school psychology phd programs massachusetts

MA/EdS in School Psychology

The MA/EdS in School Psychology prepares students to be culturally responsive problem-solvers ready to serve all children from diverse backgrounds across a range of communities. This is accomplished by analyzing children's school-based challenges from multiple perspectives to inform interventions that promote school success.

Successful applicants to the program are:

• Diverse, including underrepresented groups in school psychology. Over the past three years, we have averaged 33% of our incoming class representing these groups.
• Prepared to engage in conversations around issues of race, class, culture, language, gender, and sexuality as they are reproduced in our schools.
• Willing to question themselves, asking "How do I need to change myself before I can become an effective professional working with all children?"
• Experienced (volunteer or paid) working with children, adolescents, and/or families in educational or mental health settings, or in a research capacity.

This program is designed to meet the Massachusetts state licensure requirements and the Nationally Certified School Psychologist requirements (NCSP) through the the National Association of School Psychologists (NASP) making graduates immediately eligible for both a state and national license as a School Psychologist. Candidates are not required to obtain the NCSP credential, but are qualified to do so. NASP maintains a site that provides information about whether the NCSP is accepted and what, if any, other exams or requirements must be satisfied for every state . 

Message from Co-Directors

Erin Seaton  and Scott Greenspan Co-Directors, School Psychology Program

School psychologists have a vital responsibility in the nation's schools to promote mental health and secure quality education for all children.

• We are morally and ethically compelled to push graduate students to question the inequitable educational systems that give power and privilege to some children and families and oppress, marginalize, and disenfranchise others.
• We emphasize an expanded, problem solving role for school psychologists as informed by ecological and developmental perspectives, using multiple lenses to explore the challenges of contemporary schooling.

Job Placement

On average, 100% of our graduates are employed as school psychologists within three months of graduating from the program. In any given year, 75% are typically employed at schools in Massachusetts across the K-12 age range.

Program Requirements

The School Psychology MA/EdS prepares students for practice providing comprehensive services in schools. Students are participating in field-based experiences from the first year. Over the three years of the program the balance of course preparation and field experiences shifts, so that students are in their field sites one day per week the first year, three days per week their second year, and five days per week their third year. During their first two years (including summer study) students complete the course-work needed to prepare them for their practicum and internship fieldwork. During these two years, course assignments and seminars draw upon field experiences and offer opportunities for integrating developing knowledge and skills.

Year One MA Requirements (12 Courses and 2 semesters of pre-practicum)

Fall semester (5.5 courses).

• ED 142: Education of the Exceptional Child
• ED 230: Foundations of Learning, Cognition, and Academic Intervention
• ED 237: Common Factors in Counseling: Initial Interviewing and Basic Clinical Skills
• ED 241: Foundations and Contemporary Practices in Psychoeducational Assessment
• ED 249: Social Justice in Schools
• ED 221: First Year Seminar in School Psychology Practice (half course)

Spring Semester (4.5 courses)

• ED 140: Behavior Management in the Classroom
• ED 236: School-Based Mental Health
• ED 246: Social, Emotional, and Behavioral Assessment
• ED 255: Professional Practice, Ethics, and the Law in School Psychology

Summer I (2 courses)

• ED 253: Biological Bases of Behavior
• ED 274: Methods of School Psychology Research

Additional Courses needed for Masters

Summer ii (2 courses as needed).

• One course required for EdS degree - see Year 2 Requirements for which course
• ED 161: Anthropology and Sociology of Schooling
• ED 162: Critical Histories of US Education
• ED 167: Critical Race Theory Seminar: Issues in Urban Education
• ED 171: Sociology of Education
• ED 172: Creating Inclusive Learning Spaces
• CSHD 164: Cultural Diversity in Child/Family Services
• CSHD 177: Bilingual Children in U.S. Schools

The MA is awarded following completion of 12 courses and completion pre-practicum fieldwork (2 half credit seminar courses).

NOTE: Students entering with teaching experience, experience with children with disabilities, or an undergraduate major in special education or related field, may, with advisor permission, take one course from the approved list of courses in Exceptionalities in Learning in lieu of ED142.

