organizational psychology personal statement

How to Create your Personal Statement for Psychology

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Odds are, if you are at the stage of writing a personal statement, then you are more than likely preparing applications for graduate schools in psychology. Below find out what it is, why you need one, and get some pointers on crafting a personal statement that will put your best foot forward with the admissions committees.

What is a Personal Statement?

Commonly referred to as a “statement of purpose”, and by some as an “application essay”, a personal statement is your opportunity to introduce and  sell yourself to a desired graduate program or college . In most cases, the personal statement can serve as the defining factor that allows students to stand out in a pool of applicants with equally high GPAs and test scores. Plus, a stellar statement of purpose could also help the applications of students who have unfavorable scores and grades.

Before You Begin…

Consider the type of personal statement required of you:.

Personal statements can range from  a few paragraphs to several one-page essays  that address different topics. They will vary widely between programs and schools, which means that you might craft quite a few of these application essays if you seek admission into various programs.

The objective of these statements all share a common thread: for the graduate committee to get a clear understanding of your career and academic aspirations as well as a sample of your writing abilities (a skill of utmost importance for comprehensive graduate study).

If Topics Are Chosen By You

The specific expectations of a statement of purpose might vary. Some schools might leave the direction and objective of the essay up to the applicant. In cases, you have the freedom to choose what you write about although, as a rule of thumb,  essays should take on a professional/ academic focus  rather than be personal or autobiographical. Don’t confuse personal statement with a long essay about your life growing up.

Instead, demonstrate your best attributes by outlining your fit, interests, previous experiences, servant leadership, research and courses you have taken that affirmed your dedication to the field of study. If you were not given specific questions, then be sure to touch bases with all of these that are relevant to your background in a logical and consistent manner.

If Topics Are Chosen By the Program

Other schools may provide you with a list of specific questions to answer pertaining to your career objectives and how obtaining an education with the particular program may advance you towards your goals.

Examples of specific topics outlined by graduate schools in psychology include:

Explain any previous work experience or teaching experiences you have in the field of psychology and why those experiences make you a strong candidate for our program.

Explain your long-term career goals.

Why do you think this program is a good fit for you?

How do you think this program can help you further your career objectives?

How has your previous education prepared you to take on study at the graduate or professional level?

What experience do you have conducting research? Rate your interest in conducting research.

What practitioners, researchers, or authors in the field of psychology have influenced your interest in this area of study?

Reflect on these questions or topic areas for a while before starting the writing process. Review your resume for direction about skills, experiences, or even lack of experience that you’ll want to identify and elaborate on in your paper. Write a list of attributes that you think describe you and consider how they are relevant to your interest in pursuing higher education.

During and After Writing…

Express your motivation.

When developing a statement of purpose for graduate schools in psychology, you will want to write at length about your particular interests, motivation, and passion for the field of study. Consider what experiences or traits you have that make you a better candidate than the hundreds of other applicants vying to gain admission.

Back up your expression of motivation with hard facts. The admissions committee wants a well-rounded candidate with a number of professional experiences that have helped clarify their ability to handle graduate study. Simply going on and on about how bad you want to be in the program with no relevant experiences that support that claim may not win you any favor.

Be Honest and Clear

When preparing a document that is virtually serving as a personal advertisement, you will write at length about the skills you possess that strengthen your application: academic curiosity, flexibility, maturity, persistence, and professionalism among others. When elaborating on your strengths, be sure to do so with respect to their relevance and importance. Do not go on about a characteristic that could be considered minor or irrelevant.

Also, be mindful of stating your goals and interests clearly and honestly. If you are not interested in a particular area, then leave out that information. Do not express an interest or ability that you do not have. It’s significant to discuss your weaknesses as well. If you have low test scores or a less-than-spectacular GPA, point that out in advance. Explain, if appropriate, why these aspects of your application are weak and follow up with a plan to rectify those aspects if you are accepted into graduate school.

Summary Points to Remember

• At this point, you can’t change your college or graduate school entrance test scores or your grade point average. You can, however, make a significant impact during the applications process by developing a well-written statement of purpose.
• Avoid writing at length about your personal history. Stick to the qualities and experiences that are relevant to your growth and abilities in the field of psychology.
• Answer all questions from the application and be sure to meet the page or word count requirements.
• Be sure to clearly and honestly relate your experiences and interests, also taking time to point out both strengths and weaknesses. Share how you plan to overcome those weaknesses or use them to your advantage.
• Ask someone else to look over your statement of purpose–an advisor or professor in your department–who can give you straightforward feedback on its content.
• Customize each personal statement to the program or school you are applying. Elaborate on how that particular program can assist you in reaching your goals.
• During revisions, pay attention to the strength and dynamism of your opening paragraph. Your goal is to hook the readers and give them the desire to keep reading.

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Personal Statement for Graduate School Examples: Psychology

Why Strong Personal Statements are so Important for Graduate School

In your psychology graduate degree application, the personal statement is crucial. It showcases your academic achievements, personal journey, career goals, and why you’re a great fit for the program. This is your chance to move beyond mere statistics—GPA, test scores, work experience—and tell your unique story. Crafting a compelling personal statement requires insight, precision, and guidance. However, finding quality personal statement for graduate school examples can be challenging. Magoosh is committed to supporting graduate applications with detailed analyses, specific feedback, and comprehensive support throughout the admissions process.

Spotlight on Successful Psychology Personal Statements

We’re excited to showcase two standout personal statement for graduate school examples covering two different psychology tracks. The first, used to apply to Columbia University, explores the therapeutic power of storytelling in the aftermath of trauma and the writer’s dedication to studying the pathways from traumatic experiences to psychopathology. This essay seamlessly weaves together the applicant’s academic pursuits and professional experiences, underlining a deep-seated commitment to understanding and fostering resilience and growth post-trauma.

Second, written for UC Berkeley, takes us on a captivating journey—from volunteering in Haiti to navigating the urban complexity of New York, and finally, to a meaningful role in tutoring across diverse socioeconomic backgrounds. This narrative eloquently captures the author’s evolving insight into the significant role counseling plays in psychological well-being and the drive to effect change within the psychology field.

Examples with Expert Annotated Feedback

Our feedback on each personal statement highlights strengths, suggests improvements, and offers strategic advice to boost the essay’s impact and emotional appeal. This feedback reflects our thorough grasp of the admissions process and our dedication to helping candidates refine their narratives.

