phd clinical psychology france

45 Best universities for Clinical Psychology in France

Updated: February 29, 2024

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Below is a list of best universities in France ranked based on their research performance in Clinical Psychology. A graph of 543K citations received by 22.2K academic papers made by 45 universities in France was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

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

1. Pierre and Marie Curie University

For Clinical Psychology

2. University of Bordeaux

3. Claude Bernard University Lyon 1

4. Paris Descartes University

5. University of Montpellier

6. University of Lille

7. University of Aix-Marseilles

8. Francois Rabelais University

9. University of Lorraine

10. Paris-Sud University

11. University of Rouen Normandie

12. Grenoble Alpes University

13. University of Nantes

14. Versailles Saint-Quentin-en-Yvelines University

15. Paris-Est Creteil Val-de-Marne University

16. University of Caen Normandy

17. Paul Sabatier University - Toulouse III

18. Paris Diderot University

19. University of Burgundy

20. Paris West University Nanterre La Defense

21. University of Strasbourg

22. University of Rheims Champagne-Ardenne

23. University of Franche-Comte

24. University of Clermont Auvergne

25. University of Poitiers

26. University of Angers

27. University of Nice-Sophia Antipolis

28. University of Nimes

29. University of Picardie Jules Verne

30. EHESP School of Public Health

31. University of Paris 8

32. University of Savoy Mont Blanc

33. School for Advanced Studies in the Social Sciences

34. University of Rennes 2

35. Paul Valery University, Montpellier 3

36. University of Western Brittany

37. University of Limoges

38. Normal Superior School

39. Catholic University of Lyon

40. University of Orleans

41. Jean Monnet University

42. University of Paris 1 Pantheon-Sorbonne

43. Grenoble Graduate School of Business

44. Paris Institute of Political Studies

45. Paris Institute of Technology for Life, Food and Environmental Sciences

The best cities to study Clinical Psychology in France based on the number of universities and their ranks are Paris , Bordeaux , Villeurbanne , and Montpellier .

Psychology subfields in France

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Faculty of Psychology

The Faculty of Psychology offers graduate and undergraduate study programmes in the following fields : psychology, cognitive and clinical neuropsychology, clinical developmental psychology, social psychology, psychopathology, psychoanalysis, occupational psychology, behavioural and cognitive therapies. All master’s degrees awarded by the Faculty enable graduates to pursue doctoral studies leading to research and/or higher education teaching.

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Fully funded phd and masters opportunities in paris.

The Department of Cognitive Studies (DEC) at Ecole Normale Supérieure is inviting applications for its graduate programs in cognitive science. Our training offer includes: a fully-funded 5-year PhD program and a fully-funded extended 3-year Masters program (which can be followed by a 3-year doctoral grant at ENS or elsewhere in France, conditioned on a mid-term evaluation). Application deadline: early December 2020 - please find more details below.

PhD Program:

We offer a fully-funded 5-year PhD Program in most subfields of cognitive science (including Linguistics, Philosophy, Cognitive Social Science, Psychology, Neuroscience, Modeling). Unlike most PhD programs in Europe, and at the image of PhD programs in North-America, admission in this program does not require an MA-level degree. The PhD program combines a taught component drawing mainly from our Master in Cognitive Science with multiple lab rotations.

Deadline for applications: December 17, 2020 23:59 (Central European Time)

More information on the website:  https://graduateschool.dec.ens.fr/

The PhD program is funded by French government grant Frontiers in Cognition.

Fully-funded extended Masters fellowships for international students:

We offer paid three-year fellowships to international students interested in joining our Master in Cognitive Science, which offers interdisciplinary training in Linguistics, Philosophy, Cognitive Social Science, Psychology, Neuroscience, Modeling and Cognitive engineering ( https://cogmaster.ens.psl.eu/en ). Students can then pursue a fully-funded PhD at ENS or elsewhere in France, conditioned on a mid-term evaluation.

