grad School? …Or Something? Slides from a lecture prepared by Dr. Jessica Schleider at Stony Brook University on considering careers in clinical psychology and allied disciplines. Includes info about different career options and degrees; preparing to apply for PhD programs; and how to obtain research and clinical experience.
• Deciding to apply to Clinical Psychology PhD programs A blog post written with particular focus on tailoring advice to BIPOC students/applicants, low income students/applicants, and first-generation students/applicants.

Brain and Body Lab

Prospective Graduate Students

Dr. bridget callaghan plans to review graduate student applications this cycle (for fall 2024)., click on a question to view:, info on ucla.

Disclaimer: this information is subject to change. The most accurate information on specific UCLA policies that are referenced here can always be found on the UCLA Psychology prospective students page . 

1. How much does graduate school cost? 2. How does housing work for UCLA graduate students?  3. Is there support for international students at UCLA? 4. How much does it cost to apply to the Developmental PhD program at UCLA?

PhD Program Applications

5. Do I need to email Dr. Callaghan prior to applying? 6. How much prior research experience do I need? How closely does this experience need to match the focus of labs that I’m applying to?  7. Should I apply for grant funding before graduate school? 8. Do I need to decide on a specific research topic before applying to graduate school? 9. What skills are useful for graduate students who want to do research in the BABLab? 10. What is the BABLab looking for from applicants/which aspects of the application does the lab prioritize most? 11. Is there a specific GRE cutoff score for applying to the BABLab? 12. How do I choose a lab to join? What other questions should I ask?

1. How much does graduate school cost?

Students in UCLA’s psychology PhD programs are not expected to pay for their education*. These programs are “fully funded”, meaning that students don’t pay any tuition, and they are paid a stipend for the duration of their PhD. Unless they receive outside fellowships, part of this funding is expected to come from student teaching and/or research assistantships, in which PhD students assist professors in teaching courses or work in professors’ labs; the other part of the funding is a department fellowship. Within maximum and minimum TA requirements, students can choose the amount of TA and/or RA work they do. Students are not expected to take out loans to fund their PhD program, unlike other graduate programs such as JD, MD, and master’s. Exact funding levels are set on a yearly basis. Students can (and are encouraged to) apply for external funding, which may replace or supplement their UCLA award. 

*Applies to US-citizens and permanent residents. International applicants can also be supported, but this requires your lab to provide additional funding. Scholarships, fellowships, and assistantships are available to undocumented students with AB 540 status, though the details for this funding vary by department. DACA recipients are eligible for work opportunities. If you would like more information, please contact the psychology department. 

2. How does housing work for UCLA graduate students? 

UCLA has a limited supply of housing for single graduate students as well students with families (information can be found here ). Students apply for these spots through a lottery system; level of competition varies year to year. Many students also opt to look outside of the UCLA subsidized offerings in a variety of neighborhoods around campus; commonly used resources are craigslist , Zillow , and Trulia . Housing in the immediate area around UCLA is expensive, but prices are lower in some areas a bit farther away and if students choose to live with roommates. For those who live outside walking distance and choose not to drive, there are several different bus infrastructures with lines that go through UCLA campus, including Metro buses (Los Angeles), BruinBus (UCLA-sponsored), Big Blue Bus (Santa Monica), and CCB (Culver CityBus). Graduate students have access to the Bruin Grad Pass , which provides unlimited free rides on these bus lines. 

3. Is there support for international students at UCLA?

UCLA and the BABLab appreciate diversity and welcome international students. The PI of the BABLab, Bridget, is herself an immigrant to the US from Australia. For more information on the BABLab’s commitment to diversity, see our diversity statement . However, funding is a bit tricky for international applicants to the Developmental PhD program. Because international students are not eligible for in-state tuition, funding is more expensive for them, and individual labs are expected to pay the difference. Unfortunately, at this time the BABLab does not have grant funding to support an international graduate student. In general, international students will need to obtain a visa in order to study at UCLA. Graduate applicants typically apply for either an F1 or a J1 visa, and both visa categories have their advantages (see comparisons  here  and  here ). Additional information for graduate applicants to UCLA, including how to obtain a visa, can be found here . Newly admitted and current international students are supported by the Dashew Center . 