Year Two EdS Requirements (9 Courses)

Summer ii (1 course).

• ED 191: Tier 2 Social and Emotional Intervention

Fall Semester (4 courses)

• ED 191: Family, School, and Community Partnerships
• ED 231: Practicum in School Psychology
• ED 238: Advanced Approaches to Counseling: Cognitive-Behavioral Interventions in School
• ED 243: Assessment of Cognitive Abilities

Spring Semester (3 courses)

• ED 232: Practicum in School Psychology
• ED 254: Developmental Psychopathology in Educational Settings
• ED 256: School-Based Consultation

Summer I (1 course)

• ED 244: Assessment and Intervention for Learning Problems in the Classroom
• Up to 2 courses as needed

Year Three EdS Requirements (2 Courses)

Fall semester (1 course).

• ED 257: Internship in School Psychology

Spring Semester (1 course)

• ED 258: Internship in School Psychology

The EdS is awarded following completion of a minimum of 11 courses post master's, practicum, and internship.

Program Co-Directors

Erin Seaton

Scott Greenspan

Program faculty.

Meet our School Psychology Faculty

School Psychology

The MA/EdS in School Psychology is offered by the Department of Education to prospective school psychologists. School Psychologists have a vital responsibility in the nation's schools to promote equitable educational and mental health services for all children with special attention to the systems and structure that harm, marginalize, and disenfranchise students, families, and educators in schools.

This program typically takes three years to complete with students completing 24 courses and field work.

This program is geared toward school-based practice. It is fully approved by the National Association of School Psychologists and the Massachusetts department of Elementary and Secondary Education.

Program Outcomes

A hallmark of the Tufts School Psychology program is the emphasis on the application of classroom-based knowledge. Students participate in field experiences during all three years of the program and apply knowledge and skills from the classroom to field-based experiences. You'll receive support and guidance in your field placements from supervisors at your field sites as well as program faculty.

Graduates of the program are immediately eligible for both a state and national license as a School Psychologist. On average, 100% of our graduates are employed as school psychologists within three months of graduating from the program. In any given year, 75% are typically employed at schools in Massachusetts across the preK-12 age range.

Application Requirements

• Application fee
• Personal statement
• Official TOEFL, IELTS, or Duolingo English Test, if applicable
• Transcripts
• Three letters of recommendation
• Interview with Practitioner: In order to become informed about the roles and responsibilities of practitioners in the field, arrange to interview a practicing school psychologist.
• Shadowing: School Psychology candidates must interview or shadow a school psychologist to become informed about the roles and responsibilities in the field. Candidates must also submit a supplemental essay of 500 words or less describing what they've learned from the experience of shadowing a school psychologist.
• Select candidates will be invited to the virtual School Psychology Program Interview Day in March.

Prerequisites

Students are required to have a course in Developmental Psychology and Statistics/Research Methods as prerequisites for enrollment. In addition, a course on racism, racial equity, or social justice, or relevant fieldwork related to racial or social justice is required.

Tuition and Financial Aid

See Tuition and Financial Aid information for GSAS Programs. Note: This program is eligible for federal loans and Tufts tuition scholarships.

Director's Message

Scott Greenspan

Research/Areas of Interest: Scott's research focuses on school-based mental health services and multi-tiered systems of support, physical activity promotion, and affirming psychosocial supports for LGBTQIA+ youth. He publishes his work in peer-reviewed journals and presents at national conferences.

Erin Seaton

Research/Areas of Interest: Special Education, human development, teaching and learning, adolescence, gender, equity in education, qualitative research methods, child and adolescent literature and literacy, writing

Anna Banerjea

Denise Carver

Victoria Downes

Meredith Edelstein

Cathryn Magielnicki

Noelle Roop

Robert Trant

Rachel Vorkink

Michele Welch

Related programs, educational studies, middle and high school education, stem education, elementary stem.

How to Become a School Psychologist in Massachusetts

Industry Advice Healthcare

Working as a professional in the education sector has become increasingly difficult in recent years. These positions must deal with evolving student behavior issues and rapidly changing technology. School psychologists act as the much-needed support system to these challenges, tackling mental health issues and human behavior within a school setting.