Deadline for applications: Science track: December 9, 2020   23:59 (Central European Time) Humanities track: December 29, 2020   23:59 (Central European Time)

More information on the website:  https://cognition.ens.fr/fr/admissions-bourses/etudiants-etrangers-646  

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Best Global Universities for Psychiatry/Psychology in France

These are the top universities in France for psychiatry/psychology, based on their reputation and research in the field. Read the methodology »

To unlock more data and access tools to help you get into your dream school, sign up for the  U.S. News College Compass !

Here are the best global universities for psychiatry/psychology in France

Universite de paris, universite de montpellier, sorbonne universite, aix-marseille universite, universite de bordeaux, universite paris saclay, universite paris-est-creteil-val-de-marne (upec), ecole normale superieure (ens), universite grenoble alpes (uga).

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• # 99 in Best Universities for Psychiatry/Psychology  (tie)
• # 48 in Best Global Universities  (tie)
• # 273 in Best Universities for Psychiatry/Psychology
• # 194 in Best Global Universities  (tie)
• # 304 in Best Universities for Psychiatry/Psychology  (tie)
• # 315 in Best Universities for Psychiatry/Psychology
• # 178 in Best Global Universities  (tie)
• # 345 in Best Universities for Psychiatry/Psychology
• # 290 in Best Global Universities  (tie)
• # 372 in Best Universities for Psychiatry/Psychology  (tie)
• # 60 in Best Global Universities
• # 374 in Best Universities for Psychiatry/Psychology  (tie)
• # 653 in Best Global Universities  (tie)
• # 376 in Best Universities for Psychiatry/Psychology
• # 244 in Best Global Universities  (tie)
• # 393 in Best Universities for Psychiatry/Psychology
• # 186 in Best Global Universities  (tie)

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Master’s Programs

Recognized for the quality of its courses and professors, as well as being well renowned, the Institute of Psychology has a wide range of master’s programs that enable students to practice in many areas of expertise:

• 5 master’s degrees covering 16 specializations in psychology
• 1 master’s degree in Creative Arts Therapy, adding to the diversity of the department’s programs

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The master’s programs in the department allow our students to work in the following fields: experimental cognitive psychology, child and adolescent psychology, integrative psychopathology, psychoanalytical clinical psychopathology, neuropsychology, health psychology, gerontological psychology, industrial and organizational psychology, ergonomics and human factors psychology, social psychology, economics and psychology and creative arts therapy. 

Most of the psychology specializations at the master’s level grant the title of psychologist, provided that graduates previously obtained a Bachelor’s in Psychology and carried out an internship.

Note: Some master’s degrees do not grant the title of psychologist, or only under certain conditions :

• Fundamental and Applied Cognitive Psychology (under certain conditions)
• The Master’s in Creative Arts Therapy is not a psychology degree and cannot be used for practicing the professions of psychologist or psychotherapist.
• To apply to a master’s program, click on this link (link to master’s admissions )

Master’s

Clinical psychology, psychopathology and health psychology.

Dir : Catherine Bungener

> Specialization in Clinical Psychology and Integrative Psychopathology Dir : Catherine Bungener

> Specialization in Clinical Health Psychology Dir :  Aurélie Untas

> Specialization in Neuropsychology Dir :  Pauline Narme 2021 Neuropsychology specialization for L3 presentation

> Gerontological Psychology Dir : Alexia Baudouin

EDUCATIONAL PSYCHOLOGY

Dir : Mathieu Cassotti

> Specialization in Child and Adolescent Social and Cognitive Developmental Psychology Dir : Mathieu Cassotti

> Specialization in Psychology of Learning and Educational Psychology Dir : Ania Aite

SOCIAL, INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY

Dir : Xavier Caroff & David Vaidis

> Specialization in Industrial and Organizational Psychology Dir : Xavier Borteyrou

> Specialization in Social Psychology: Social Change, Intervention and Regulation Dir : Marie-Pierre Fayant

GENERAL PSYCHOLOGY

Dir : Dorine Vergilino-Perez

> Specialization in Fundamental and Applied Cognitive Psychology Dir : Céline Paeye

> Specialization in Ergonomics and Human Factors Psychology: Safety, Innovation and Diversity Dir : Philippe Cabon