4. How much does it cost to apply to the Developmental PhD program at UCLA?

The fee to apply to the developmental psychology PhD program at UCLA for the 2021-2022 academic year was set at $120 for US citizens and permanent residents, and $140 for other applicants. Check the application fees page for updated information and more details. There are fee waivers available for applicants who qualify. Taking the GRE and submitting scores can cost more than $230 as of 2020, not including costs associated with getting to a test center. Please note that the GRE is not required for applicants for the 2021-2022 academic year. If you need to take the TOEFL, costs are similar to the GRE (about $200 as of 2020) but vary depending on location. If you are invited for an on-campus interview with the psychology department, all expenses (e.g., airfare, lodging, meals, transportation to/from the airport) are typically paid for. If there are any caps on airfare cost, they will be stated explicitly in the interview weekend email. Note that most PhD programs in psychology cover these expenses in the US, but there may be exceptions, and some programs do have reimbursement caps. 

5. Do I need to email Dr. Callaghan prior to applying?

If you are interested in applying to the BABLab as a PhD student, you are welcome to get in touch with us. If you would like, you may send a copy of your CV and a brief description of your research interests to Dr. Callaghan at [email protected] .  However, emailing is not necessary; Dr. Callaghan will not conduct phone interviews until after the application deadline to be fair to all applicants. If you have specific questions, you may email Dr. Callaghan or other members of the lab and we will do our best to answer. 

6. How much prior research experience do I need? How closely does this experience need to match the focus of labs that I’m applying to? 

There is no one set amount of research experience that an applicant needs to have before applying. It’s possible to join the BABLab as a PhD student directly out of undergrad, after several years of post-college research experience, after a master’s program, or from another field. Having prior research experience is helpful because it allows you to: 1) build relevant skills and an understanding of how research works, 2) refine your research interests, and 3) evaluate whether research is something you want to do for the (fairly long) duration of a PhD (~5 years). For information on how to get research experience, see the research assistant and research coordinator/lab manager sections of this guide (coming soon). 

7. Should I apply for grant funding before graduate school?

As the UCLA Psychology department provides funding for the duration of graduate studies, obtaining outside grant funding is not necessary. However, it is common for students to apply for outside funding as it conveys some benefits, including establishing a record of securing funding for your research (which will be important if you want to continue in academia beyond grad school), potentially providing a higher stipend than what UCLA gives, and potentially allowing students to do less teaching assistant work than they otherwise might have to. 

The most common grant funding for students to apply for before entering graduate school is the NSF GRFP , which provides 3 years of funding (tuition and stipend). At present, only US citizens and permanent residents are eligible for this award. Students are eligible to apply for the NSF before enrolling in a graduate degree program and once in graduate school (during either first or second year). See detailed eligibility criteria here . For those applying before graduate school, award decisions are not made until the admissions process is complete but applying can be a helpful way to think through some project ideas, show that you are a serious applicant, and get experience applying for grants. However, applying is absolutely not necessary, and many people get admitted to multiple graduate programs without applying for the NSF GRFP. If you are interested in applying, lab members recommend Alex Lang’s website and Mallory Ladd’s blog for tips. 

8. Do I need to decide on a specific research topic before applying to graduate school?

You do not need to have a specific project or topic in mind that you are set on studying as a PhD applicant – we don’t expect you to have figured out everything at that point, and your interests will evolve as you learn and progress in graduate school. However, at graduate program interviews you may be asked questions such as “If you could perform any research project you wanted (and resources weren’t an issue), what would you do?” In the BABLab, we are interested in which approaches and questions are most interesting to you and why, as well as the ideas you may have for research projects. We won’t hold you to carrying out a project you may discuss during the interview; rather, the purpose of questions such as these is to learn about your interests and see how you “think like a scientist”. 

9. What skills are useful for graduate students who want to do research in the BABLab?

Because the BABLab conducts research with developing populations, experience with children, adolescents, and/or families in research settings is helpful. Since graduate students publish in scientific journals, a certain level of written communication is expected. The research that we do is pretty computationally intensive, so experience with coding/data analysis (e.g., with R, Python) is useful. The BABLab values contributions that students can make to the lab’s mission. This could involve ideas that are generated from personal and other experiences as well as “thinking like a (developmental, equity-oriented) scientist” – i.e., insights that move the lab’s projects forward or stimulate new lines of inquiry. In order to make these contributions, it is helpful to possess a working knowledge of scientific methods, the history of related research, common theories in the field, and frameworks for ethical science. This knowledge can be acquired through critical reading of relevant papers – e.g., thinking about design choices the researchers made, the theory/rationale they provide for their work, their assumptions, and future directions they (and you!) identify based on the research. 