Now explore our personal statements and expert commentary for inspiration on your application narratives. Whether starting your essay or finalizing it, our resources, expertise, and support guide you through the admissions journey.

Finally, our aim is to help you create a personal statement that surpasses admissions expectations, compellingly showcasing your unique story. Explore our blog for further tips, inspirational success stories, and expert advice , and move forward in your graduate school journey with confidence. Our platform is your ally in turning your graduate school aspirations into achievements.

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13.1 What Is Industrial and Organizational Psychology?

Learning objectives.

By the end of this section, you will be able to:

• Understand the scope of study in the field of industrial and organizational psychology
• Describe the history of industrial and organizational psychology

In 2019, people who worked in the United States spent an average of about 42–54 hours per week working (Bureau of Labor Statistics—U.S. Department of Labor, 2019). Sleeping was the only other activity they spent more time on with an average of about 43–62 hours per week. The workday is a significant portion of workers’ time and energy. It impacts their lives and their family’s lives in positive and negative physical and psychological ways. Industrial and organizational (I-O) psychology is a branch of psychology that studies how human behavior and psychology affect work and how they are affected by work.

Industrial and organizational psychologists work in four main contexts: academia, government, consulting firms, and business. Most I-O psychologists have a master’s or doctorate degree. The field of I-O psychology can be divided into three broad areas ( Figure 13.2 and Figure 13.3 ): industrial, organizational, and human factors. Industrial psychology is concerned with describing job requirements and assessing individuals for their ability to meet those requirements. In addition, once employees are hired, industrial psychology studies and develops ways to train, evaluate, and respond to those evaluations. As a consequence of its concern for candidate characteristics, industrial psychology must also consider issues of legality regarding discrimination in hiring. Organizational psychology is a discipline interested in how the relationships among employees affect those employees and the performance of a business. This includes studying worker satisfaction, motivation, and commitment. This field also studies management, leadership, and organizational culture, as well as how an organization’s structures, management and leadership styles, social norms, and role expectations affect individual behavior. As a result of its interest in worker wellbeing and relationships, organizational psychology also considers the subjects of harassment, including sexual harassment, and workplace violence. Human factors psychology is the study of how workers interact with the tools of work and how to design those tools to optimize workers’ productivity, safety, and health. These studies can involve interactions as straightforward as the fit of a desk, chair, and computer to a human having to sit on the chair at the desk using the computer for several hours each day. They can also include the examination of how humans interact with complex displays and their ability to interpret them accurately and quickly. In Europe, this field is referred to as ergonomics.

Occupational health psychology (OHP) deals with the stress, diseases, and disorders that can affect employees as a result of the workplace. As such, the field is informed by research from the medical, biological, psychological, organizational, human factors, human resources, and industrial fields. Individuals in this field seek to examine the ways in which the organization affects the quality of work life for an employee and the responses that employees have towards their organization or as a result of their organization’s influence on them. The responses for employees are not limited to the workplace as there may be some spillover into their personal lives outside of work, especially if there is not good work-life balance. The ultimate goal of an occupational health psychologist is to improve the overall health and well-being of an individual, and, as a result, increase the overall health of the organization (Society for Occupational Health Psychology, 2020).

In 2009, the field of humanitarian work psychology (HWP) was developed as the brainchild of a small group of I-O psychologists who met at a conference. Realizing they had a shared set of goals involving helping those who are underserved and underprivileged, the I-O psychologists formally formed the group in 2012 and have approximately 300 members worldwide. Although this is a small number, the group continues to expand. The group seeks to help marginalized members of society, such as people with low income, find work. In addition, they help to determine ways to deliver humanitarian aid during major catastrophes. The Humanitarian Work Psychology group can also reach out to those in the local community who do not have the knowledge, skills, and abilities (KSAs) to be able to find gainful employment that would enable them to not need to receive aid. In both cases, humanitarian work psychologists try to help the underserved individuals develop KSAs that they can use to improve their lives and their current situations. When ensuring these underserved individuals receive training or education, the focus is on skills that, once learned, will never be forgotten and can serve individuals throughout their lifetimes as they seek employment (APA, 2016). Table 13.1 summarizes the main fields in I-O psychology, their focuses, and jobs within each field.

Link to Learning

Find out what I-O psychologists do on the Society for Industrial and Organizational Psychology (SIOP) website—a professional organization for people working in the discipline. This site also offers several I-O psychologist profiles.

The Historical Development of Industrial and Organizational Psychology

Industrial and organizational psychology had its origins in the early 20th century. Several influential early psychologists studied issues that today would be categorized as industrial psychology: James Cattell (1860–1944), Hugo Münsterberg (1863–1916), Walter Dill Scott (1869–1955), Robert Yerkes (1876–1956), Walter Bingham (1880–1952), and Lillian Gilbreth (1878–1972). Cattell, Münsterberg, and Scott had been students of Wilhelm Wundt, the father of experimental psychology. Some of these researchers had been involved in work in the area of industrial psychology before World War I. Cattell’s contribution to industrial psychology is largely reflected in his founding of a psychological consulting company, which is still operating today, called the Psychological Corporation, and in the accomplishments of students at Columbia in the area of industrial psychology. In 1913, Münsterberg published Psychology and Industrial Efficiency , which covered topics such as employee selection, employee training, and effective advertising.

Scott was one of the first psychologists to apply psychology to advertising, management, and personnel selection. In 1903, Scott published two books: The Theory of Advertising and Psychology of Advertising . They are the first books to describe the use of psychology in the business world. By 1911 he published two more books, Influencing Men in Business and Increasing Human Efficiency in Business . In 1916 a newly formed division in the Carnegie Institute of Technology hired Scott to conduct applied research on employee selection (Katzell & Austin, 1992).

The focus of all this research was in what we now know as industrial psychology; it was only later in the century that the field of organizational psychology developed as an experimental science (Katzell & Austin, 1992). In addition to their academic positions, these researchers also worked directly for businesses as consultants.