> Specialization in Economics and Psychology Dir : Todd Lubart

PSYCHOANALYTICAL CLINICAL PSYCHOPATHOLOGY

Dir : Marcela Gargiulo

> Specialization in Adult Psychoanalytical Psychopathology and Contemporary Issues Dir:  Joanne André

> Specialization in Child and Adolescent Clinical Psychoanalysis Dir : Estelle Louet

> Specialization in Transculturality, Groups, Families and Institutions Dir : Christophe Bittolo

> Specialization in Interactions with the Body and Bodily Trauma Dir : Karinne Gueniche

> Specialization in Psychoanalysis and Interdisciplinarity (research) Dir :  Benoit Verdon

CREATIVE ARTS THERAPY

Dir : Todd Lubart

> Plastic Arts Therapy Dir : Silke Schauder

> Music Therapy Dir : Gilles Boudinet

> Dance Therapy Dir : Florence Guérin

> Drama Therapy Dir : Tamara Guenoun

PhD Psychology programs in France

Work, organizational, and personnel psychology (wop).

Rene Descartes University (Paris V)

Cognitive science.

PSL Research University

Deadline information, best universities with psychology in france.

Bachelor Psychology programs in France

Master Psychology programs in France

Most Popular Psychology programs in France

PhD Psychology programs in France

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Master's degree Clinical psychology

Degree with rectoral jury

Become a clinical psychologist 

Presentation

This master’s degree qualifies the graduate as a registered psychologist and enables him or her to work as a psychologist in France, either in a hospital, a clinic or in private practice. The clinical specialisation for this course is in psychological problems related to the patient’s health (mental or physical) and to specific social problems (family, marriage, education etc.).

Language of instruction: French

Academic calendar:

1 st  semester: from mid-September to mid-December, 2 nd  semester: from the beginning of January to  mid-May.

Teaching hours: 

300 hours in the first year, 272 in the second year (+ 39 hours of supervision for the research project).

Long-term internships

Individual follow-up

• Structural approach to adult pathologies
•  Food and addictive pathologies
•  Disabled person clinic
•  Contemporary adolescent psychopathology
•  Psychopathology of early relationships
•  Psychopathology of the elderly
•  Psychopathology of the dependent subject
•  Infant-juvenile clinic
•  Psychoanalytic approach to transgenerational phenomena

Study Abroad

It is possible to spend one or both semesters of the first year in one of our partner universities.

students per class

teaching hours per week

months internship

Internships and Work Experience

Students must complete two internships: 240 hours of work during the first year and at least 500 hours during the second year from mid-March onwards. These internships, together with the one completed during the final year of undergraduate studies are required for any person wishing to be allowed to practise as a psychologist in France.

Entry Requirement

For the first year: Students must have a French bachelor’s degree in Psychology or an equivalent foreign qualification. Up to 25 applicants will be selected after interview and examination of their academic record. Non-native speakers of French should provide proof of level B2 in French on the European scale.

A vast range of professional opportunities are available to graduates, including mental health clinics, hospitals or the social services. The clinical specialisation means that graduates may work in any structure where patients are being treated for medical conditions affecting their psychological health, from children to the elderly.

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"Cette expérience était simplement la plus belle expérience de ma vie, j’en suis sortie grandie et bien plus autonome." Un semestre d'études en Inde, une aventure inoubliable

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Un semestre d'études en Inde, une aventure inoubliable

« Louis termine sa première année de Master Communication Numérique par un stage au sein du pôle innovation de Décathlon en tant que « Content & Community Manager ». En stage chez Decathlon

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En stage chez Decathlon

« Partez avec une véritable ouverture d’esprit. Il faut mettre ses préjugés de côté pour bien s’intégrer ! » En échange en Corée du Sud

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En échange en Corée du Sud

STAFF AND CONTACTS

Programme director:.

Professor Dominique Reniers Send a mail 03 20 13 40 57

Research supervisors:  

Professor Dominique Reniers (post-modern pathologies) Dr Carole Pinel (psychology of adolescence) Dr Julio Guillen (psychoanalysis, eating disorders and addictions)

LEARN MORE ABOUT OTHER PROGRAMS

En savoir plus.

