phd clinical psychology columbia

Counseling Psychology PhD

Doctor of philosophy in counseling psychology.

The Ph.D. Program in Counseling Psychology is dedicated to the preparation of counseling psychologists who facilitate the optimal development of individuals, groups, and organizations that is culturally relevant and psychologically appropriate across the lifespan. Our students are taught to use strategies of prevention, intervention, and remediation to assist others in developing effective coping skills and responses to their environments.

The program prepares students to meet the following profession wide competencies:

Individuals who successfully complete programs accredited in health service psychology (HSP) must demonstrate knowledge, skills, and competence sufficient to produce new knowledge, to critically evaluate and use existing knowledge to solve problems, and to disseminate research. This area of competence requires substantial knowledge of scientific methods, procedures, and practices.

Doctoral students are expected to: 

• Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base. 
• Conduct research or other scholarly activities. 
• Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.

Doctoral students are expected to demonstrate competency in each of the following areas:

• Be knowledgeable of and act in accordance with each of the following: 
• the current version of the APA Ethical Principles of Psychologists and Code of Conduct; 
• relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and 
• relevant professional standards and guidelines. 
• Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
• Conduct self in an ethical manner in all professional activities. 

Trainees must demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities who embody a variety of cultural and personal background and characteristics. The Commission on Accreditation defines cultural and individual differences and diversity as including, but not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socioeconomic status. 

Doctoral students are expected to demonstrate: 

• An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service. 
• The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.
• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others. 
• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness. 
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training. 

Communication and interpersonal skills are foundational to education, training, and practice in psychology. These skills are essential for any service delivery/activity/interaction and are evident across the program’s expected competencies. 

• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services. 
• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts. 
• Demonstrate effective interpersonal skills and the ability to manage difficult communication well. 

Trainees should demonstrate competence in conducting evidence-based assessment consistent with the scope of HSP. 

Doctoral students are expected to demonstrate the following competencies: 

• Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
• Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
• Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
• Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
• Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
• Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

Trainees should demonstrate competence in evidence-based interventions consistent with the scope of HSP. Intervention is being defined broadly to include but not be limited to psychotherapy.  Interventions may be derived from a variety of theoretical orientations or approaches. The level of intervention includes those directed at an individual, a family, a group, an organization, a community, a population, or other systems. 

Doctoral students are expected to demonstrate the ability to: 

• Establish and maintain effective relationships with the recipients of psychological services. 
• Develop evidence-based intervention plans specific to the service delivery goals. 
• Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables. 
• Demonstrate the ability to apply the relevant research literature to clinical decision making. 
• Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking, 
• Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation. 

Supervision involves the mentoring and monitoring of trainees and others in the development of competence and skill in professional practice and the effective evaluation of those skills. Supervisors act as role models and maintain responsibility for the activities they oversee. Doctoral students are expected to demonstrate knowledge of supervision models and practices. 

Consultation and interprofessional/interdisciplinary skills are reflected in the intentional collaboration of professionals in health service psychology with other individuals or groups to address a problem, seek or share knowledge, or promote effectiveness in professional activities. 

Doctoral students are expected to demonstrate knowledge and respect for the roles and perspectives of other professions, as well as knowledge of consultation models and practices.

Strengths and highlights of our training program include:

In-depth infusion of racial-cultural and social justice emphases throughout program components. Although our curriculum features certain courses with words like "multicultural" in the titles, our multicultural-social justice instruction does not just reside in those courses. Rather, we conceptualize every course and program experience within the context of a social justice and racial-cultural framework. Not only is this orientation consonant with our belief that socially-just practice is ethical, effective practice, it also allows us to align our work with broader movement toward social equity.

Research exposure and opportunities.  At Teachers College, you have the opportunity to get first-rate practitioner preparation in the context of first-rate scholarship. Our faculty includes researchers whose work has shaped the counseling profession, and every faculty member maintains ongoing research teams to which students at any level of training may apply. To find out more about our faculty's research interests, please consult their individual pages on the TC website.

A commitment to the crucial role of experiential training and self-awareness within psychotherapist preparation.  As a counselor or therapist, the instrument that you use to enact your professional work is you -- so the more aware you are of your own interpersonal style, skills, and biases, the more effectively you can use your instrument. Many students find that some of the most important, challenging, and transformational aspects of their TC training results from courses like Foundations, Group Counseling, and Racial-Cultural Counseling Lab, where students learn about themselves as they learn about the practice of psychology.

TC's program of study leading to the doctorate in Counseling Psychology is guided by criteria adopted by the  American Psychological Association  for accredited programs in professional psychology.