When the United States entered World War I in April 1917, the work of psychologists working in this discipline expanded to include their contributions to military efforts. At that time Yerkes was the president of the 25-year-old American Psychological Association (APA) . The APA is a professional association in the United States for clinical and research psychologists. Today the APA performs a number of functions including holding conferences, accrediting university degree programs, and publishing scientific journals. Yerkes organized a group under the Surgeon General’s Office (SGO) that developed methods for screening and selecting enlisted men. They developed the Army Alpha test to measure mental abilities. The Army Beta test was a non-verbal form of the test that was administered to illiterate and non-English-speaking draftees. Scott and Bingham organized a group under the Adjutant General’s Office (AGO) with the goal of developing selection methods for officers. They created a catalogue of occupational needs for the Army, essentially a job-description system and a system of performance ratings and occupational skill tests for officers (Katzell & Austin, 1992). After the war, work on personnel selection continued. For example, Millicent Pond researched the selection of factory workers, comparing the results of pre-employment tests with various indicators of job performance (Vinchur & Koppes, 2014).

From 1929 to 1932 Elton Mayo (1880–1949) and his colleagues began a series of studies at a plant near Chicago, Western Electric’s Hawthorne Works ( Figure 13.4 ). This long-term project took industrial psychology beyond just employee selection and placement to a study of more complex problems of interpersonal relations, motivation, and organizational dynamics. These studies mark the origin of organizational psychology. They began as research into the effects of the physical work environment (e.g., level of lighting in a factory), but the researchers found that the psychological and social factors in the factory were of more interest than the physical factors. These studies also examined how human interaction factors, such as supervisorial style, increased or decreased productivity.

Analysis of the findings by later researchers led to the term the Hawthorne effect , which describes the increase in performance of individuals who are aware they are being observed by researchers or supervisors ( Figure 13.5 ). What the original researchers found was that any change in a variable, such as lighting levels, led to an improvement in productivity; this was true even when the change was negative, such as a return to poor lighting. The effect faded when the attention faded (Roethlisberg & Dickson, 1939). The Hawthorne-effect concept endures today as an important experimental consideration in many fields and a factor that has to be controlled for in an experiment. In other words, an experimental treatment of some kind may produce an effect simply because it involves greater attention of the researchers on the participants (McCarney et al., 2007).

Watch this video of first-hand accounts of the original Hawthorne studies to learn more.

In the 1930s, researchers began to study employees’ feelings about their jobs. Kurt Lewin also conducted research on the effects of various leadership styles, team structure, and team dynamics (Katzell & Austin, 1992). Lewin is considered the founder of social psychology and much of his work and that of his students produced results that had important influences in organizational psychology. Lewin and his students’ research included an important early study that used children to study the effect of leadership style on aggression, group dynamics, and satisfaction (Lewin, Lippitt, & White, 1939). Lewin was also responsible for coining the term group dynamics , and he was involved in studies of group interactions, cooperation, competition, and communication that bear on organizational psychology.

Parallel to these studies in industrial and organizational psychology, the field of human factors psychology was also developing. Frederick Taylor was an engineer who saw that if one could redesign the workplace there would be an increase in both output for the company and wages for the workers. In 1911 he put forward his theory in a book titled The Principles of Scientific Management ( Figure 13.6 ). His book examines management theories, personnel selection and training, as well as the work itself, using time and motion studies. Taylor argued that the principal goal of management should be to make the most money for the employer, along with the best outcome for the employee. He believed that the best outcome for the employee and management would be achieved through training and development so that each employee could provide the best work. He believed that by conducting time and motion studies for both the organization and the employee, the best interests of both were addressed. Time-motion studies were methods that aimed to improve work by dividing different types of operations into sections that could be measured. These analyses were used to standardize work and to check the efficiency of people and equipment.

Personnel selection is a process used by recruiting personnel within the company to recruit and select the best candidates for the job. Training may need to be conducted depending on what skills the hired candidate has. Often companies will hire someone with the personality that fits in with others but who may be lacking in skills. Skills can be taught, but personality cannot be easily changed.

One of the examples of Taylor’s theory in action involved workers handling heavy iron ingots. Taylor showed that the workers could be more productive by taking work rests. This method of rest increased worker productivity from 12.5 to 47.0 tons moved per day with less reported fatigue as well as increased wages for the workers who were paid by the ton. At the same time, the company’s cost was reduced from 9.2 cents to 3.9 cents per ton. Despite these increases in productivity, Taylor’s theory received a great deal of criticism at the time because it was believed that it would exploit workers and reduce the number of workers needed. Also controversial was the underlying concept that only a manager could determine the most efficient method of working, and that while at work, a worker was incapable of this. Taylor’s theory was underpinned by the notion that a worker was fundamentally lazy and the goal of Taylor’s scientific management approach was to maximize productivity without much concern for worker well-being. His approach was criticized by unions and those sympathetic to workers (Van De Water, 1997).

Gilbreth was another influential I-O psychologist who strove to find ways to increase productivity ( Figure 13.7 ). Using time and motion studies, Gilbreth and her husband, Frank, worked to make workers more efficient by reducing the number of motions required to perform a task. She applied these methods not only to industry but also to the home, office, shops, and other areas. She investigated employee fatigue and time management stress and found many employees were motivated by money and job satisfaction. In 1914, Gilbreth wrote the book, The Psychology of Management: The Function of the Mind in Determining, Teaching, and Installing Methods of Least Waste , and she is known as the mother of modern management. Some of Gilbreth’s contributions are still in use today: you can thank her for the idea to put shelves inside refrigerator doors, and she also came up with the concept of using a foot pedal to operate the lid of trash can (Gilbreth, 1914, 1998; Koppes, 1997; Lancaster, 2004). Gilbreth was the first woman to join the American Society of Mechanical Engineers in 1926, and in 1966 she was awarded the Hoover Medal of the American Society of Civil Engineers.

Taylor and Gilbreth’s work improved productivity, but these innovations also improved the fit between technology and the human using it. The study of machine–human fit is known as ergonomics or human factors psychology.

From World War II to Today

World War II also drove the expansion of industrial psychology. Bingham was hired as the chief psychologist for the War Department (now the Department of Defense) and developed new systems for job selection, classification, training, and performance review, plus methods for team development, morale change, and attitude change (Katzell & Austin, 1992). Other countries, such as Canada and the United Kingdom, likewise saw growth in I-O psychology during World War II (McMillan, Stevens, & Kelloway, 2009). In the years after the war, both industrial psychology and organizational psychology became areas of significant research effort. Concerns about the fairness of employment tests arose, and the ethnic and gender biases in various tests were evaluated with mixed results. In addition, a great deal of research went into studying job satisfaction and employee motivation (Katzell & Austin, 1992).

The research and work of I-O psychologists in the areas of employee selection, placement, and performance appraisal became increasingly important in the 1960s. When Congress passed the 1964 Civil Rights Act, Title VII covered what is known as equal employment opportunity. This law protects employees against discrimination based on race, color, religion, sex, or national origin, as well as discrimination against an employee for associating with an individual in one of these categories.