Master’s degree Occupational psychology speciality: health in the workplace

Master’s degree Neuropsychology and cognitive neuroscience

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Exploration de la microarchitecture du sommeil REM au cours du vieillissement normal et de ses perturbations dans le vieillissement neurodégénératif // Exploring the microarchitecture of REM sleep during normal aging and its disruption in neurodegenerativ

24 Apr 2024 Job Information Organisation/Company Université de Savoie Mont-Blanc Research Field Psychological sciences » Psychology Researcher Profile Recognised Researcher (R2) Leading Researcher

PhD student (M/F) in phonetics/phonology and neuro-linguistics

6 Apr 2024 Job Information Organisation/Company CNRS Department Laboratoire de sciences cognitives et psycholinguistique Research Field Neurosciences Psychological sciences » Cognitive science

Non-permanent lecturer in Psychopathology

or equivalent Specific Requirements Applicants must have a valid PhD degree in Psychology LanguagesFRENCHLevelExcellent Research FieldPsychological sciencesYears of Research Experience1 - 4 Additional Information

PhD offer University of Montpellier: Social Neurosciences: Inflammatory and painful Responses to Social Stress in Suicidal Behaviors

to staff position within a Research Infrastructure? No Offer Description What is the ExposUM Doctoral Nexus? The Doctoral Nexus proposed by the ExposUM Institute are networks of 3 to 4 PhD students

Junior Professor in airway epithelial cell plasticity

(Sciences, Law, STAPS, Psychology , etc.) and "transversal" (Human and Social Sciences, Educational Sciences). This initial training is supplemented by two years of undergraduate studies and by 2nd and 3rd

Neuroscience PhD contracts in Marseille, France - Call for applicants

9 Mar 2024 Job Information Organisation/Company NeuroSchool, Aix-Marseille Université Research Field Psychological sciences » Psychology Biological sciences » Biology Medical sciences Researcher

postdoc position in quantitative syntax and corpus linguistics M/F.

Cognitive Sciences: the work carried out there covers the fields, more or less broad in scope, of linguistics, psychology , computer science, philosophy, education and neuroscience. The laboratory, made up

Postdoctoral researcher in computational cognitive modeling

18 Mar 2024 Job Information Organisation/Company Ecole Normale Supérieure Research Field Psychological sciences » Cognitive science Researcher Profile Recognised Researcher (R2) Country France

PhD contract - Autism and motor skills: towards new diagnostic criteria and new forms of care (M/F)

experimental psychology would be appreciated. - a good level of English and good communication and writing skills. - rigour, initiative, autonomy, perseverance and a taste for experimental work At CNRS

PhD in Political Sciences / Computational Social Sciences (M/F)

within a Research Infrastructure? No Offer Description Workplace : PARIS Date of publication : 04 April 2024 Type of Contract : PhD Student contract / Thesis offer Contract Period : 36 months Start date

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by Heather Riske | Apr 25, 2024

Monica Treviño, a PhD clinical psychology student, has been strengthening her linguistic and clinical skills to better serve the Latinx community. (Photo by Derik Holtmann)

Monica Treviño was born in Mexico and grew up speaking Spanish conversationally with her family in Texas, but she wasn’t quite as comfortable providing mental health services in the language. Hoping to strengthen her linguistic and clinical skills to better serve the Latinx community – which has grown by more than 40% in St. Louis over the past decade – she spent six weeks last summer in Huanchaco, Peru, completing PASEO’s immersion and practicum experience . In October, she attended the National Latinx Psychological Association conference. Now, she’s using what she learned from both experiences to help make the services at UMSL’s Community Psychological Service culturally and linguistically accessible to Spanish speakers.

1. How do conversational and clinical Spanish differ?

It’s a very different type of Spanish. There’s so much niche terminology that we don’t even realize that we’re learning. I’ve been studying psychology for 10 years now. That’s a decade of pretty specialized language in English that I had limited exposure to in Spanish. Prior to this program, I would have struggled to speak about fairly basic therapeutic assessment concepts with a client.