The course of study includes:

• Scientific and professional ethics and standards
• Psychological measurement, statistics, and research design and methodology
• Knowledge and understanding of a) history and systems of psychology b) the biological basis of behavior c) the cognitive-affective bases of behavior d) the social bases of behavior (e.g., social psychology) and e) individual behavior (e.g., personality theory, human development)
• Intervention strategies and methods of inquiry; and
• Preparation to undertake a doctoral dissertation.

In developing the necessary mastery of these areas, students are expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the vocational guidance movement, and the mental health movement. Similarly, they are expected to be prepared for the probable future of counseling psychology in the areas of expertise represented by the faculty, especially the influence of social and cultural systems (home, family, workplace, and environment) on human development and change.

Mentorship model.  Students are advised by the faculty mentor with whom they selected during the application process. The advisor serves the important roles of orienting students to the program and helps them to develop their curriculum plans. Students receive mentorship in research by serving on the research teams of their advisors and ordinarily do research practicum on their mentor’s research team.  The doctoral mentors are:

• Melanie E. Brewster: ( Now interviewing new Ph.D. students to enroll in Fall 2024) Mental and physical health correlates of marginalization and/or objectification; atheism and nonreligious identities; collective action and well-being; instrument development and psychometric evaluation. Co-directs the Sexuality, Women, and Gender Project, which offers a graduate certificate. Link to website . 
• Whitney J. Erby: (Now interviewing new Ph.D. students to enroll in Fall 2024) The relationship between the experience of racism, racial identity, and well-being; career development; Black women’s mental health; couple’s therapy; psychological assessment.
• George V. Gushue: ( Now interviewing new Ph.D. students to enroll in Fall 2024) The influence of racial/cultural attitudes, beliefs, and values on social cognition (e.g., perception, judgment, memory, and attribution) in the areas of client evaluation and counseling practice, career development, and health; group and family counseling; psychosocial dimensions of HIV/AIDS. Link to website. 
• Cindy Y. Huang : Cultural factors associated with child development and psychopathology for ethnic minority and immigrant youth; prevention of psychopathology; culturally-informed child and family interventions; and family, school, and community-based prevention intervention.  Link to website . 
• Marie L. Miville : Multicultural counseling; universal-diverse orientation; Latina/o psychology; LGBT issues; women's issues; intersections of identities; supervision and training.  Link to website.  
• Laura Smith:  Social inclusion/exclusion and wellbeing; psychological dimensions of social class, poverty, and classism; intersections of race and class; Whiteness and antiracism; participatory action research; community-based psychological interventions.  Link to website.
• Derald Wing Sue : Multicultural counseling and therapy, cultural competency, multicultural consultation and organizational development, psychopathology, racism and antiracism, law and ethics.  Link to website.
• Brandon L.  Velez (Director of Clinical Training & currently interviewing new Ph.D. students to enroll in Fall 2024)  The associations of discrimination and identity-related attitudes with mental health and career outcomes among sexual, gender, and racial/ethnic minority individuals, as well as populations with multiple minority identities. Link to website. 

For detailed information about the program and its requirements, please see the Doctoral Student Handbook available for download below.

The Ph.D. program also offers a  Bilingual Latinx Mental Health Concentration .

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

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Two (2) Letters of Recommendation
• Academic Writing Sample

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The program of study that follows is described in terms of full-time study. Some of the courses may be taken on a part-time basis. However, full-time study after the first 30 applicable credits is required unless the student can present persuasive evidence that his or her living and working circumstances have not prevented, and will not prevent, him/her from taking full advantage of the College’s resources. Certain essential subjects and practica are offered only in the morning and early afternoon hours.

The doctorate degree is granted after successful completion of a minimum of 90 points of planned, sequential study beyond the bachelor’s degree, of which at least 60 points must be taken at Teachers College. The doctoral program is accredited by the American Psychological Association and requires at least five years, including the equivalent of four years of academic study beyond the bachelor’s degree and one calendar year of internship.

Please note that upon admission to the Ph.D. program in Counseling Psychology, students will receive a Doctoral Student Handbook for the Ph.D. program in Counseling Psychology which will provide updated policy, program features, and requirements. (The most recent handbook is available on the Program website). The program of study leading to the Doctorate in Counseling Psychology is guided by criteria adopted by the American Psychological Association for accredited programs in professional psychology.

The course of studies includes: scientific and professional ethics and standards; psychological measurement, statistics, and research design and methodology; knowledge and understanding of: (a) history and systems of psychology, (b) the biological basis of behavior, (c) the cognitive-affective bases of behavior, (d) the social bases of behavior (e.g., social psychology), and (e) individual behavior (e.g., personality theory and human development), intervention strategies and methods of inquiry; and preparation to undertake a doctoral dissertation.