Organizations had to adjust to the social, political, and legal climate of the Civil Rights movement, and these issues needed to be addressed by members of I/O in research and practice.

There are many reasons for organizations to be interested in I/O so that they can better understand the psychology of their workers, which in turn helps them understand how their organizations can become more productive and competitive. For example, most large organizations are now competing on a global level, and they need to understand how to motivate workers in order to achieve high productivity and efficiency. Most companies also have a diverse workforce and need to understand the psychological complexity of the people in these diverse backgrounds.

Today, I-O psychology is a diverse and deep field of research and practice, as you will learn about in the rest of this chapter. The Society for Industrial and Organizational Psychology (SIOP) , a division of the APA, lists 8,000 members (SIOP, 2014) and the Bureau of Labor Statistics—U.S. Department of Labor (2013) has projected this profession will have the greatest growth of all job classifications in the 20 years following 2012. On average, a person with a master’s degree in industrial-organizational psychology will earn over $80,000 a year, while someone with a doctorate will earn over $110,000 a year (Khanna, Medsker, & Ginter, 2012).

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PERSONAL STATEMENT EXAMPLE Psychology with Business Personal Statement

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Psychology with Business Personal Statement

Psychology's wide applications to everyday life, such as how psychology can underpin problems within business practices, has captivated my want to learn about psychology's continuous opening of new doors with ever-growing research. My interest for developmental psychology emerged from understanding my mother's experiences in fleeing the Somali civil war. The struggles my mother endured had an impact on her sense of identity growing up as she had lost a huge part of herself, thus affecting her transition from childhood to adulthood. For this reason, I am intrigued by the environmental influence on human development during childhood.

My GCSE and A Level study of Psychology has amplified my interest in the subject area, as I have been able to learn vital human behaviours and mental processes that inform the way we act and feel. This strengthened my passion for developmental psychology as it explores how concepts and values instilled in a child and experiences mould the direction of their lives. This led to my further readings into Erikson's stages of development, which places emphasis on the effects of psychosocial factors such as parenting and schooling on the rest of a child's life. The work experience I undertook at a church allowed me to observe Erikson's stages of development first-hand as children began to make associations with the meaning of life and faith, fundamentally affecting their development. I also attended a TedXTeen event where young adults discussed their mental health issues. I noted that the speakers' experiences with mental health might have related to an unhealthy psychosocial development caused by emotional stressors. To supplement my knowledge of psychology I completed a psychology course that helped me gain a deeper understanding of psychology outside the curriculum. This exemplifies my resourcefulness and determination in going beyond learning in the classroom, a vital skill required at university.

Studying A Level Business Studies broadened my understanding in ways companies can operate at their optimum by applying various methods proposed by different theorists such as Abraham Maslow. Throughout my A Level I found the human resources and marketing unit the most fascinating due to its close ties to psychology which reinforced the significance of the role psychology plays in helping companies improve management, subsequently being able to grow their businesses effectively. The motivation theory presented in the 1943 paper "A Theory of Human Motivation" has opened my eyes to the vital element of motivation for companies to have a highly effective team. To apply my theoretical business knowledge, I partook in the Young Enterprise scheme where I was involved in organising a business. This consolidated my knowledge of the process of promoting products to consumers and I gained invaluable analytical, communication and organisational skills. I have also developed these skills through A Level English Literature where strong analytical and communication skills are required to examine the way authors construct the psyche of characters in my extended writing.

In my spare time, I enjoy reading books from a range of genres that have developed my knowledge on a variety of topics. I love reading fictional literature because they are not bound to any restrictions; therefore, I am able to explore events and ideas through a critical eye. Reading "The Private Life of the Brain" led to my inquiry into the psychology of consciousness, as we must investigate neuroscience and the subjective phenomena of feeling to grasp one's true consciousness.

The strong crossovers between a successful business and psychology has driven my strong interest in wanting to pursue it further at degree level. In summary, I believe that I possess the abilities required to excel during higher education. My personal life experiences and my skill set, developed through school and work, will enable me to elevate my learning at university.

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Home — Essay Samples — Life — Personal Goals — Why I Choose To Pursue Industrial/Organizational (I/O) Psychology

Why I Choose to Pursue Industrial/organizational (i/o) Psychology

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Psychology Personal Statement Examples

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Our psychology UCAS personal statement examples below will inspire you to write your own unique statement, and help you understand how students have successfully applied for a psychology degree in the past.

What else can I find on this page?

What is a psychology personal statement?

How do i write a psychology personal statement, what should i include in my psychology personal statement.

• How do I write my psychology personal statement introduction?

How do I write the conclusion for my psychology personal statement?

What can i do with a psychology degree.

• What are the best UK universities for psychology?

A psychology personal statement is a creative piece of writing that demonstrates your skills, experience and hobbies/extracurricular activities and how they relate to a degree in psychology.

Psychology has always been a popular and therefore competitive subject, so you need to make sure your statement stands out from the crowd and is as polished as you can make it.

At Studential, we always recommend students start by making a series of notes about themselves, which they can then use to put together a coherent personal statement. These should include:

• Specific aspects of the course that interest you
• Examples of coursework or projects you have completed
• Books, articles, etc. you have read related to the subject area
• Work experience or voluntary work in this area
• Conferences you have attended
• Personal experiences that sparked your interest in this subject
• What you hope to do once you have completed your degree in terms of your career
• Experiences that show you are a reliable and responsible person, e.g. part-time job, small business enterprise, community and/or charity work, sixth form committee, helping out at school events, etc.

You also need to think about your interests and skills, such as hobbies, other languages you speak, etc. as well as your plans for a gap year (if you're planning on taking one).

Once you have written all these down, you think about your opening paragraph, and begin to get something down. It's a good idea to allocate at least one paragraph to each bullet point to make sure you've covered everything.

When you have your first draft in place, you can revise it and ask your family, friends and tutors for help. Incorporate any feedback, comments and suggestions they offer, and see if they improve your statement.

Keep redrafting until you feel it's as polished as possible - remember, you'll be facing some stiff competition!