10. What is the BABLab looking for from applicants/which aspects of the application does the lab prioritize most? 

In the BABLab, we are looking for students with genuine interest and passion for the topics we study (see our lab manual to get a sense of these topics), and a drive to persist through the (inevitable) times when research gets challenging or frustrating. We are also looking for students who will contribute perspectives, ideas, and/or experiences that will enrich the lab culture and research. We value the diversity of our lab members, and strive to be a welcoming and inclusive space that respects and appreciates all regardless of race, ethnicity, immigration status, sexual orientation, socio-economic status, etc (see our diversity statement for more on our commitment to this). Finally, because we work to foster a sense of community in the BABLab, we are looking for someone who shares the values and ethos of the lab (see our lab manual for more details). 

11. Is there a specific GRE cutoff score for applying to the BABLab?

In the BABLab, we believe that intelligence and aptitude are complex and multifaceted, and that the GRE is a biased and inaccurate measure of both (see this article for an explanation of the flaws of the GRE and how scores are correlated with applicant privilege). We also acknowledge that for some who have had less research experience, strong GRE scores can be one way of demonstrating research promise. For this reason, there is no specific cutoff score on the GRE that is necessary for potential graduate student applicants, and GRE scores are optional for admission. If you do choose to submit GRE scores they will constitute one part of a wholistic review. Across the entire UCLA psychology department, students applying for the 2022-2023 academic year are not required to submit GRE scores as part of their application. 

12. How do I choose a lab to join? What other questions should I ask?

Choosing a lab to join for graduate school is often a complicated task! Since you are applying to an academic program, of course research fit – Do you find the lab’s research exciting and meaningful? Could you see yourself thinking about it deeply and frequently for 4-6 years? – is very important. Mentor-mentee fit with the principal investigator (PI, or head of the lab, typically a professor) is also very important, as you will probably be working closely with the PI for the duration of your program. Your potential fit with a mentor can be assessed through the interactions that you have with them if you are offered an interview, and by asking questions of their other mentees. When talking with the PI, can you generate a stimulating discussion together? Do you get along? PIs also vary in terms of their mentorship style and how much independence they give trainees. You can determine this by asking questions of their trainees such as: How would you describe [PI] as a mentor? What are [PI]’s expectations? Consider what is important to you in a mentor and ask specific questions about that too. In addition, the PI’s values are an important influence on the culture of the lab. To get a sense of this, ask the PI how their lab functions and how lab meetings work, and ask mentees what the PI’s values are and what sort of culture they promote. 

Beyond fit with the lab’s research and the PI, you also want to consider aspects of the program (e.g., What are its strengths and weaknesses? What is its structure and requirements? What is the funding situation like?) as well as practical considerations outside of your school: Would you be happy living in the university’s location? Will you have access to resources you may need (e.g., training opportunities, healthcare facilities, transportation options)?

Note: Credit for the idea for this guide and some of the content goes to the Stanford VPNL (see their grad school info page ).

General Catalog

Clinical psychology laboratory.

Graduate Program

Health psychology major:.

Information on the department applications  (PDF)

In 2007 we established a health psychology major within our Psychology department. The program has 7 core faculty members (see faculty page) and a larger group of affiliated faculty. This program accepted its first students in 2007-2008. Although most of the program components have been in existence for many years as part of the psychology core program that all majors take, or as part of the popular health psychology minor that many have completed since 1983.

HEALTH PSYCHOLOGY MAJOR REQUIREMENTS (PDF)

Health Psychology Minor:

The HP minor has been in existence for more than 25 years and is a popular minor in the department. It will continue to be offered as a minor to those in other majors in the department.

HEALTH PSYCHOLOGY MINOR REQUIREMENTS (PDF)

Program Profile Report: Psychology

Doctoral Internship

APA Accreditation

The UCLA-CAPS doctoral internship in health service psychology is accredited by the American Psychological Association. Inquiries regarding the accreditation of our internship training program may be directed to:

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

The Office of Accreditation’s web address may be accessed here: www.apa.org/ed/accreditation. You may also email the Accreditation Office at [email protected] .