In developing the necessary mastery of these areas, the student is expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the vocational guidance movement and the mental health movement. Similarly, she or he is expected to be prepared for the probable future of counseling psychology in the areas of expertise represented by the faculty, especially the influence of social and cultural systems (home, family, workplace, and environment) on human development and change.

In addition to core requirements, courses in specific and specialized areas of counseling psychology are available. Courses in the department are supplemented by appropriate offerings in other Programs and Departments at Teachers College, and Columbia University.

Please note that satisfactory performance in the degree program is defined as no incomplete grades and no courses in which the grade earned is lower than B. Academic dishonesty and unethical behavior may be grounds for immediate dismissal from the program (master’s or doctoral). Specific information regarding curriculum requirements are contained in the Doctoral Student Handbook. In addition to coursework, a number of other academic experiences are required.

Doctoral Certification

Candidacy as a doctoral student expires after a certain number of years. Ph.D. candidates must complete all degree requirements within seven years of first entering the program (six years if they have an applicable master’s degree or 30 points of advanced standing prior to doctoral admission).

Counseling Psychology students do not become official candidates for the degree of Doctor of Philosophy until they have passed: 1) a College-Wide Psychology Research Methods Exam, and 2) a Program Comprehensive exam which includes both a written exam and the submission of a Research Competence project paper. The written exam covers several areas in Counseling Psychology, including: (1) theoretical concepts; (2) core psychology course work; (3) clinical interventions; (4) assessment in career work and personal/social counseling; (5) professional issues such as ethics, professional trends, and developments in counseling psychology. Cultural issues will be infused into the content questions in the exam. In addition, they must satisfy all other requirements for certification prescribed by the Office of Doctoral Studies (ODS). Students who fail to take the certification examination at the appropriate point in their studies are subject to certain penalties. Also there are evaluations done annually to facilitate students’ timely completion of the Ph.D. degree (See Doctoral Student Handbook for more information).

Practicum and Externship

Practicum placements are available both on-campus and off-campus. The Dean Hope Center for Educational and Psychological Services (CEPS) is an in-house training clinic located at 657 528 Building. Students may petition program faculty to complete practicum placements off-campus and should contact the Fieldwork Coordinator for further information. A year-long externship placement may be required of students who do not obtain sufficient clinical hours during their practicum rotations.

For doctoral students only: Supervised experience in approved and appropriate agencies, institutions, and establishments. Students are required to petition faculty for internship training and must be approved to apply for an internship. Students must have completed all coursework during the academic year in which they are applying for an internship. Students must have passed all certification and comprehensive examinations as well as have an approved dissertation proposal.

The Dissertation

For most doctoral students, the completion of course requirements presents few problems. Successful completion of a dissertation is usually less easily managed. Unless carefully planned in advance, it can prove a difficult hurdle. Accordingly, the degree program has several built-in features designed to facilitate the formulation and successful execution of an acceptable dissertation proposal and assistance in completing the dissertation. These include the completion of a research competence project, the Dissertation Seminar course, and a Review of Research course.

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Contact Person: Jacob Holober

Phone: (212) 678-3397 Fax: (212) 678-3397

Email: jsh2239@tc.columbia.edu Admissions Inquiries: CCPadmission@tc.columbia.edu

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Center for Behavioral Health and Youth Justice

Katherine elkington, phd.

• Director, Center for Behavioral Health and Youth Justice
• [email protected]

Katherine (Kate) Elkington, PhD,  is a Professor of Medical Psychology (in Psychiatry) at Columbia University, a Research Scientist at the New York State Psychiatric Institute, and a licensed clinical psychologist. She serves as the director of the Center for Behavioral Health and Youth Justice, within the Division of Child and Adolescent Psychiatry. She completed her PhD in clinical psychology at Northwestern University and her postdoctoral research training at Columbia University and the New York State Psychiatric Institute. Dr. Elkington has over 15 years of research experience in justice settings, with expertise in documenting and understanding correlates of mental illness, substance use/disorders and HIV risk behaviors in highly vulnerable youth, and using these data to (i) develop and implement prevention programming, and (ii) understand multi-level barriers to treatment access for justice-involved individuals. Most recently, her work has focused on the development and evaluation of implementation interventions to increase access to behavioral health and health services, of which a centerpiece is building cross-system relationships between justice and community treatment systems.  She has served as the PI or co-I on numerous NIH- and CDC-funded awards.