• The main aim of your personal statement is to show the admissions tutors why they should pick you to attend their course and university.
• Look at the course content and link it to your personal qualities, future goals and achievements. For example, you might have done some work shadowing at a counselling clinic or peer mentoring at your school or college.
• If you're applying for a joint honours, make sure you cover both subjects in the course.
• For those applying for a postgraduate course, draw attention to any clinical work experience you've completed to demonstrate your expertise and knowledge in the subject.
• Read our psychology personal statement examples above for inspiration on how to make yours a success (please don't plagiarise them!).
• Remember to avoid using cliches, over-used words or phrases, humour, jokes, or taking any political or religious viewpoints.
• Structure it with a clear introduction, middle and end. You only have 4,000 characters to sell yourself, so try to make every word count!

For more help and advice on what to write in your psychology personal statement, please see:

• Personal Statement Editing Services
• Personal Statement Tips From A Teacher
• Analysis Of A Personal Statement
• The 15th January UCAS Deadline: 4 Ways To Avoid Missing It
• Personal Statement FAQs
• Personal Statement Timeline
• 10 Top Personal Statement Writing Tips
• What To Do If You Miss The 15th January UCAS Deadline.

How do I write a psychology personal statement introduction?

We recommend starting your psychology personal statement with either a story about how you came to be interested in the subject, or picking one or two aspects that you particularly enjoy and why you find them interesting. For example, the following applicant has chosen to talk about their childhood, and the consequences of their behaviour:

"Psychology encapsulates every aspect of our lives. From childhood, the reasons behind why we do what we do has fascinated me; and when I was disciplined for the type of mischief that one commits at a young age, my reasoning for my actions were always “To see what would happen.”

My parents mistook this as an act of mindless disobedience whereas it was in fact my first attempt at social psychology. Then, as I further discovered the leading figures in psychology, my knowledge and love of the intricacies of the human and animal mind grew."

These introductory paragraphs explain why the candidate is keen to pursue a course in psychology at university, while at the same time relating an engaging anecdote from their past, which helps to draw the reader in and make them want to read on further.

Another applicant who has submitted their statement to Studential has decided to talk about their Uncle, who has Asperger's Syndrome, and how they wondered why he was so different from everyone else:

"It was the odd behavioural traits displayed by my uncle, who has Asperger’s syndrome that first generated from a young age my questioning about why he acted so ‘differently’ to the rest of us.

This was part of what led to my interest of studying psychology, as it made me question how and why humans are so disparate from one another, and what part the brain plays in running our everyday lives."

Again, this provides an interesting hook for the reader, while demonstrating why they want to study psychology at a higher level.

These two examples should give you a good idea of how you might go about writing your own unique introduction to your psychology statement, but if you feel you need further inspiration, take a look at our list of over 100 psychology personal statement examples for more ideas.

To round off your personal statement, we suggest a paragraph or two about your extracurricular activies and hobbies, and how they have helped you to develop skills that will aid you with your psychology course at university. You may also wish to include a short sentence or two about your future ambitions or career plans, and how a degree in psychology will help you achieve these.

For example, this applicant has chosen to conclude their statement by talking about their current work experience and how it has improved their communication skills, along with their desire to complete a PhD once they've finished their undergraduate degree:

"I currently help people who struggle with language barriers by being a Spanish interpreter in different fields. Observing people from different age and cultural groups gave me first-hand experience considering the effects of stress due to the inability to communicate. This has, in addition to improving my communication skills, taught me how to deal with people from different social groups. I believe these interpersonal skills are valuable in the world of psychological research, in order to build rapport with participants in certain contexts. It has also taught me tolerance for others and the ability to remain poised during stressful situations. To culminate, in regards to my future career plans I would like to remain in further education and do a Phd in psychology- a step forward in my desired career as a researcher."

As another example, you can see how a candidate below chooses to talk to about their work experience with elderly people that have dementia, and how they want to improve their knowledge of the brain and their problem-solving skills:

"Subsequently, I did work experience at St Peter's residential care home. During my placement, I worked with nurses and kitchen staff to provide quality service to the elderly. I assisted in serving tea and lunch and also interacted with the elderly during social activities. This helped me to know how to interact with elderly people with dementia and gain a different perspective on elderly people.

I want to study psychology to further develop my knowledge in the scope of the brain, its anatomy and how it works. I want to learn how to work through problems carefully and logically applying scientific principles. Furthermore, I want to expand my awareness in all the different fields involved in the course, so that I can master any situation that I am presented with in my chosen field."

However you decide to conclude your statement, always try to relate it to the course you are applying for, i.e. psychology, and end on a positive, enthusiastic note that will make the admissions tutor want to make you an offer.

For more inspiration on how to write a conclusion, please take a look at our psychology personal statement examples .

For those with a psychology degree, there are many career options available, including:

•     Clinical psychologist
•     Counselling psychologist
•     Educational psychologist
•     Forensic psychologist
•     Further education teacher
•     Health psychologist
•     High intensity therapist
•     Occupational psychologist
•     Psychological wellbeing practitioner
•     Sport and exercise psychologist

Other career paths where a psychology degree could be useful include:

•     Advice worker
•     Border Force officer
•     UCAS Careers advice
•     Chaplain
•     Counsellor
•     Detective
•     Education consultant
•     Human resources officer
•     Life coach
•     Market researcher
•     Mediator
•     Neuroscientist
•     Play therapist
•     Policy officer
•     Psychotherapist
•     Special educational needs coordinator (SENCO)

For more help and advice on psychology careers, please see Prospects and the British Psychological Society .

What are the best universities for psychology?

Currently the best UK universities for studying psychology at are:

For more information about UK university rankings for psychology, please see The Guardian and The Complete University Guide .

Related resources

How to apply for a psychology degree.

Find out more

UCAS Pyschology Guide

Psychologist Careers

Types Of Psychology Degree

Psychology Personal Statement Writing

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Organizational Psychology

Application options include:

Course Overview

Our highly respected MSc Organizational Psychology, accredited by the British Psychological Society, will develop your understanding of people and organisations within the context of both occupational psychology and organisational behaviour.

As the world of work continues to change, we equip you to ask, and answer, fundamental questions such as:

• What does good leadership mean?
• How do we support wellbeing at work?
• Why do we do what we do at work?
• Who defines what 'best' means when we recruit a new employee?

You will begin by examining ideas about careers as the axis of the individual-organisation relationship, important at social and economic levels and relevant to you at any stage of your life. Simultaneously, you will be learning about a range of organisational research methods in preparation for carrying out your own research project. You will go on to cover learning, motivation, organisational change, leadership, selection and assessment, and wellbeing.