Looking for a career that not only makes a significant impact on young people’s lives but also offers a comfortable salary? Consider becoming ‌a school psychologist to address the growing mental health concerns among school-aged children.

But what does a school psychologist do exactly, and how do you become licensed to work as one? Here’s an overview of what it means to be a school psychologist and the steps required to become certified in the state of Massachusetts.

What Is a School Psychologist?

A school psychologist is a trained and licensed expert in psychology, human behavior, mental health, and education responsible for students’ academic and mental well-being. School psychologists collaborate with and support students, teachers, parents, and other educational administrators alike to address—and educate them on—their students’ academic and mental health concerns.

Ready to Make a Difference?

Download our free School Psychology Career Guide to learn how.

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School psychologists generally work in a preventative capacity by conducting evaluations and behavioral assessments, creating and implementing academic and behavioral intervention plans, teaching social and behavioral skills, and facilitating peer meditation sessions. Additionally, school psychologists may assist with crisis response as well as issues around substance abuse, eating disorders, and bullying.

While no two days are exactly alike for school psychologists, they are viewed as the liaison between the school administrators, parents, and students in some capacity.

6 Steps To Become a School Psychologist in Massachusetts

There are several steps you must complete to become a certified psychologist. These requirements can vary from state to state, and you’ll need to get licensed in the state in which you plan to work. If you’re looking to become licensed in Massachusetts, here are the steps you’ll need to take to gain licensure.

1. Earn an Undergraduate Degree

The first step to becoming a school psychologist in the state of Massachusetts is to earn an undergraduate degree from an accredited institution. Fortunately, your undergraduate degree doesn’t need to be in psychology, but it must meet certain prerequisites. Therefore, it helps if your undergraduate degree is in a closely related field, such as sociology, child development, or education.

No matter the degree specialization, it’s recommended to take courses in child development, psychology, statistics and research methods, and general or special education to best position yourself for your master’s-level coursework.

2. Enroll in a Master’s Degree Program From an Accredited Program

After earning an undergraduate degree, it’s recommended you earn your master’s degree from an accredited program. Even though you can still find work with an MS degree from a non-accredited program, it makes becoming a school psychologist more complicated—requiring you to submit additional materials and/or take additional coursework.

Northeastern University offers a Master of Science (MS) and a Certificate of Advanced Graduate Study (CAGS) in School Psychology —a three-year, fully accredited program through the National Association of School Psychologists and the Massachusetts State Department of Education.

Your curriculum will likely include some, if not all, of the following courses:

• Introduction to Cognitive Assessment
• Behavior Management
• Child and Adolescent Psychopathology
• Understanding Culture and Diversity

Northeastern’s program requires students to complete 62 semester hours and a full-year internship. Additional coursework may be required depending on the concentrations or specializations you hope to pursue. The School Psychology program at NEU has become increasingly popular in the state of Massachusetts, boasting culturally diverse and urban field placements, as well as a supportive network of student cohort groups.

Although a doctoral degree isn’t required to become a school psychologist, some individuals pursue this additional education for more opportunities to conduct research. If you’re interested in this, you may want to consider earning a doctoral degree, which takes about five to six years to complete.

3. Obtain an Initial License

While earning your MS and Certificate of Advanced Graduate Study in School Psychology, graduates must pass the Communication and Literacy Skills test (MTEL). The MTEL is proctored online and consists of two sections:

• Reading comprehension: 42 multiple-choice questions
• Writing subtest: 35 multiple-choice questions, seven short-answer questions, and two open-response assignments

Many prospective students take this exam outside of their graduate degree program. Still, NASP-accredited schools, such as Northeastern University’s Bouve College of Health Sciences, include this licensure requirement as part of the curriculum. Therefore, NEU students are ready to immediately transition into the field post-graduation.

4. Complete an Internship or Practicum

The final year of your master’s degree program focuses on applying your education to real work experience by completing 1,200 hours in a relevant practicum or internship program. At least half of these hours must be completed in a school setting to graduate with a master’s degree. This is also required for earning the certificate of advanced graduate study.