Publications

Gail Wasserman, PhD

• Founding Director
• [email protected]

Dr. Wasserman has been investigating the psychopathology of child and adolescent conduct problems for over 30 years. She was the founding Director for Columbia University’s Center for the Promotion of Mental Health in Juvenile Justice (now the Center for Behavioral Health and Youth Justice). The Center’s collaborations with juvenile justice agencies nationwide systematically documented the range, severity and correlates of substance use and mental health problems in youths in contact with the juvenile justice system. Under her direction, our team developed a systems-level NIMH-supported multilayered intervention (e-Connect) that relies on automated Clinical Decision Support technology to enhance identification of suicide risk and correlated mental health and substance use concerns in probation settings, and support practices that more effectively connect juvenile probationers to community providers. Following her partial retirement in 2018, she handed over leadership of both the Center and research activities to longtime collaborator Dr. Elkington, although she remains closely involved in the Center’s e-Connect activities.

Corianna Sichel, PhD

• CBHYJ Associate Director for Clinical Research
• [email protected]

Corianna E. Sichel, PhD is an Assistant Professor of Medical Psychology (in Psychiatry) at Columbia University in the Division of Child and Adolescent Psychiatry and a Research Scientist at New York State Psychiatric Institute. Her work focuses on understanding, preventing, and addressing the behavioral health consequences of traumatic experiences and posttraumatic stress (e.g., suicidality; substance use; other mental health problems) in young people. Dr. Sichel’s research is supported by a NIMH K23 Career Development Award. She serves as the Associate Director for Clinical Research in the Center for Behavioral Health and Youth Justice, where she is a co-I on other NIH-funded awards. Dr. Sichel was previously selected for a KL2 award through the Irving Institute for Clinical and Translational Research at Columbia University, and is a past Child Intervention, Prevention, and Services (CHIPS) Fellow. Dr. Sichel completed her undergraduate studies at Duke University and received her PhD in Counseling Psychology from NYU, completing an APA accredited internship in Clinical and Community Psychology at Yale, and postdoctoral training at Columbia University.

Margaret Ryan, MPH

• Quantitative Research and Data Associate Director
• [email protected]

Margaret (Maggie) Ryan is the Quantitative Research and Data Associate Director at CBHYJ, Columbia University and NYSPI. Maggie received her MPH from the University at Albany School of Public Health, with a special focus on epidemiology and mental health. She joined NYSPI after serving as a fellow with the Center for Disease Control National Institute for Occupational Safety and Health (CDC-NIOSH), where she worked on research related to occupational health and safety. Maggie is the current Project Manager for e-Connect and JCOIN.

Stephanie Campos, PhD

• Field Research and Compliance Associate Director
• [email protected]

Stephanie Campos is the Field Research Associate Director at CBHYJ, Columbia University and NYSPI. Stephanie received her PhD in Anthropology and a Certificate in Women's Studies from The Graduate Center, City University of New York. She was previously head ethnographer at National Development and Research Institutes, Inc., and Post-Doctoral Research fellow in the Behavioral Science Tranining in Drug Abuse Fellowship. Stephanie is the Project Director for MoveUp and RADx.

Alexandra Arnold, MA

• Project Coordinator
• [email protected]

Alexandra Arnold is a research assistant at Columbia University and New York State Psychiatric Institute in the Center for Behavioral Health and Youth Justice and the Division of Child and Adolescent Psychiatry. She received her MA in clinical psychology, with a concentration in forensic psychology, from Montclair State University in 2020. While obtaining her master's degree, she completed a yearlong clinical assessment and treatment externship at Ann Klein Forensic Center and served as a graduate research assistant in the Legal Decision-Making Lab. Alexandra is currently a Research Coordinator for the e-Connect Project.

Ikenna Y. Achebe, MD, MPH, MA

• Program Associate
• [email protected]

Ikenna Achebe is a Program Associate at the Center for Behavioral Health and Youth Justice at Columbia University and the New York Psychiatric Institute. He has a Doctor of Medicine degree from Washington University of Health and Sciences and a Masters of Public Health and Post-Graduate Certificate in Epidemiology and Biostatistics from Drexel University Dornslife School of Public Health, and a Masters of Arts in Urban Bioethics from Temple University Lewis Katz School of Medicine.  Ikenna assists with managing the day-to-day operations for Project Opioid Court Reach and served as the Community Health Coordinator for the Move Up/ Connect to Health Study. 

Jane Kim, MSEd

• Research Technician
• [email protected]

Jane Kim is a Research Technician at CBHYJ, Columbia University and New York State Psychiatric Institute. Jane received her B.A. in Psychology from Villanova University and her M.S.Ed. in Interdisciplinary Studies in Human Development at the University of Pennsylvania. Currently, she is training to be a clinical psychologist at the University of Tennessee, Knoxville.