The APA-accredited doctoral internship program in psychology at UCLA's Counseling and Psychological Services invites applications for the 2024-2025 training year.

The deadline for applications is: November 3, 2023

Interviewees will be notified on: December 15, 2023

Interviews will be conducted by video on: January 10 - 12, 2024

The training year duration is: August 1, 2024 – July 31, 2025

We welcome and encourage applications from diverse individuals. Our program is fully accredited by the American Psychological Association. For further information regarding APA accreditation, you may contact the APA Office of Program Consultation and Accreditation by phone at (202) 336-5979 or (202) 336-6123 TDD or at the following website: www.apa.org/ed/accreditation . You may also email the Accreditation Office at [email protected] . We are a member of APPIC, participate in the APPIC Match (Program Code 113511) and adhere to all APPIC Match policies regarding selection and notification.

Application Qualifications & Procedures

Qualifications.

By the start of internship, applicants must be advanced doctoral students who meet all of the following requirements:

Current enrollment in an American Psychological Association-or Canadian Psychological Association-accredited doctoral program in clinical or counseling psychology

• Successful completion of all required coursework and practica prior to start of internship
• Successful completion of doctoral comprehensive exams
• Completion of a minimum of 1000 supervised hours of practicum experience, of which 500 hours are face-to-face intervention hours, by application deadline.
• Verification by the director of training of readiness for internship
• Clearly identified experience conducting intakes, providing crisis assessment and intervention, and providing empirically supported brief therapy
• Three letters of recommendation, at least two from supervisors familiar with recent clinical work. one letter must be authored by a current supervisor.

The deadline for applications is November 3, 2023 at 11:59 pm.

To apply for our Doctoral Internship, applicants should apply via the AAPI Online site . From the APPIC homepage, click on "AAPI Online." Your online application must include the following:

• A completed APPIC Application for Psychology Internship (AAPI) form. The AAPI may be downloaded from http://www.appic.org .
• Submission of cover letter describing qualifications and professional experience compatible with training at UCLA CAPS. Applicants are asked to clearly identify experience conducting intakes, providing crisis assessment and intervention, conducting brief empirically-supported therapy, and to elaborate on training goals specific to CAPS.
• Current curriculum vita
• Official transcripts of all graduate work
• Three letters of recommendation, at least two from supervisors familiar with recent clinical work. One letter must be authored by a current supervisor.

Final acceptance to the UCLA-CAPS doctoral internship training program is contingent upon satisfactory completion of a background investigation (i.e. Federal Bureau of Investigation and Department of Justice fingerprint scans) and credentialing process prior to the commencement of the internship.

UCLA-CAPS adheres to all APPIC internship selection policies. In keeping with these policies, CAPS does not solicit, accept or use ranking-related information from any intern applicant.

Please refer to the APPIC website for the most recent copy of Internship Offers and Acceptances.

For correspondence and inquiries, please email [email protected]

Philosophy of Training

The CAPS training program adheres to a Scholar-Practitioner model. Focusing on the clinical application of scientific findings, a broad array of supervised clinical, outreach and prevention experiences and formal and informal didactic settings promote the acquisition of practice skills and the development of critical thinking.

We regard our doctoral interns as professionals in training, and accordingly the training program is developmental in its focus. We believe that professional development and competency as a newly-practicing psychologist results from cumulative and developmental immersion in broad clinical experience rooted in empirical evidence and supported by skilled professionals serving as supervisors, teachers, and role models. Recognizing that interns begin their internship year at varying developmental levels, an assessment is made of their training needs at the start of the year and expectations are individually tailored. After a year of close supervision, we expect each intern to have developed an increased level of clinical competence and autonomy, heightened professional identity and ethical awareness, and an enhanced understanding of self in preparation for independent functioning as a clinical psychologist.

We train our interns to be generalists, with particular expertise in working with a college population. Over the course of the year, interns provide individual, couple and group psychotherapy, emergency assessment and response, crisis intervention, psychological assessment, and outreach/prevention and consultation to the university community. Interns are encouraged to develop specific expertise with special populations and these interests are taken into account when making assignments; however, such interests are considered as secondary to generalist training.