By reducing the coursework in the final year of the master’s degree program to a single support seminar, students are able to fully immerse themselves in the internship experience. If you know what location you want to eventually live in and work out of, you may want to complete your internship in that state rather than where you earn your degree. Many students complete their internship out-of-state because of this.

Once your internship is over and all coursework prerequisites are complete, you’ll be eligible for initial licensure as a school psychologist through your state’s department of education.

5. Obtain Your Professional License

The final step is obtaining a professional license. To qualify, you’ll need an initial license, a passing score on the Praxis II exam (which is completed as part of the degree requirements at Northeastern), and three years of experience working in the field.

6. Maintain Your Certification

Now that you’ve earned your MS in School Psychology, passed your certification exams, and earned your professional license, you can officially begin your career as a school psychologist.

The work doesn’t stop here, though. Now it’s essential to maintain your certification and ensure both your licensing and training stay up-to-date to remain employed. For example, the NCSP certification requires 75 hours of continuing professional development every three years to keep you informed on new developments and methods within your profession to keep your skills sharp.

You should also expect some additional fees for renewing your certification over the years. The NCSP certification renewal fee costs $99 for NASP members and $199 for non-members.

Take the First Step Toward a New Career

Pursuing a career in school psychology may seem daunting, but it’s well worth the investment in both time and money. Working as a school psychologist is an incredibly rewarding opportunity, thanks to its impact on the well-being of young people.

If you’re a highly skilled psychology professional who enjoys working with children, school psychology is a great opportunity to work with a diverse staff in a wide range of education systems to best serve and ensure the success of future generations.

Start your journey to becoming a certified school psychologist by applying to Northeastern University’s MS/CAGS in School Psychology program.  

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Enjoy Your Job and Make a Difference as a School Psychologist

We have been awarded a $5.9 million grant by the U.S. Department of Education to increase the number and diversity of school psychologists. Work directly with children with our MA/CAGS in School Psychology.

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MA and PsyD Programs in School Psychology

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Program Philosophy

The mission of the School Psychology Training Programs is to provide the education and training to develop school psychologists capable of linking knowledge of the science of psychology to educational pedagogy, enabling positive student growth. Principles of human development, learning and cognition, personality development, social psychology, and research and theory are integrated into coursework to enhance the intellectual, emotional, and social development of students in an educational setting. This is accomplished through the provision of direct and indirect services, development of innovative programs, consultation, and participation in preventive mental and behavioral health programs within the school and community within the context of evidence-based practices in assessment and intervention.

It is expected that graduates will promote school psychology as a professional discipline, maintain a continuing pursuit of scholarly activities, and a display a commitment to concerns of human welfare and social justice. Integrated training is designed to provide services which maximize educational and psychological development of individuals in urban and suburban settings, and those from culturally, economically, and linguistically diverse backgrounds.

The School Psychology Training Programs are committed to providing educational opportunities that match the program’s training goals and objectives.  Specifically, it is expected that:

• Students will obtain and apply knowledge of varied models and methods of assessment that can be used to identify strengths and needs, understand, problems, and monitor progress.
• Students will obtain and apply knowledge of behavioral, mental health, and collaborative consultation.
• Students will obtain knowledge of human learning processes and differential learning needs together with the implementation of appropriate strategies addressing strengths and needs of students.
• Students will obtain knowledge of human development processes, how to assess these process, and to provide direct and indirect services appropriate to presenting needs.
• Students will obtain knowledge of individual differences and the development of cultural competence, recognizing the importance of context on academic achievement and mental and behavioral health.
• Students will obtain knowledge of general education, special education and related services, and understand schools as complex social systems.
• Students will obtain knowledge of and learn to implement evidence-based services for prevention, crisis intervention, and psychological intervention to promote mental health and physical well-being of students.
• Students will attain knowledge of research, statistics, and evaluation methods and a demonstration of the application of those skills.
• Students will obtain knowledge and apply the best practices of the profession of school psychology including ethical, legal, and professional standards, as well as actions and advocacy reflecting social justice and culturally responsive practice.