Teaching on the course is informed by cutting-edge research in the field, and you will be encouraged to engage in critical thinking and to reflect on theory and practice. You will also have the opportunity to learn from the professional experience of your peers and acquire applied research skills in preparation for an independent research project on a subject that interests you.

Birkbeck is the home of organizational psychology in the United Kingdom. We are proud to be the first department of occupational psychology established over 60 years ago and started the first online organizational psychology programme online in 1981. Our MSc in Organizational Psychology represents the cumulative research and practice experience of our academic staff, providing you with an insight into some of the experts in this field.

This course is very flexible in how you can study it. Whichever route you choose you will join a friendly, welcoming community of learners who are keen to work hard, share their professional experience with classmates and network and make contacts.  This course is part of our new Birkbeck Flexible Master’s UK , which gives you the choice of how you want to study - on campus, online or via flexible learning, which combines both.

• For the on-campus route , you engage with high-quality lecture recordings and visit campus for in-person seminars and other activities on weekday evenings.
• For the online route , you engage with high-quality lecture recordings and take part in online seminars on weekday evenings.
• For the flexible learning route , you can opt to study some modules online and some on campus.

Discover the career opportunities available by taking Organizational Psychology (MSc).

Key information and modules

Organizational psychology msc: 1 year full-time, on campus, starting september 2024, organizational psychology msc: 1 year full-time, flexible learning, starting september 2024, organizational psychology msc: 1 year full-time, online, starting september 2024, organizational psychology msc: 2 years part-time, on campus, starting september 2024, organizational psychology msc: 2 years part-time, flexible learning, starting september 2024, organizational psychology msc: 2 years part-time, online, starting september 2024.

Find another course:

• A highlight of this course is our weekend workshops that run on campus at the start of each term. These offer you a lively and engaging day of networking, discussion and practice together before we kick-start each term.
• We are a small and friendly team with a close-knit staff and student community .
• You will be taught by leading academics and practitioners who have a wealth of experience in supporting and encouraging students who are studying in the evening and online. You will have access to an extensive range of electronic resources for each module.
• This degree provides the materials to enhance or develop your career in organisational psychology, management, human resources, training and development or consultancy.
• The degree is accredited by the  British Psychological Society  as providing the knowledge base for progress towards professional qualification as an occupational psychologist. 
• Birkbeck was the first institution in the UK to establish teaching and research in occupational psychology over 60 years ago. We continue to play a distinctive role in British occupational psychology - and, increasingly, within organisational behaviour. We are also established experts in using digital technologies to create and maintain an engaged and supportive learning environment for our students.

Birkbeck makes all reasonable efforts to deliver educational services, modules and programmes of study as described on our website. In the event that there are material changes to our offering (for example, due to matters beyond our control), we will update applicant and student facing information as quickly as possible and offer alternatives to applicants, offer-holders and current students.

Entry Requirements

A second-class honours degree (2:2) or above. Work experience of any kind is desirable.

To proceed to Stage 2 of accreditation with the British Psychological Society (BPS), you need to fulfil the requirements for the Graduate Basis for Chartered (GBC) Membership of the BPS. This requires a BPS-recognised qualification in psychology.

Management development professionals and consultants without an undergraduate degree but with suitable professional qualifications or significant work experience in a range of organisations may be considered in line with Birkbeck’s mission of widening participation.

On your application form, please list all your relevant qualifications and experience, including those you expect to achieve. As this course requires a commitment of approximately 18 hours (part-time) or 35 hours (full-time) of study a week, please discuss in your personal statement how this time will fit in alongside your existing work, family and personal commitments.

Apply now  to secure your place. The earlier you apply, the sooner your application can be considered and you can enrol. You do not need to have completed your current qualification to start your application.

International students :  if you need a Student visa to study in the UK, you must meet certain minimum in-person attendance requirements. You will be required to primarily study on campus and so will only be able to apply for the on-campus study mode.

English language requirements

If English is not your first language or you have not previously studied in English, the requirement for this course is the equivalent of an International English Language Testing System (IELTS Academic Test) score of 6.5, with not less than 6.0 in each of the sub-tests.

If you don't meet the minimum IELTS requirement,  we offer pre-sessional English courses and foundation programmes to help you improve your English language skills and get your place at Birkbeck.

Visit the International section of our website to find out more about our  English language entry requirements and relevant requirements by country .

Visa and funding requirements

If you are not from the UK and you do not already have residency here, you may need to apply for a visa.

The visa you apply for varies according to the length of your course:

• Courses of more than six months' duration: Student visa
• Courses of less than six months' duration: Standard Visitor visa

International students who require a Student visa should apply for our full-time courses as these qualify for Student visa sponsorship. If you are living in the UK on a Student visa, you will not be eligible to enrol as a student on Birkbeck's part-time courses (with the exception of some modules).

For full information, read our visa information for international students page .

Please also visit the international section of our website to find out more about relevant visa and funding requirements by country .

Please note students receiving US Federal Aid are only able to apply for in-person, on-campus programmes which will have no elements of online study.

Credits and accredited prior learning (APL)

If you have studied at university, you may have accumulated credits through the modules you studied. It may be possible to transfer these credits from your previous study to Birkbeck or another institution.

Organizational Psychology MSc: 1 year full-time or 2 years part-time, on campus, starting in academic year 2024-25

Academic year 2024–25, starting september 2024.

Part-time home students: £6,075 per year Full-time home students: £12,150 per year Part-time international students : £9,915 per year Full-time international students: £19,830 per year

Organizational Psychology MSc: 1 year full-time or 2 years part-time, online, starting in academic year 2024-25

Organizational psychology msc: 1 year full-time or 2 years part-time, flexible learning, starting in academic year 2024-25.

Students are charged a tuition fee in each year of their course. Tuition fees for students continuing on their course in following years may be subject to annual inflationary increases. For more information, please see the College Fees Policy .

If you’ve studied at Birkbeck before and successfully completed an award with us, take advantage of our Lifelong Learning Guarantee to gain a discount on the tuition fee of this course.

Discover the financial support available to you to help with your studies at Birkbeck.

International scholarships

We provide a range of scholarships for eligible international students, including our Global Future Scholarship. Discover if you are eligible for a scholarship .

At Birkbeck, most of our courses are taught in the evening and all of our teaching is designed to support students who are juggling evening study with work and other commitments. We actively encourage innovative and engaging ways of teaching, to ensure our students have the best learning experience.