2. What are you taking away from these experiences?

My clinical vocabulary in Spanish has grown tremendously and I’ve gained the confidence I needed to actually do this type of clinical work effectively. It’s one thing to have the knowledge, but it’s easy to feel imposter syndrome when you haven’t had any opportunities to use it and prove to yourself that you can do it well. I also have a better understanding of how I can hopefully supervise bilingual trainees effectively some day in the near future.

3. What have you been able to implement so far?

To start, we wanted to at least have some translated psychoeducational materials that we could share with families as they’re waiting for their next treatment touchpoint. We’re getting all of the paperwork, resource packets and referrals ready, making sure that all of our consent forms and HIPAA forms are translated and implementing more standard tools for measuring competency in this area for any future bilingual trainees.

4. Why is it so important to measure competency?

In the field of psychology, there are core competencies for specialized areas of training. We don’t have the same for bilingual psychologists. Having standard competencies and measurement tools is important because it allows us to create effective training programs, empowers people who are able to provide the services and ensures that clients are receiving high-quality care.

5. How would you like to see these services continue to grow?

Being able to have that infrastructure where we already have everything translated and ready to go will make it easier for us to start providing services in Spanish. I am hopeful that we will continue to have new cohorts coming into the program with interest and experience in providing services in Spanish, and it can just keep growing from there.

This story was originally published in the spring 2024 issue of UMSL Magazine . If you have a story idea for UMSL Magazine, email  [email protected] .

LATEST NEWS

Heather Riske

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Psychology Graduate Program

• Psychology Department

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

Requirements

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

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

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

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

Credit for Prior Graduate Work

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

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

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

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

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

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

Student Admissions, Outcomes, and other data  

1. Time to Completion

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

2. Program Costs

3. Internships 

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023  

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Clinical Internship Allowance

Harvard Clinical Psychology Student Handbook

Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
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Psy.D. In Clinical Psychology

Welcome to the Clinical Psychology Psy.D. Program at Florida Institute of Technology. The program at Florida Tech that leads to a Psy.D. in clinical psychology is accredited by the American Psychological Association* and offers students training based on a practitioner-scholar model that prepares students for entry-level positions as clinical psychologists.  To achieve that goal, we are committed to training students with strong and continually developing clinical competencies, whose clinical work is informed by the scientific and theoretical knowledge base of the discipline of psychology, and whose graduates respect and value cultural and individual difference, and who maintain the highest professional principles and standards.

What Makes Florida Tech's Psy.D. in Clinical Psychology Stand Out?

• Accredited by the American Psychological Association* since 1983
• Opportunities for advanced coursework and practica in emphasis areas: Neuropsychology, Child/Family, Integrated Behavioral Health, and Forensic.
• In-depth training in psychological assessment and integrated psychodiagnostics
• Curriculum that addresses current trends in psychology including Integrated Behavioral Health Care, Clinical Neuropsychology, Assessment, Trauma and Child Psychology
• On-site practicum training facility
• A large network of community-based practicum sites offering many different training opportunities
• Good student-to-faculty ratio, with annual cohorts of approximately 20
• Colleague-in-training atmosphere
• Excellent internship match rate
• Flat-rate tuition program
• Warm climate, great location, close to beaches
• Relatively low cost of living, ample and reasonably priced housing available off campus

Our program leading to a Psy.D in Clinical Psychology trains students to become practicing clinical psychologists with core competencies in relational/clinical skills, comprehensive psychological assessment, clinical treatment interventions, research and evaluation skills, consultation and education, management and supervision, and diversity issues.

We have several opportunities for advanced course work. These areas are:  

• Family/Child Psychology
• Forensic Psychology
• Clinical Neuropsychology
• Integrated Behavioral Healthcare/Health Psychology  

Admission Requirements

An applicant must possess a bachelor's degree from an accredited institution of higher learning. Although it is not necessary for the major area to have been psychology, it is required that those entering without a previous degree in psychology will have completed at least 18 credit hours of psychology coursework at the time of application. These courses must have been taken in a department of psychology, and should include statistics, personality theory, abnormal psychology, learning, physiological psychology and social psychology.

All application materials must be received by December 1 of each year.

Visit the graduate admissions information page for all the information you need to apply to the program. Admissions applications must include transcripts, GRE general test scores, a personal statement, two letters of recommendation, and a resume or CV.