To that end, and consistent with the school psychology practitioner-scholar model, graduates of the programs are expected to obtain knowledge and skills in all domains of the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services .  All of our programs are guided by the American Psychological Association (APA)’s standards for profession-wide competencies, and doctoral-level curricula are also designed to meet APA standards for both discipline-specific knowledge and profession-wide competencies.

We are proud to offer students with the opportunities to enter the field as specialist- or doctoral-level school psychologists, and the chance to re-engage with doctoral study after working in the field at the specialist level.  While coursework and field experiences differ across programs in order to meet students’ varied training needs, students in each program have opportunities to collaborate to advance the goal of building a strong community on campus and in the field.

In each of our training programs, FDU faculty collaborate closely with field sites to provide developmentally appropriate practicum opportunities that culminate in a capstone internship experience.  Students in the MA + Certification program and Traditional PsyD program complete the majority of their practicum experiences in local school districts, and Advanced PsyD students complete a second-year rotation in FDU’s Center for Psychological Services .  Ongoing guidance and support to students and sites is provided by Dr. Meaghan Guiney , the Coordinator of Field Experiences and author of The School Psychology Supervisor’s Toolkit . 

FDU is particularly proud to offer paid second-year practicum and third-year internship opportunities to our MA/Certification and Traditional PsyD students who work in the Newark Public Schools through a $1.9M grant from the US Department of Education.  Practicum students earn $3000/year for providing counseling services to students at one of the Newark demonstration schools for the equivalent of one day per week; interns earn $15,000/year for providing a full range of psychological services at a demonstration school five days per week.  In addition to the opportunity to deliver school psychology services, practicum students and interns participate in group supervision with credentialed school psychologists and are able to participate in professional development initiatives in social-emotional learning and trauma-informed care.

We offer Advanced PsyD students the unique opportunity to complete their internship experience within the district where they are employed, so long as they can modify their work experiences to allow for professional growth. This allows them to maintain their salaried positions during internship if they so choose.  Sheltered practicum experiences in the second year of the program provide training opportunities and supervision focused on cognitive behavioral approaches to therapy, trauma-informed care, parent training, and supporting students with ASD transitioning into the college setting.   

Which program is right for me?

Can I transfer any credit into the program?

Usually no more than 9 graduate credits taken at another institution can be applied to any School Psychology program. Students are allowed to take up to 9 credits at FDU as a “non-matriculating” student. If this is done, and the student is accepted into a School Psychology Program as a full-time student, all 9 credits could be counted toward the program if they meet the program requirements.

Can I enroll in the program as a part time student?

Although we occasionally make exceptions, enrolling part time is not recommended or encouraged. Because our students follow a set schedule of course work, and because many courses have prerequisites, a part time student often becomes “out-of-sequence.” Taking classes part time can result in a semester in which no classes are available to take.

What funding opportunities are available?

Students in each of our training programs have the opportunity to engage in paid fieldwork experiences, which is rare in New Jersey.  Please review the Fieldwork section for more information about the Supportive Schools Newark grant, through which we can offer paid second-year practicum and third-year internship opportunities to our MA/Certification and Traditional PsyD students who work in the Newark Public Schools.  Advanced PsyD students have the option of completing their internship experience in their current district of employment, allowing them to maintain their salaried role.

There are some opportunities to serve as a graduate assistant on campus (working daytime hours) and receive partial tuition reimbursement as a component of your pay.  These opportunities do not arise each year, but when they do, our School Psychology students are often highly sought after to fill the roles, which often fit into the schedules of MA/Certification students. 

In addition to the practicum and externship opportunities through the Supportive Schools Newark grant, we have also had great success helping our MA/Certification students find employment as support staff in local school districts. 

We also support our students who apply for awards such as the Frank J. Epifanio Minority Graduate Student Scholarship , which is offered annually by the New Jersey Association of School Psychologists (see www.njasp.org ).

Please feel to reach out for more details about any of these opportunities! 

📢 Recent Happenings

Check out our program alums in the news:

This article in the Star Ledger was written by Dr. Sinclair Davis, a graduate of our PsyD program in School Psychology who completed his undergraduate degree at FDU as well. 