Teaching may include formal lectures, seminars, and practical classes and tutorials. Formal lectures are used in most degree programmes to give an overview of a particular field of study. They aim to provide the stimulus and the starting point for deeper exploration of the subject during your own personal reading. Seminars give you the chance to explore a specific aspect of your subject in depth and to discuss and exchange ideas with fellow students. They typically require preparatory study.

In addition, you will have access to pastoral support via a named Personal Tutor.

Methods of teaching on this course

Lectures and group work.

Teaching hours

Our evening hours are normally between 6pm and 9pm (6-7.30pm and 7.30-9pm). Some programmes also offer teaching during the day and this will be clearly signposted to you where it is available.

On our taught courses, you will have scheduled teaching and study sessions each year. Scheduled teaching sessions may include lectures, seminars, workshops or laboratory work. Depending on the modules you take, you may also have additional scheduled academic activities, such as tutorials, dissertation supervision, practical classes, visits and field trips. On our taught courses, the actual amount of time you spend in the classroom and in contact with your lecturers will depend on your course, the option modules you select and when you undertake your final-year project (if applicable).

Alongside your contact hours, you will also undertake assessment activities and independent learning outside of class. The amount of time you need to allocate to study both for taught sessions (this might include online sessions and/or in-person sessions) and personal study will depend on how much you are studying during the year and whether you are studying full time or part time.

Birkbeck’s courses are made up of modules and allocated ‘credit’. One credit is equivalent to ten hours of learning time. Modules are usually in 15, 30 or 60 credit units. A 15-credit module will mean around 150 hours of learning, including taught sessions and independent study or group work. This is spread out over the whole period of that module and includes the time you spend on any assessments, including in examinations, preparing and writing assessments or engaged in practical work as well as any study support sessions to help you in your learning.

On our distance-learning and blended-learning courses, discussion, collaboration and interaction with your lecturers and fellow students is encouraged and enabled through various learning technologies.

Timetables are usually available from September onwards and you can access your personalised timetable via your My Birkbeck Profile online (if you have been invited to enrol).

Indicative class size

Class sizes vary, depending on your course, the module you are undertaking, and the method of teaching. For example, lectures are presented to larger groups, whereas seminars usually consist of small, interactive groups led by a tutor.

Independent learning

On our taught courses, much of your time outside of class will be spent on self-directed, independent learning, including preparing for classes and following up afterwards. This will usually include, but is not limited to, reading books and journal articles, undertaking research, working on coursework and assignments, and preparing for presentations and assessments.

Independent learning is absolutely vital to your success as a student. Everyone is different, and the study time required varies topic by topic, but, as a guide, expect to schedule up to five hours of self-study for each hour of teaching.

Study skills and additional support

Birkbeck offers study and learning support to undergraduate and postgraduate students to help them succeed. Our Learning Development Service can help you in the following areas:

• academic skills (including planning your workload, research, writing, exam preparation and writing a dissertation)
• written English (including structure, punctuation and grammar)
• numerical skills (basic mathematics and statistics).

Our Disability and Dyslexia Service can support you if you have additional learning needs resulting from a disability or from dyslexia.

Our Counselling Service can support you if you are struggling with emotional or psychological difficulties during your studies.

Our Mental Health Advisory Service can support you if you are experiencing short- or long-term mental health difficulties during your studies.

Assessment is an integral part of your university studies and usually consists of a combination of coursework and examinations, although this will vary from course to course - on some of our courses, assessment is entirely by coursework. The methods of assessment on this course are specified below under 'Methods of assessment on this course'. You will need to allow time to complete coursework and prepare for exams.

Where a course has unseen written examinations, these may be held termly, but, on the majority of our courses, exams are usually taken in the Summer term, during May to June. Exams may be held at other times of the year as well. In most cases, exams are held during the day on a weekday - if you have daytime commitments, you will need to make arrangements for daytime attendance - but some exams are held in the evening. Exam timetables are published online.

Find out more about assessment at Birkbeck, including guidance on assessment, feedback and our assessment offences policy.

Methods of assessment on this course

Essays or reports, written examinations each year and an independent applied research project (10,000 words), normally submitted at the end of the final year. Full-time students complete the same number of assessments in one year.

Careers and employability

Our MSc Organizational Psychology is industry-relevant, so graduates can pursue career paths in psychology, human resources and management. Possible professions include:

• occupational psychologist
• human resources officer
• probation officer
• management consultant
• retail manager
• logistics and distribution manager.

We offer a comprehensive careers service - Careers and Enterprise - your career partner during your time at Birkbeck and beyond. At every stage of your career journey, we empower you to take ownership of your future, helping you to make the connection between your experience, education and future ambitions.

You apply directly to Birkbeck for this course, using the online application link.

You will need to prove your identity when you apply - read more about suitable forms of identification .

When to apply

You are strongly advised to apply now, to ensure there are still places on your chosen course and to give you enough time to complete the admissions process, to arrange funding and to enrol.

You don't need to complete your current programme of study before you apply - Birkbeck can offer you a place that is conditional on your results.

You will also receive information about subject-specific induction sessions over the summer.

Help and advice with your application

Get all the information you need about the application, admission and enrolment process at Birkbeck.

Our online personal statement tool will guide you through every step of writing the personal statement part of your application.

Apply for your course

Apply for your course using the apply now button in the key information section .

Related courses

• Human Resource Management (MSc)
• Career Coaching and Coaching Psychology (MSc, PG Cert)

Course structure

Course structure listing, course structure and modules for organizational psychology msc: 1 year full-time or 2 years part-time, on campus, starting september 2024.

For this on-campus route you must complete modules worth a total of 180 credits, consisting of:

• eight core modules (15 credits each)
• an independent applied research project, with support from one of our academics (60 credits).

Core modules

• Employee Relations and Motivation
• Learning and Development
• Life Career Development
• Organization and Change Perspectives
• Research Methods
• Selection and Assessment
• Work and Well Being

MSc Organizational Psychology research project

• Research Project

Course structure and modules for Organizational Psychology MSc: 1 year full-time or 2 years part-time, online, starting September 2024

For this online route you must complete modules worth a total of 180 credits, consisting of:

Course structure and modules for Organizational Psychology MSc: 1 year full-time or 2 years part-time, flexible learning, starting September 2024

For this flexible route, you can choose to take modules online or you can choose to take them on campus. You must complete modules worth a total of 180 credits, consisting of:

Core modules - online or on campus

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Accepted Admissions Blog

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December 22, 2023

Five Tips for Writing Compelling PsyD Personal Statements

“What should I include?” “How do I start?” “What will impress the admissions committee?” These are the most common questions PsyD applicants ask about their application essay. What makes this task even more confusing is that different programs refer to this same essay as a “personal statement,” a “statement of purpose,” a “graduate essay,” a “statement of goals,” a “personal history,” and even a “letter of intent.” Some programs might request two or three essays: one that is biographical,  one that addresses the issue of diversity , and perhaps one that serves as a more formal research proposal. As applicants prepare to write their essays, they’re often confounded by questions.