Students we will consider for admission will receive an invitation approximately two weeks prior to our Interview Day, typically held in February. Attendance at Interview Day is VERY strongly recommended.

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

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002

Phone: (202) 336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation

Clinical Program

Clinical Psychology, Psy.D

APA Student Data

Student Admissions, Outcomes, and Other Data

Clinical Psychology Information

Info Session: Funding a Clinical Doctoral Degree

2023-2024 PsyD Program Addendum

2023-2024 SOP Grad Handbook

Jack N. Averitt College of Graduate Studies

Doctor of Clinical Psychology, Psy.D.

About the program.

Format : In person on the Statesboro Campus Credit Hours : 114-124 Entry Term : Fall

The APA-accredited doctorate program in clinical psychology at Georgia Southern University (GS) is a full time, day program offering a course of study leading to the Doctor of Clinical Psychology degree. The program’s curriculum prepares graduates for the practice of psychology with a special focus on practice in rural areas. Coursework and training prepare students for licensure as a psychologist, with an emphasis on educating emerging psychologists for the underserved areas in the state of Georgia and adjacent regions in the Southeast.

The Psy.D. program originated from a longstanding and dire need for licensed psychologists in rural, underserved areas of the United States, most specifically in the rural south. This mission is consistent with Georgia Southern University’s commitment to serve the needs of the southeastern region of the country. The program trains students according to the practitioner-scholar model. Students are taught to become generalists who will be effective in the delivery of psychotherapy, psychological assessment, and psychological consultation services in rural areas. Consistent with the framework of a generalist approach, the curriculum, beginning with foundational courses, strives to create and maintain a dynamic and integrative program, emphasizing behavioral, cognitive, existential, family systems, humanistic, and psychodynamic orientations.

The program is designed to foster the intrapersonal and professional development of students. This process is aimed at helping the students cultivate balance within their personal and professional growth. In addition to academic requirements, students are encouraged to take initiative and responsibility for personal and professional growth through independent readings, interaction with fellow students and faculty, attendance at colloquia, and additional elective research and practica opportunities. The PsyD is a professional degree, and focuses on the development of applied practice skills. Because the program is an integral part of the College of Behavioral and Social Sciences in a regional university, doctoral students engage in all aspects of scholarly inquiry, including substantive qualitative and quantitative research, and professional membership and discourse in state, regional, and national organizations.

Ready to Apply?

Request information, visit campus, or, you can :, regular admission requirements.

A committee of faculty will determine admission based on the following:

• Grade Point Average (GPA): A minimum undergraduate GPA of 3.30 is required for consideration. The average undergraduate GPA of successful applicants for the Fall 2022 class was 3.76 (on a 4.0 scale).
• A minimum grade of B in the following undergraduate courses: Psychological Statistics, Research Design, Abnormal Psychology
• Record of having taken at least two of the following courses: Personality, Social Psychology, Developmental Psychology, Learning and/or Cognition, Health Psychology, Tests and Measurement, Theories of Psychotherapy, Psychology of Substance Abuse.
• Three letters of recommendation from former professors or appropriate employers/advisors.
• A written statement of professional goals. Please describe why you want to pursue doctoral training in clinical psychology. Also, describe how Georgia Southern University’s program is a good fit. Finally, please list three (3) Statesboro campus psychology faculty whose research interests are a match to your own. Of these three, please include at least one clinical faculty member and one faculty member who is not clinical.  This statement should be 500 words or less in length.
• A current Curriculum Vitae or Resume.
• Optional: Submission of a writing sample of past work provides an opportunity to showcase your writing skills, tone, and style. The sample should be no longer than two double-spaced pages. Consider submitting an excerpt or passage from a research paper or writing assignment for class, a manuscript, or other relevant works.

Based on a review of the application materials, the Admissions Committee will select top candidates for an on-campus interview. Interviews are mandatory for admission into the program. The Admissions Committee will contact top candidates with details regarding on-campus interview dates and procedures.

The PsyD program seeks a diverse applicant pool. We welcome applications from under-represented ethnic minorities, women, applicants with disabilities, first-generation college graduates, and non-traditional students.