Jiaxin Santos, BA

• Research Assistant
• [email protected]

Jiaxin is a research assistant at Columbia University and New York State Psychiatric Institute in the Center for Behavioral Health and Youth Justice and the Division of Child and Adolescent Psychiatry. She received her BA in Psychology, with a concentration in Clinical Psychology, from Hunter College in 2021.

Kuljit Kaur, MPH

• [email protected]

Kuljit Kaur is a Research Assistant at the Center for Behavioral Health and Youth Justice at Columbia University and New York State Psychiatric Institute. She received her Masters of Public Health from San Jose State University, with an emphasis in community health. She previously completed her fieldwork at the Injury and Violence Prevention Branch at the California Department of Public Health. Kuljit is currently a Research Coordinator for the e-Connect Project.  

Maya Holcomb, BA

Maya Holcomb is a Research Assistant for the RADx-UP study working with Dr. Kate Elkington and Dr. Stephanie Campos. She is a recent graudate from the State University of New Paltz, where she studies Psychobiology and Cultural Studies. During her undergrad academic career, she worked for a year as a Research Assistant developing advocacy campaign strategies. She also worked for two years as a volunteer with the NYSPI Global Psychiatric Epidemiological Group and volunteered in the NYP Rehabilitation Unit. Shortly after she graduated in 2020 from SUNY New Paltz, she began working as a lab technician with a private testing company before being hired full-time at NYSPI as a Research Assistant.

Rosheka Faulkner, MA

• [email protected]

Rosheka Faulkner is a Research Assistant with the team in the Division of Child and Adolescent Psychiatry at Columbia University/New York State Psychiatric Institute. Rosheka has a MA in Criminal Justice with a focus in Forensic Psychology. She is studying for her PhD at the Rutgers School of Criminal Justice. 

Kedron Hoepstine, MSW, MSc

• [email protected]

Kedron Hoepstine is a research Worker at the Center for Behavioral Health and Youth Justice at Columbia University and New York State Psychiatric Institute. She received her M.S.W from Hunter College of The City University of New York. During this time, she completed a yearlong clinical Internship at The New York Society for the Prevention of Cruelty to Children and received extensive child trauma training as part of a program sponsored through the National Child Traumatic Stress Network. She also holds an MS in Clinical, Cognitive and Social Neuroscience from The City University of London. 

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Program & Admission Details

The doctoral program in clinical psychology at the University of British Columbia is accredited by the Canadian Psychological Association.

If you are interested in learning more about our accreditation status, please contact the Director of Clinical Training, Dr. Sheila Woody , or the Accreditation Office at the Canadian Psychological Association.

Accreditation Office Canadian Psychological Association 141 Laurier Ave. West, Suite 702 Ottawa, ON K1P 5J3 [email protected] (613) 237-2144 x320 or 1-888-472-0657 x328 Initial accreditation: 1986-87 Next site visit due: 2027-28

As of 2012, CPA signed the First Street Accord which is a mutual recognition agreement on accreditation.

The program is designed to assist students acquire the knowledge base and skills set outlined in the objectives below:

Goal 1: Identify as a psychologist in the clinical science tradition.

• Identification with and appreciation for the discipline of psychology as a foundation for scientific inquiry and practice
• Knowledge of a broad domain of psychological theories and research
• Commitment to integration of science and practice as a means of furthering human welfare, including the full range of human diversity
• Knowledge of the history of psychological science, including both beneficial and harmful impacts of the research and underrepresented contributors to the discipline

Goal 2: Contribute to the knowledge base in domains that enhance clinical psychological science, including potential interdisciplinary collaboration.

• Knowledge of research methods and statistics
• Knowledge of theories and scientific bases of psychological tests and measurement
• Approach to research that acknowledges and incorporates human diversity and inclusion to the research process
• Ability to objectively evaluate research
• Competence in preparing research proposals
• Competence in independent research relevant to clinical psychological science
• Dissemination and communication of research findings to a broad audience

Goal 3: Develop competence in knowledge and skills required for functioning in academic and/or clinical settings including a lifelong commitment to clinical science.

• Knowledge in conceptual and empirical foundations of psychopathology, assessment and interventions
• Knowledge and skills in ethical and professional standards in academic and clinical settings
• Knowledge of historical and contemporary social issues related to diverse and marginalized populations
• Ability to use the evidence base in assessment, program evaluation, and development of treatment or action plans with diverse client groups
• Professional communication skills, including teaching and supervision
• Stance of cultural humility reflecting awareness of the influence of personal background on one's assumptions, values, and working relationships

Student Demographics

Students in the program have a range of backgrounds:

• Of the students currently enrolled in the program, 25% are male
• Current students range in age from 23 to 36 years, with an average of 29 years
• Although most were accepted shortly following undergraduate degrees in psychology, other students have entered the program with backgrounds and professional degrees in areas such as political science, economics, and biology
• Most students in the program describe themselves as Canadians of European descent, but about 50% report other ethnic backgrounds, most commonly Asian
• Students represent diversity in sexual orientation, nationality, family status, and disabilities
• 50% of the students in the program speak a language in addition to English, including French, Cantonese, Mandarin, and Spanish
• We encourage those traditionally underrepresented in academia and psychology to apply

Past Admissions

Among the 20 clinical students who received their PhD from our department from September 2018 to April 2023, the mean time to completion including the internship year, was 7.9 years (SD = 1.5). These figures do not include the time students were on leave from the program for medical or parental reasons.