At the start of the 2020-2021 school year, another graduate of our Traditional PsyD program – Elizabeth Williams – was featured in NASP’s Early Career Spotlight .

You can hear more about students and alumni by signing up for our instagram handle @FDU_SchoolPsych

Program Outcomes

The School Psychology Programs (MA/Cert and Psy.D.) adhere to the recommended APA and NASP guidelines and objectives with specifically developed assessments corresponding to the specified objectives.

• Students will obtain and apply knowledge of varied models and methods of assessment that can be used to identify strengths and needs in understanding problems and monitoring progress.
• Students will obtain and apply knowledge of behavioral, mental health and collaborative consultation.
• Students will obtain knowledge of human development process, to assess the process and to provide direct and indirect services appropriate to presenting needs.
• Students will obtain knowledge of individual differences and the development of cultural competence, recognizing the importance of context on academic health and mental health of individuals.
• Students will obtain knowledge of general education, special education and related services and to understand schools as complex social systems.
• Students will obtain knowledge of and to implement evidence based services for prevention, crisis intervention and psychological intervention to promote mental health and physical well-being of students.
• Students will attain knowledge of research, statistics and evaluation methods and a demonstration of the application of those skills.
• Students will obtain knowledge and demonstrate in practice the best practices of the profession of school psychology including ethical, legal and professional standards and engaging in practices reflecting social justice and cultural competence.

Boston University Academics

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• PhD in Psychology

The PhD program in Psychology trains students at the highest level in one of three specialty areas of psychology: Brain, Behavior, and Cognition (BBC), Developmental Science (DS), and Clinical (C). Upon completion of the PhD, students will be thoroughly prepared for postgraduate training and to eventually assume teaching and/or research positions in academia or industry or to obtain clinical positions. An undergraduate degree in psychology or a related discipline (e.g., neuroscience) is recommended.

Learning Outcomes

Students graduating with a PhD in Psychology (Brain, Behavior & Cognition) are expected to:

• Demonstrate mastery of existing theory and research.
• Develop the ability to conduct sound, independent ethical research.
• Demonstrate abilities to conduct scholarly and other activities in a professional and ethical manner.
• Demonstrate teaching abilities.

Students graduating with a PhD in Psychology (Clinical) are expected to:

• Learn to evaluate existing research and theory and to conduct independent clinical research.
• Develop ability to write grants.
• Develop the skills and knowledge necessary for communicating with patients, conducting clinical interviews and assessments, and providing treatment.
• Acquire and apply knowledge of issues of individual and cultural diversity.

Students graduating with a PhD in Psychology (Developmental Science) are expected to:

• Develop the ability to conduct sound, independent research.
• Demonstrate abilities to conduct scholarly and other professional activities.
• Demonstrate knowledge of professional ethical standards.

Course Requirements

Doctoral students must complete a minimum of 16 semester courses (64 credits) of graduate work for the Brain, Behavior, and Cognition and the Developmental Science PhD tracks. A minimum of 20 courses of graduate work (80 credits) is required for the Clinical PhD track. Required courses for all tracks are as follows:

• GRS PS 711 Statistics in Psychology I
• GRS PS 712 Statistics in Psychology II

For specific course requirements for each track, please visit our website . Courses are selected in consultation with the major advisor, who may determine that additional work is required.

Language Requirement

There is no foreign language requirement for this degree.

Qualifying Examinations

PhD candidates must also satisfy a qualifying requirement or pass a qualifying examination in the area of specialization.

Dissertation and Final Oral Examination

Candidates shall demonstrate their abilities for independent study in a dissertation representing original research or creative scholarship. A prospectus for the dissertation must be completed and approved by the readers, the Director of Graduate studies, and the Department Chair/Program Director. Candidates must undergo a final oral examination in which they defend their dissertation as valuable contributions to knowledge in their fields and demonstrate a mastery of their fields of specialization in relation to their dissertation. All portions of the dissertation and final oral examination must be completed as outlined in the GRS General Requirements for the Doctor of Philosophy Degree .

Research Requirement

Each student must satisfy a research requirement during the first year, which is initiated by the director of the program and the student’s advisor.