*International transcripts must be evaluated by a NACES accredited evaluation service  and must be a course by course evaluation and include a GPA. ( www.naces.org )

December 15 *

Does not admit

*The application and all ​​required documents listed on the “admissions requirements” tab​ for the program must be received by the deadline.  If all required documents are not received by the deadline your application will not be considered for admission.

Program Contact Information

C. Thresa Yancey, Ph.D. Director of Clinical Training, Professor of Psychology [email protected] 912-478-5704

Questions related to the program’s accreditation status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st St., NE, Washington, DC 20002 202-336-5979 [email protected] APA Accreditation Site

Last updated: 2/9/2024

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Office of Graduate Admissions Physical Address: 261 Forest Drive PO Box 8113 Statesboro, GA 30460 Georgia Southern University Phone: 912-478-5384 Fax: 912-478-0740 gradadmissions @georgiasouthern.edu

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Georgia Southern University College of Graduate Studies

Office of Graduate Admissions • P.O. Box 8113 Statesboro, GA 30460 • 912-478-5384 • [email protected]

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Chandra Reynolds, PhD

University of Colorado Boulder Muenzinger Psychology 345 UCB Boulder, CO 80309-0345

Office:   Muenzinger 

Education :  PhD, University of Southern California, 1994

Research Interests :

My research interests focus on life span development and aging, particularly the coaction and interplay of genes and environments on cognitive aging and the risk of Alzheimer's disease and related disorders (ADRD). I engage in longitudinal research, often of twins and adoptees, to examine how and why individuals differ in early life contexts and behavioral health pathways across time and their effects on cognitive functioning. Cognitive resilience in the face of genetic and environmental risks is a current direction of interest. In addition to participating in the international Interplay of Genes and Environment Across Multiple Studies (IGEMS) consortia, and the Vietnam Era Twin Study of Aging (VETSA), I am the contact PI of the Colorado Adoption/Twin Study of Lifespan behavioral development and cognitive aging (CATSLife).

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Clinical Faculty, Director of Clinical Training

• Culver City, CA
• Posted 2 days ago

Website Antioch University Los Angeles

Department or Program:   Master of Arts in Psychology (MAP) Program

Classification:   Faculty, Full-Time

Reports to:   Chair, Master of Arts in Psychology (MAP) Program

Location:  Antioch University Los Angeles, Culver City, CA

Compensation : $69,300

Position Summary

Antioch University Graduate School of Counseling, Psychology, and Therapy seeks a Clinical Faculty member for the Master of Arts in Psychology (MAP) Program in Los Angeles to take the lead in overseeing graduate students’ clinical training and developing the program’s clinical training component, including development and oversight of the program’s core clinical skills classes. Demonstrated competence in multicultural psychology clinical training requirements leading to Marriage and Family Therapy (LMFT) and Professional Clinical Counseling (LPCC) California licensure and any of the following areas is highly desired: clinical practice and family systems. The candidate’s continued clinical practice is encouraged as an important mentorship component.

Essential Duties and Responsibilities

The primary responsibilities for this full-time Clinical Faculty position include: 36 units of combined direct instruction and clinical training office responsibilities with expectations for service to university, school and program Clinical Training Office responsibilities include:

• Mentors and advises students in clinical training within the program.
• Confers with students on practicum placements and collaborates with external sites.
• Oversees graduate student clinical training and placements.
• Plays a major role in the practicum orientation process.
• Coordinates all aspects of practicum site placements; develops new external sites; maintains contact with sites and clinical supervisors serving as university liaison, consults with supervisors and sites to assure compliance with ethical and professional standards and training guidelines.
• Coordinates open houses, traineeship fairs, consortium meetings and community building activities, and oversees all documentation related to clinical training.
• Maintains current knowledge of relevant regulations and California licensing laws.
• Develops documents as necessary, coordinates MOUs with placement sites, reviews supervisor evaluations and student self-evaluations.
• The position involves administrative coordination, including updating training manuals in consultation with the Chair.
• Additional activities in support of student learning include supporting new and continuing faculty teaching clinical skills and practicum courses. Meets as needed with instructors to review course requirements, the importance of providing student feedback, and the overall importance of clinical suitability benchmarks.
• Institutional citizenship activities involve reviews of new student applications and interviews with candidates; departmental initiatives such as curriculum development; and service on campus, school and/or university wide committees.