Over the past five years, one doctoral student left the program before obtaining the Ph.D., and one master’s student left the program before obtaining the MA. Both these students decided to enroll in a different type of graduate program that better suited their needs. In addition, one student completed the MA but, on the recommendation of the clinical faculty, did not apply to our PhD program.

The Psychology Department commits to providing a base of $23,000 per year of financial support for MA students for two years ($23,000 for Ph.D. students for four years) through a combination of fellowships (internal or external), teaching assistantships, and research assistantships.

This support, plus attendance at a funded residency program, covers the typical student’s graduate education. On average during 2022-2023, clinical graduate students received $37,790 (SD = $15,514) in support.

Recruitment fellowships, the most common type of support offered to incoming graduate students, are $17,500 for one year. Teaching assistantships pay $11,578 for MA students and $12,032 for Ph.D. students for 12 hours/week over the course of two semesters; partial TA positions are available. First-year tuition costs are $5,787.

Estimated costs of graduate studies at the MA level include tuition and student fees (including a transit pass) and basic medical/dental insurance. Graduate students will also require a personal laptop, which must be purchased at their own expense. In addition, students incur personal living expenses, which vary by lifestyle choices.

Detailed information about the costs of attending UBC as a graduate student can be found on the Faculty of Graduate and Post Doctoral Studies website.

The clinical program receives approximately 315 applications each year and typically makes offers of admission to five to eight students each year. The program encourages applications from qualified students from a diverse range of backgrounds and refrains from systematically excluding students on the basis of personal factors not relevant to the probability of success in graduate school, including race, ethnic origin, gender identity or expression, age, sexual orientation, religion, or physical disability.

Admission to the Clinical program is highly competitive; preference is given to applicants who have demonstrated interest in the scientific basis of clinical psychology as well as practice.

All students must complete an empirically-based master’s thesis prior to being accepted into the Ph.D. program. Students who plan to terminate their studies at the master’s level are not accepted into the clinical training program, and the master’s program is not designed to prepare graduates for independent practice. Applicants with master’s degrees in non-clinical specialty areas and/or from other universities are not automatically admitted to the clinical Ph.D. program. Equivalence of degrees is determined on a case-by-case basis.

Being the recipient of a fellowship substantially increases an applicant’s chances of being admitted. Application deadlines for fellowships are between September and December of the preceding year. Agencies that should be considered by clinical applicants are SSHRC, CIHR, and NSERC as well as various provincial and specialty agencies (like the Cancer Society or Heart Foundation). Foreign students are eligible for university-based fellowships, and in some cases Commonwealth Fellowships or Government of Canada Awards; applications for the latter two must be made through the applicant’s native country.

In compliance with British Columbia’s Criminal Records Review Act, students in the Clinical program must pass a criminal records check before admission and every 5 years thereafter. The Criminal Records Review Act is designed to help protect children and vulnerable adults from abuse or exploitation. Offers of admission to the Clinical program are contingent upon applicants consenting to and passing the criminal records check, which covers offenses deemed relevant for those working with children and vulnerable adults. For information about which sections of the Criminal Code are designated as relevant offenses, consult the B.C. Ministry of Public Safety and Solicitor General . Applicants will receive detailed information about the criminal records check at the time of conditional admission.

Indigenous students who are thinking of applying to the Clinical Psychology program and have questions can contact Dr. Sheila Woody , the Director of Clinical Training.

Graduate Record Examinations (GRE)

Although the clinical program prefers that applicants include their general and psychology GRE scores with their application, we are not requiring them. We recognize there are pros and cons to the GRE. On the one hand, GRE scores can be a useful metric when considered alongside other information included with the application (e.g., personal statement, research accomplishments, recommendation letters, GPA, writing samples) For some applicants who did not have the opportunity or support to obtain high GPAs or attend 'prestigious' universities, the GRE can demonstrate that their application still deserves serious consideration. On the other hand, some applicants may have GRE scores that underestimate their abilities, and their records of accomplishment make their best case. We also recognize that there may be reasons why, for some students, taking the GRE is impossible or nearly so. For these reasons, while we recommend including GRE scores in your application, it is not officially required and you can apply without them.