An appreciation of human diversity is a cornerstone of our training program. Honoring these values, the training program seeks to recruit a range of candidates, including those from diverse backgrounds and with diverse interests. Our highly diverse clinical staff trains interns in the competent provision of services to UCLA's pluralistic student body. The diversity of our staff and our clientele provides interns with an unusual opportunity to gain specific clinical experience and expertise with a broad spectrum of individually and culturally diverse clients across a full range of health and psychopathology. A variety of training experiences complement these clinical experiences, and lead to the acquisition and development of knowledge, awareness and skills related to multiculturally-competent case conceptualization and care.

Over the course of the year, interns are expected to refine their sensitivity and competence in service delivery to students of varied racial, cultural, religious, gender, sexual orientation, physical and age groups. Professional diversity is also valued, as our staff consists of psychologists, clinical social workers and psychiatrists, and trainees from psychology, social work, and psychiatry residency programs.

Intensive supervision is a distinguishing feature of CAPS internship training and encompasses a variety of theoretical frameworks. Interns are frequently asked to reflect on personal issues potentially affecting their professional functioning as therapists, trainers, consultants and colleagues. While we strive to respect interns' privacy rights, the disclosure of personal information pertinent to interns' professional roles in the context of their supervision is routine and expected.

Finally, our training program operates in a context of ongoing reciprocal evaluation and feedback. Such periodic evaluation ensures that interns, as well as supervisory staff, are progressing in their individual and professional development goals.

Goals of the Training Program

The CAPS training program prepares psychology doctoral interns to function as multiculturally-competent and ethical professionals with specific expertise in addressing diverse college or university populations and a clear sense of their early professional identities.

Consistent with this aim, the internship has the following three objectives:

• Facilitation of interns' clinical competence across the full range of professional services for a diverse undergraduate and graduate student clientele
• Promoting interns' ethical behavior and sensitivity to ethical and legal issues
• Fostering interns' professional identity development as psychologists

These objectives are articulated in the program’s focus on the following competencies: research; ethical and legal standards; individual and cultural diversity; professional values, attitudes and behaviors; communication and interpersonal skills; assessment; intervention; supervision; consultation; and interprofessional/interdisciplinary skills.

The full-time, twelve-month Doctoral Internship in Psychology provides trainees with the opportunity to receive an intensively supervised experience in delivering a range of multiculturally-aware and competent mental health services to a large public university student body and in providing prevention, outreach and consultation to the campus community. Interns receive training in brief and intermittent individual therapy, group and couple therapy, emergency response, crisis intervention, psychological assessment and diagnosis, consultation, prevention and outreach, and ethical and legal regulations and practices. Training occurs experientially via clinical work, case consultation, and outreach to the campus community, and in a variety of formal and informal didactic settings.

CAPS provides interns with the opportunity to interact with colleagues in other disciplines without the artificial hierarchical constraints present in many other clinical settings. Observing and functioning within the CAPS community of psychologists, clinical social workers and psychiatrists is an invaluable experience in the development of interns' professional identity, integrity and independence. Routine interdisciplinary interaction is present throughout the department via clinical collaboration, case conferences, committees, staff development activities and training activities.

Description of Training Activities

Individual therapy.

Interns provide up to 16-19 service hours per week. CAPS provides empirically supported treatments within a brief treatment setting.

Group Therapy

UCLA-CAPS features one of the largest and most highly-utilized counseling center group programs in the nation. Opportunities include general psychotherapy groups, interpersonal process groups, empirically supported group treatments for a variety of mood and anxiety difficulties, groups for building and enhancing skills in emotional regulation (based on DBT), and several theme-oriented groups targeted to specific populations including eating disorders, bereavement, women, gay, lesbian, bi-sexual and trans-students, and writers of theses and dissertations. Our three- to five-session Wellness Skills Groups are structured interventions focusing on various stress management techniques and topics, including cognitive-behavioral approaches, biofeedback, procrastination and test-anxiety.

Interns co-lead therapy groups with licensed staff members, and may have the opportunity to create a group.

Triage Assessment, Emergency and Crisis Evaluation and Intervention

All interns participate in a rotation on the triage assessment team, in which they conduct triage assessments for incoming CAPS clients. As they gain familiarity with CAPS and University and community resources, interns join the staff Urgent Coverage rotation, responding to students presenting with urgent or emergency concerns.