Two categories of requirements are necessary for the MA degree en route to all the PhD programs. They should be completed within three years of admission. Specific graduate programs may have their own additional requirements:

• Courses: A minimum of eight graduate-level courses, including PS 711 Statistics in Psychology I. Students must obtain prior departmental approval for any course they wish to take outside the department or the University. Please contact Dr. Joanne Hebden Palfai, Director of Academic Affairs, Department of Psychological & Brain Sciences, at [email protected] for additional information.
• Research Activity: Requirements vary by program. All students are engaged in research beginning in their first year.

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Psychology Graduate Programs in Massachusetts

1-19 of 19 results

Harvard Graduate School of Arts and Sciences

Cambridge, MA •

Harvard University •

Graduate School

• • Rating 4.56 out of 5   9 reviews

Other: I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student' in the Harvard Graduate School of Arts and Sciences. Through this School, I will be focusing my time at the John A. Paulson school of Engineering & Applied Sciences. Looking forward to wrapping up my final year on campus! ... Read 9 reviews

Harvard University ,

Graduate School ,

CAMBRIDGE, MA ,

9 Niche users give it an average review of 4.6 stars.

Featured Review: Other says I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student'... .

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Morrissey College of Arts and Sciences

Chestnut Hill, MA •

Boston College •

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Boston College ,

CHESTNUT HILL, MA ,

Graduate School of Arts & Sciences - Boston University

Boston, MA •

Boston University •

Boston University ,

BOSTON, MA ,

Graduate School of Arts and Social Sciences

Lesley University •

Graduate School •

CAMBRIDGE, MA

• • Rating 4.75 out of 5   4

Merrimack College

NORTH ANDOVER, MA

• • Rating 4.38 out of 5   39

Bentley University McCallum Graduate School of Business

WALTHAM, MA

• • Rating 4.71 out of 5   21

College of Fine Arts - Boston University

College of natural sciences - university of massachusetts amherst.

Amherst, MA •

University of Massachusetts Amherst •

• • Rating 4.5 out of 5   2 reviews

Doctoral Student: A bit stressful but overall good. Faculty is understanding about the general stress of a PhD program and academia. ... Read 2 reviews

University of Massachusetts Amherst ,

AMHERST, MA ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Doctoral Student says A bit stressful but overall good. Faculty is understanding about the general stress of a PhD program and academia. .

Read 2 reviews.

Clark University Gradute Arts and Sciences

Worcester, MA •

Clark University •

Clark University ,

WORCESTER, MA ,

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College of Fine Arts, Humanities & Social Sciences - University of Massachusetts Lowell

Lowell, MA •

University of Massachusetts Lowell •

University of Massachusetts Lowell ,

LOWELL, MA ,

College of Education and Human Development - University of Massachusetts Boston

University of Massachusetts Boston •

• • Rating 4.13 out of 5   8 reviews

Alum: University of Massachusetts Boston was a perfect fit for graduate school. As a full-time working parent, the online option for graduate school was key. I was able to continue to work full-time and attend classes on a full-time basis. The convenience of working online from home gave me the opportunity to complete my masters in education. The professors were knowledgeable, professional, and came from a wealth of academic backgrounds. Attending a state school also gave me the opportunity to fulfill my lifelong goal of attaining my masters degree at an affordable price. ... Read 8 reviews

University of Massachusetts Boston ,

8 Niche users give it an average review of 4.1 stars.

Featured Review: Alum says University of Massachusetts Boston was a perfect fit for graduate school. As a full-time working parent, the online option for graduate school was key. I was able to continue to work full-time and... .

Read 8 reviews.

College of Liberal Arts - University of Massachusetts Boston

Springfield college - massachusetts school of social work and behavioral sciences.