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Be a Leader in Community Health

Gain the experience you need to help improve psycho-social mental health understanding and treatment.

Clinical-Community Psychology

Our program provides doctoral-level training in psychological science and health service psychology. You’ll study health at the individual, family and community levels to build an understanding of psychological well-being and the intervention strategies necessary to promote more positive health.   

Program Vision

Integrating the fields of Clinical and Community Psychology, we Use Science to promote positive Change for people and society.

Focus on Community Wellness  

Our program places a particular emphasis on understanding the role of environmental influences on psychological well-being, in part because of our area’s focus on the social causes of stress. You'll learn how to integrate cultural factors into your research and applied practice as a critical contributor to the future of our nation’s health.  

Engage with Your Community  

A fundamental aspect of your training will be community-based engagement as a means of addressing societal problems. This research style will prepare you for a career in clinical science research, service organizations, policy leadership positions, nonprofit work, federal government projects or independent practice, among many others.  

Other Program Values

We emphasize:

• High quality, federally funded research
• Applied interventions that improve wellbeing
• Prevention science
• Diversity, equity and inclusiveness
• Community-based participatory research and intellectual humility with our partners

Work with Outstanding Faculty  

Our faculty members are nationally and internationally recognized for excellence in research, editor roles in professional journals and leadership roles in national organizations. You’ll work with faculty mentors in clinical and community settings to help improve mental health throughout South Carolina and beyond.   

Accreditation  

The Clinical-Community Program in the Department of Psychology in the College of Arts and Sciences at the University of South Carolina is accredited as a program in Clinical Psychology by the American Psychological Association (APA)'s Commission on Accreditation. * The program had a site visit in November 2019 and was awarded full accreditation for the longest period possible based upon this review. The next site visit will be in 2029.     This document contains the APA required Student Admissions, Outcome and Other Data (PDF) for the Clinical Community Program.  

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

* American Psychological Association , Office of Program Consultation and Accreditation, 750 First Street NE, Washington, DC 20002-4242. Phone: 202.336.5979  

Challenge the conventional. Create the exceptional. No Limits.

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MS in Clinical Psychoparmacology (Post Doctorate)

Increasing access to multi-dimensional mental health care

  Credit hours: 30

  On-campus (1 intensive Maymester course) and online courses

  Start terms:  fall

Apply to CU Denver

The post-doctoral masters of clinical psychopharmacology is designed to provide you with the didactic information to use clinical psychopharmacology information, comprehend new psychopharmacology research, and consider how this information can be integrated into an ethical and culturally responsive clinical psychology practice. Prescribing psychology has been shown to be a safe and effective step toward meeting the overwhelming unmet mental health needs in the US for over 30 years.  We are excited that the passage of HB-1701 in Colorado, now means that psychologists in Colorado have the opportunity to be part of this growing field.

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists.

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Becoming a prescribing psychologist doesn't just give you the power to prescribe medication, but also the power to unprescribe medication when the patient has reached their sustainable clinical goals to prevent medication overuse, reduce patient costs, and the impact of side effects. Our program will teach you to do both.

The program is primarily online, with the exception of a 1 week intensive on campus course in the summer between year 1 and 2 covering physical assessment and lab analysis. The program is designed for working professionals with weekly synchronous online class meetings, and asynchronous work. Academic year semesters will be divided into 8 week terms, with 2 classes per semester (so that students will take 2 courses per semester, but they take them sequentially rather than simultaneously). Courses are generally required to be completed in the order listed below, though exceptions could be made in unique situations.

The Psychopharmacology curriculum

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists. Complete the required courses in order:

• Clinical Science 1: Basic Science
• Clinical Science 2: Neuroscience
• Pathology and Pathophysiology
• Clinical Medicine
• Applied Clinical Science
• Pharmacology
• Clinical Pharmacology
• Neuropharmacology & Neurotherapeutics
• Clinical Psychopharmacology 1
• Clinical Psychopharmacology 2
• Professional & Ethical Issues

Third Year Clinical Psychopharmacology Fellowship Certificate

If you are on the Clinical Licensing Track and intend to pursue licensure, you will also need to complete the 3rd year Psychopharmacology Fellowship Certificate. This is designed to meet the supervised practice requirements of the state of Colorado. It is a period of not less than 12 months with a minimum of 750 hours with 150 unique patients . For those wishing to have a geriatric or pediatric special population endorsement for their Colorado license, 250 of those hours must be focused on the specific population desired (e.g. geriatric or pediatric).