Campus Prevention and Outreach

Serving as consultants, trainers and educators, the CAPS staff participates in many efforts to enhance the quality of student life, and offers services not only in our offices but throughout the campus. Members of the staff lead discussions and make presentations to such groups as residence hall advisors, peer counselors, faculty and academic support service staff. Interns are expected to participate in the department's ongoing projects and encouraged to initiate, design and implement others in which they have particular interest.

Supervision

Interns receive two hours weekly of one-to-one supervision and participate in a weekly two-hour supervision group. All supervision is provided by licensed staff members. Additional supervision is provided weekly for prevention/outreach activities, group psychotherapy and psychological assessment.

Supervision of Graduate Students in Clinical Psychology

All doctoral interns participate in a rotation in which they provide weekly supervision to UCLA Ph.D. students in Clinical Psychology, and are supervised on their supervision within a group format. Supervision sessions are videotaped and reviewed to enhance foundational learning of supervision practices.

Training Seminars

Interns attend a full time, 3 week Summer Orientation Seminar , led by various staff members and local mental health professionals. These seminars orient new interns to services at UCLA-CAPS, clinical procedures, and the campus community and focus on training Interns in the variety of activities they will engage in during the year. These include specialized treatment topics, risk assessment, legal and ethical requirements, emergency management and consultation, CAPS policies and procedures, and designing workshops.

The weekly Training Seminar addresses an array of clinical and professional issues, such as clinical proficiency in the treatment of ethnic minorities, specialized interventions and treatment topics, sport psychology, eating disorders, and mental health law and ethics.

The CBT and Psychodynamic Psychotherapy Models seminars are conducted in the summer. Each of these two seminars provides roughly 12 hours of in-depth instruction in CBT and Dynamic theories and interventions including traditional CBT and third wave interventions such as mindfulness, ACT, and DBT, and psychodynamic and contemporary analytic psychotherapy. Additional brief seminars provide instruction in empirically-supported group treatments for anxiety and depression.

Multicultural Seminar. The seminar meetings are held weekly for 4-6 sessions during the summer, with a focus on setting the context, bolstering awareness of group members' identities and opportunities for participation, and collaborating on the syllabus schedule for the year. The seminar meets biweekly through the training year. It uses both a didactic and case consultation format, where topics/themes will be selected via consensus and cases will be presented based on the topics/themes, with a focus on understanding the ways in which culture, power, privilege, oppression, and intersectionality impact our clinical work.

Assessment Seminar . During the internship year, Interns conduct ADHD assessments. The weekly ADHD Psychological Assessment Seminar provides an overview of testing instruments and methods typically applied in these assessments. Interns receive group supervision of assessment cases throughout the year within this weekly seminar.

Staff Meetings and Staff Development. Interns attend bi-monthly staff meetings. Additional meetings are devoted to in-service training for the entire staff.

The stipend for a full-time twelve month appointment is $40,500. Benefits include generous vacation, sick leave, medical coverage and up to 80 professional development hours.

Licensure Hours

The doctoral internship in health service psychology at UCLA-CAPS is a full time (40 hours per week), 12-month internship, from August 1 to July 31 of a given year. Interns utilizing their full vacation and holiday leave and all sick time will have completed 1,768 hours. Successful completion of the internship requires a minimum of 1,768 hours.

UCLA CAPS Training Program Manual

CAPS Training Program Manual

Trainings and Seminar Schedule

Requirements for Satisfactory Progress and Program Completion

To progress satisfactorily, on the mid-year evaluation interns or fellows must receive 90% of scores at or above the level of "consistently demonstrated competency" (score of "3" or greater). Additional training competencies may be specifically identified by the Training Director and the Training Committee for development. A score of "1" on any competency will be a focus of the mid-year evaluation meeting with each intern or fellow and his/her/their supervisors and Training Director, and result in the implementation of a remediation plan developed collaboratively with the intern or fellow, the primary supervisor, and the Training Director.

Successful completion of the internship or fellowship requires a 100% rating of scores at or above the level of "Meets Competency Expectations" (score of "3" or greater) on the end-of-the-year evaluation. In addition to the above, to successfully complete the doctoral internship, interns must complete their 12 month full-year training totaling at least 1768 hours .