Making your personal statements more dynamic

As you prepare to write your PsyD personal statement, here are five tips to help you make it as persuasive and memorable as possible.

Tip #1: Understand the importance of the personal statement in admissions decisions.

Although your transcript(s), recommendations, and GRE scores (if required) all factor into your target program’s admissions decision, your personal statement is what can really “close” the deal. Adcoms read candidates’ statements very carefully. They use this submission to learn more about your disposition for studying clinical psychology; your educational background; your clinical, academic, and research experience; and your short- and long-term career aspirations. Here is where you have the opportunity to  highlight the strengths  and qualifications you possess that will set you apart from other qualified applicants. These might include the following:

• Your fit with the program
• Desirable qualities and qualifications
• Your ability to articulate your ideas in a clear and engaging way
• How your academic studies, human services experience, field research, and long-term goals have sparked your determination to pursue PsyD graduate studies
• Any influences that have inspired your decision to apply to a PsyD program, if applicable, such as an internship, job, community service experience, acquaintance who works in the field, or a research experience (Make sure you  provide short narratives  about the experience[s] or person[s], which will make you more memorable to the faculty committee.)

Many PsyD personal statement prompts will ask you to share personal experiences. As you relate these experiences, you want to demonstrate your self-reflection skills and that you understand the importance of clear boundaries. Remember that the purpose of this essay to is provide information to the adcom that will help in assessing your qualifications for the program.

Tip #2: Read the prompts carefully, and customize your personal statement for each PsyD program.

Programs can easily spot a template or generic personal statement and will, most likely, place such essays in the “no” pile. It is therefore important to  customize your personal statement for each program  to which you apply.

Each school provides a brief description of the information it is seeking in the personal statement. One program might limit this essay to 1,000 words, in which you must address multiple questions or topics. Another might specify two or three single- or double-spaced pages, while others might limit the number of characters (with or without spaces) with which you can cover certain topics. Pay special attention to each school’s directions. Not following the stated directives will, at the least, irritate the adcom and might even result in your application being placed in the “no” pile. PsyD programs are highly selective and competitive, and if you cannot follow clearly stated directions, it calls into question your ability to manage the academic rigor of the program. Carefully read the entire prompt, and be sure to respond to each part of it.

We suggest creating a spreadsheet that lists each program’s personal statement questions/requirements. This cross-checking tool will help you identify common topics among the programs you’re targeting, which might include the following:

• Academic objectives related to the curriculum 
• Prior research experience and graduate-level research interests (Some schools request a graduate research proposal.)
• Relevant community service, job, or internship experiences
• Short- and long-term professional/career goals

Tip #3: Identify the specific faculty member(s) with whom you wish to work.

Some PsyD programs ask applicants to note in the application the name or names of faculty members with whom they wish to work if they are admitted. Whether or not your target program requests this information, include it in your personal statement, naming the specific faculty members you have pinpointed. To identify these individuals, look at the faculty profiles on the program’s website to see whose work connects with your interests. Read journal articles that match your research and/or clinical interests. In your explanation of why you would like to work with a particular faculty member, clearly present your precise reason(s) (e.g., they focus on a certain population or clinical issue).

Tip #4: Check out the program’s website for special opportunities you could highlight in the “Why this school/program?” portion of your personal statement.

To make a convincing argument for why you are targeting a particular PsyD program, you need to identify aspects of the experience that relate directly to your needs and interests and then name them in your personal statement. These items could include the following:

• Clinical sites, including practica and internships
• Courses, specializations, and/or concentrations that you find appealing 
• Participation/presentations at professional conferences, including APA regional conventions
• On-site and/or off-site research centers
• Graduate student groups of interest
• Theoretical perspective or orientation of the program (e.g., a focus on social justice)

Avoid generic statements about the program’s “excellent faculty” or “strong academic reputation.” The adcom will likely view such statements as cliches or basic pandering. 

#5: Being detailed can help you stand out.

Faculty adcoms work hard to fairly review each candidate before making their admissions decision. As a result, they are seeking. They don’t need to “dig” through the application to find it. Avoid making overarching statements, such as “I did some research.” Provide the details: What was the research? With whom did you work? When did you do it? What did you learn? Was it published? Was it presented at a scholarly event or conference? If you are sharing information on a course you enjoyed, include the “whys,” “whats,” and “hows.” For example, explain why the professor was particularly inspiring,  what  specific course content added to your knowledge base, and/or how the course content reinforced your determination to pursue graduate studies and/or research in this field.

Are there particular populations or clinical issues that you are drawn to? If so, include an explanation of why these are of interest.

After completing your specificity check and before you submit your application, be sure to do the following:

• Conduct a spell/grammar check. Although it might not catch everything, running a simple spell/grammar check is an excellent first step.
• Read your entire personal statement aloud to yourself. You might be surprised by the number of errors and omissions you will notice that the computer-generated spell/grammar check missed.
• Check the word/character/page count to ensure that it conforms to the school’s requirements.
• Ask an unbiased person to read for grammar and spelling errors. A “fresh set of eyes” could notice issues you might have overlooked.
• Review your statement to ensure that its content complements – without duplicating or repeating — information found elsewhere in your application.
• Proofread your statement multiple times.

By Alice Diamond , former associate dean for career and community service at Lesley University. Alice has a BA from Colgate University, an MA from Bryn Mawr College, and an MS from Cornell University. She has more than 35 years of experience in career and admissions advising for undergraduate and graduate candidates. Alice’s clients have been accepted to top programs in a wide range of fields. Want to work with Alice? Click here to get in touch!

Related Resources

• Five Fatal Flaws to Avoid in Your Grad School Statement of Purpose , a free guide
• Graduate School in Psychology: PsyD or PhD, Which Is Right for You?
• Acing the PsyD Interview: The 3-P Plan

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