Topics include:

• Observatory Fellowship – including physical assessment and integrative health components
• Prescribing Psychopharmacology Fellowship 1 – initial experience in supervised psychopharmacology practice
• Prescribing Psychopharmacology Fellowship 2 – expanded experience in supervised psychopharmacology practice

Program Objectives

Goal #1: prepare students to use clinical psychopharmacology scientific research., objectives for mscp goal #1:.

• 1a.Students will acquire knowledge of basic research methods in clinical psychopharmacology.
• 1b.Students will acquire basic understanding of statistical analytic methods in clinical psychopharmacology.
• 1c. Students will be able to read and integrate empirical research into their clinical psychopharmacology practice.

Competencies for Goal 1 Objectives:

• Demonstrate entry-level ability to review, integrate, and critically evaluate research in clinical psychopharmacology.
• Demonstrate entry-level ability to understand and share scientific psychopharmacology research findings to peers and patients.
• Demonstrate critical and integrative thinking skills as well as intellectual curiosity.

Goal #2: Students will be trained to be capable entry-level practitioners of clinical psychopharmacology information.

Objectives for goal #2:.

• 2a. Students will acquire information about human anatomy and physiology, pharmacology, and neuroscience.
• 2b. Students will acquire knowledge of theory and research to understand psychological disorders in the context of multi-dimensional aspect of physical health and illness.
• 2c. Students will acquire knowledge of theory and research and related skills to conduct effective evidence-based psychopharmacological assessment and psychopharmacological interventions.
• 2d. Students will acquire knowledge regarding the application of ethical concepts and awareness regarding professional activities.
• 2e. Students will be knowledgeable and sensitive to individual, group, and cultural differences in clinical practice.

Competencies for Goal 2 Objectives:

• Demonstrate entry-level knowledge of human anatomy, physiology, pharmacology and neuroscience.
• Demonstrate entry-level ability to diagnose psychological disorders in the context of physical health and illness.
• Demonstrate entry-level ability to conduct psychopharmacological and physical assessment.
• Demonstrate entry-level ability to select and deliver empirically-supported and evidence-based psychopharmacological interventions.
• Understand ethical principles and demonstrate ethical behavior in the application of clinical psychopharmacology practice.
• Demonstrate sensitivity to cultural and diversity issues and adapt clinical psychopharmacology practice accordingly.

PF_C Goal #1: Students will be trained to be competent as entry-level clinical psychopharmacology prescribers.

Objectives for pf_c goal #1:.

• 3a. Students will acquire basic knowledge of biopsychosocial principles and research relevant to clinical psychopharmacology.
• 3b. Students will acquire basic, entry-level skills to conduct diagnostic assessments, and provide psychopharmacology services in clinical psychology and integrated health settings.

Competencies for PF_C Goal #1 Objectives:

• Demonstrate knowledge of biopsychosocial principles in the application of psychopharmacology practice.
• Demonstrate knowledge of clinical psychopharmacology research and ability to integrate best-principles into practices.
• Demonstrate knowledge and entry-level skill in application of clinical psychopharmacology assessment and prescribing skills in clinical psychology and integrated health settings.

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Clinical Psychopharmacology MS students are accepted for Fall admission only. Applications by pre-doctoral applicants must submitted by July 15th. Post-doctoral candidates who submit by July 15th will receive priority consideration for admission and funding opportunities. Applications by post-doctoral candidates submitted after the deadline are considered on a rolling basis until the first day of the semester.

Application Materials

For applicants currently holding a phd or psyd in a mental health field:.

• Two letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate credit hours were taken
• Statement of purpose and goal of graduate study (Part 2, Question 6 on application).
• International students: Please contact International Education for requirements and guidance.

For pre-doctoral applicants:

• Three letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate and undergraduate credit hours were taken
• Professional De-identified Clinical Writing sample
• Optional: GRE score not required, but may be submitted to aid application file

University Graduate Admissions (How to Apply)

Post-doctoral Applicants

• Completion of a PsyD or PhD in a mental health field
• If licensed, must be in good standing.

Pre-doctoral Applicants

• Must be currently enrolled in a PsyD or PhD mental health program
• Must have successfully completed a minimum of 45 hours of graduate coursework in their mental health program with a minimum 3.0 GPA. As part of the graduate coursework requirement, the applicant must have evidence on their transcript that they completed the 5 courses below with a minimum of a B-/80% in each class:
• Psychopathology/Abnormal Psychology/Diagnostics
• Biological Bases of Behavior/Neuroscience
• Research Methods
• Clinical Assessment/Interviewing/Clinical Practicum

Other professionals

For unique situations, please contact the program director prior to the July 15th application deadline to discuss your qualifications further.

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