Internship Admissions, Support & Initial Placement Data

Internship program tables.

Date Program Tables are updated: 9/1/2023

Program Disclosures

Does the program or institution require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution's affiliation or purpose? Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values. No

Internship Program Admission

Data Program Tables are updated: Yearly

Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program's policies on intern selection and practicum and academic preparation requirements.

A number of sources of information are used to assess candidates for the internship, including the written application, letters of recommendation, and a statement of professional goals. Video and in-person interviews are also a part of the application process, and are scheduled by invitation. Approximately one-quarter of applicants are invited to participate in the interview process. We welcome and encourage applications from diverse individuals. Selections are made without discrimination based on race, ethnicity, national origin, religion, gender, gender identity, age, ability, sexual/affectional orientation, or veteran status. At the beginning employment for the internship year, the interns who match with the UCLA CAPS internship must successfully complete a criminal background check, in accordance with UCLA University policy.

Does the program require that applicants have received a minimum number of hours of the following at time of application? If Yes, indicate how many:

Total Direct Contact Intervention Hours Yes Amount: 500

Total Direct Contact Assessment Hours Yes Amount: 40

Describe any other required minimum criteria used to screen applicants:

Applicants for the internship must be doctoral candidates from American Psychological Association-Accredited or Canadian Psychological Association Accredited Clinical Psychology or Counseling Psychology graduate programs. By the start of internship, applicants must be advanced doctoral students who meet all of the following requirements:

Final acceptance to the UCLA-CAPS doctoral internship training program is contingent upon satisfactory completion of a background investigation (i.e. Federal Bureau of Investigation and Department of Justice fingerprint scans) at the commencement of the internship.

Financial and Other Benefit Support for Upcoming Training Year (2024-2025)

Initial post-internship positions (2019-22) (provide an aggregated tally for the preceding 3 cohorts), quick links.

• Treatment Services at CAPS
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Tehama County Personnel Office

Licensed clinical supervisor.

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About the Department : Tehama County Health Services Agency is committed to a healthy community. We provide integrated services to Tehama County residents through education, prevention, assessment, intervention, treatment, and follow up. Our staff are valued for their contributions to client care, whether they work in direct services or are in key support roles. We collaborate, communicate, and support each other so we can focus on what’s most important, the overall health of our clients.

Every position is a key position at Health Services. We value input, good communication, and collaboration within our organization as well as with our agency partners. If you would enjoy working with people who are committed to the health of our residents, then our agency would like to hear from you.

Definition : The Licensed Clinical Supervisor will plan, organize, lead and supervise the work of staff in community prevention and treatment programs, including preparing grant applications, defining scope of work, monitoring program/staff productivity and developing and monitoring budgets. Incumbents exercise independent judgment for directing the treatment provided to clients according to ethical and legal standards. This position is unique in that it provides clinical supervision and manages programs.

Examples of Duties

• Supervises, monitors and evaluates the daily clinical work of assigned licensed mental health professionals and interns, Case Resource Specialists and designated support staff.
• Insures program level compliance with all laws, rules, regulations and policies; including confidentiality requirements.
• Participates in routine supervisory staff meetings for case and program planning, delegation, consultation and review of assignments.

Education, Experience & Licenses

Any combination of training and experience which would provide the required knowledge, skills and abilities is qualifying. A typical way to obtain the required qualifications would be:

• Graduation from an accredited college or university with a Master’s degree in Social Work, a Master’s degree in Psychology, or a Master’s degree in any behavioral science which qualifies the holder for licensure as a Marriage and Family Therapist in California; or a Master’s degree in any Nursing specialty area that would qualify the holder for practice as a Registered Nurse in a mental health setting in California; or a Doctoral degree in Psychology.
• Five (5) years of professional mental health experience with increasing responsibilities.
• One (1) year of supervisory experience is desirable.

Other combinations of education and experience may be considered.

LICENSE & SPECIAL REQUIREMENTS:

• A valid California driver’s license.
• A California license as a Licensed Clinical Social Worker, a Marriage and Family Therapist, Registered Nurse or Psychologist.
• Must possess, or be willing to obtain, National Provider Identifier (NPI).
• Must complete periodic continuing education coursework as required to maintain active licensure.
• Must not be excluded from participation in any federally funded health care program including, without limitation, Medicare or Medi-Cal.