Antioch University reserves the right to change the duties of the job description at any time.

Minimum Requirements

• Doctoral degree in clinical or counseling psychology or related field from a regionally accredited institution or a master’s degree with extensive clinical, teaching and academic administrative experience.
• Licensed as Marriage and Family Therapist (LMFT) in California, or license eligible if moving from another state. Clinical license as LPCC, LCSW, or Psychologist will be considered.
• Prior teaching and administrative experience.
• Experience in providing training and education to psychology graduate students.
• Experience in a multicultural environment with a demonstrated commitment to inclusive teaching, culturally diverse learners, social justice, and community engagement.
• Detail orientation and organizational ability.
• Extensive knowledge of California Marriage and Family Therapy and Professional Clinical Counselor licensure regulations.
• Prior experience as a clinical supervisor preferred, but not required.
• Able to teach and meet students on campus in Los Angeles.

Hours of Employment This is a full-time position serving a national university.  A work schedule will be established in consultation with the supervisor.

Physical Requirements The essential functions represent the basic job duties that an employee must be able to perform, with or without a reasonable accommodation. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Application Process : Please include in your application a cover letter, resume/CV, and three professional references.  Apply HERE

Coalition for the Common Good (CCG) EEO Statement The Coalition for the Common Good provides equal employment opportunity to all employees and applicants and prohibits discrimination on the basis of race, color, religion, age, sex, sexual orientation, gender identity, gender expression, pregnancy, national origin, disability status, genetics, protected veteran status, or any other characteristic or class protected by federal, state or local laws in matters affecting employment or in providing access to programs.  This policy applies to all terms and conditions of employment, including recruitment, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, benefits, and training. The CCG complies with all state and federal laws that prohibit discrimination, including Title VII of the Civil Rights Act, Title IX, Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, the Equal Pay Act and the Age Discrimination in Employment Act. Inquiries should be addressed to the Office of Human Resources or the Office of the General Counsel.

NOTE: The successful candidate for this position will be subject to a pre-employment background check.

This position is included in the bargaining unit of Antioch University faculty that is represented by SEIU Local 925. Terms and conditions of employment for bargaining unit positions are subject to change based on collective bargaining.

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Dr. Traci Perry

Clinical social work/therapist , phd , mssw , lcsw (she, her).

My Practice at a Glance

Plano, TX 75074

Arlington, TX 76016

• Individual Sessions $140
• Pay by American Express, Discover, Mastercard, Visa
• BlueCross and BlueShield
• Cigna and Evernorth
• Oscar Health
• UnitedHealthcare UHC | UBH

Qualifications

• Verified by Psychology Today Licensed by State of Texas / 32738 Dr. Traci Perry
• In Practice for 13 Years
• Degree/Diploma from Cleveland State University MBA / 2003
• Degree/Diploma from University of Texas at Arlington MSSW / 1997
• Attended University of Texas at Arlington , PhD in Social Work

Specialties and Expertise

• Bipolar Disorder
• Career Counseling
• Chronic Illness
• Coping Skills
• Life Coaching
• Life Transitions
• Mood Disorders
• Pregnancy, Prenatal, Postpartum
• Relationship Issues
• School Issues
• Sleep or Insomnia
• Spirituality
• Women's Issues

Client Focus

Participants, communities, treatment approach, types of therapy.

• Acceptance and Commitment (ACT)
• Christian Counseling
• Clinical Supervision and Licensed Supervisors
• Cognitive Behavioral (CBT)
• Compassion Focused
• Culturally Sensitive
• Mindfulness-Based (MBCT)
• Motivational Interviewing
• Person-Centered
• Positive Psychology
• Psychodynamic
• Reality Therapy
• Solution Focused Brief (SFBT)
• Strength-Based

Primary Location

Additional location, nearby areas.

• Arlington, TX

Neighborhoods