Springfield, MA •

Springfield College - Massachusetts •

• • Rating 4.6 out of 5   5 reviews

Master's Student: My experience as an enrolled graduate student attending Springfield College has been outstanding thus far. Although my first 2 semesters have been intense the learning experience continues to be well worth it. The Professors and students have been a great support. I look forward to applying all knowledge learned into my social work career. ... Read 5 reviews

Springfield College - Massachusetts ,

SPRINGFIELD, MA ,

5 Niche users give it an average review of 4.6 stars.

Featured Review: Master's Student says My experience as an enrolled graduate student attending Springfield College has been outstanding thus far. Although my first 2 semesters have been intense the learning experience continues to be well... .

Read 5 reviews.

Western New England University College of Arts and Sciences

Western New England University •

Western New England University ,

College of Arts and Sciences - University of Massachusetts Dartmouth

Dartmouth, MA •

University of Massachusetts Dartmouth •

University of Massachusetts Dartmouth ,

DARTMOUTH, MA ,

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College of Mathematics and Sciences - Westfield State University

Westfield, MA •

Westfield State University •

Westfield State University ,

WESTFIELD, MA ,

School of Business, Arts and Sciences - American International College

American International College •

American International College ,

College of Humanities and Social Sciences - Bridgewater State University

Bridgewater, MA •

Bridgewater State University •

Master's Student: I had a great experience in the MPA program. The professors are knowledgeable and more importantly, you are taught how to apply the theories learned in the real world. The costs are relatively inexpensive and the program offers flexibility for working students. ... Read 2 reviews

Bridgewater State University ,

BRIDGEWATER, MA ,

Featured Review: Master's Student says I had a great experience in the MPA program. The professors are knowledgeable and more importantly, you are taught how to apply the theories learned in the real world. The costs are relatively... .

Anna Maria College

Paxton, MA •

• • Rating 4.75 out of 5   4 reviews

Master's Student: Anna Maria College stands out for several reasons. First, it offers a diverse range of programs across various disciplines, from arts and sciences to professional studies like criminal justice and business administration. The college prioritizes personalized education, ensuring smaller class sizes that foster close relationships between students and faculty. This intimate setting often leads to more personalized attention and mentorship opportunities. Additionally, Anna Maria College emphasizes experiential learning. Through internships, research opportunities, and community engagement programs, students gain practical experience that complements their academic knowledge. The college's commitment to service aligns with its core values, encouraging students to become socially responsible and engaged citizens. ... Read 4 reviews

PAXTON, MA ,

4 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says Anna Maria College stands out for several reasons. First, it offers a diverse range of programs across various disciplines, from arts and sciences to professional studies like criminal justice and... Additionally, Anna Maria College emphasizes experiential learning. Through internships, research opportunities, and community engagement programs, students gain practical experience that complements... .

Read 4 reviews.

Fisher College

• • Rating 5 out of 5   4 reviews

Master's Student: Fisher College is very accomodating, they work hard to ensure the students have what they need and are flexible enough to provide a smooth transition into the graduate program. ... Read 4 reviews

4 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says Fisher College is very accomodating, they work hard to ensure the students have what they need and are flexible enough to provide a smooth transition into the graduate program. .

William James College

Newton, MA •

• • Rating 3.86 out of 5   14 reviews

Master's Student: The experience at William James College has been exceptional. The professors compliment their teachings with life experiences within the counseling field, and are dedicated to the development and guidance of future mental health counselors. ... Read 14 reviews

NEWTON, MA ,

14 Niche users give it an average review of 3.9 stars.

Featured Review: Master's Student says The experience at William James College has been exceptional. The professors compliment their teachings with life experiences within the counseling field, and are dedicated to the development and... .

Read 14 reviews.

Boston Graduate School of Psychoanalysis

Brookline, MA •

• • Rating 5 out of 5   1 review

Alum: Boston Graduate School of Psychoanalysis provided me with the intellectual and emotional training for me to have the confidence to establish a successful clinical career ... Read 1 review

BROOKLINE, MA ,

1 Niche users give it an average review of 5 stars.

Featured Review: Alum says Boston Graduate School of Psychoanalysis provided me with the intellectual and emotional training for me to have the confidence to establish a successful clinical career .

Read 1 reviews.

Lehigh University

BETHLEHEM, PA

• • Rating 4.42 out of 5   19

Mississippi State University College of Arts and Sciences

Mississippi State University •

MISSISSIPPI STATE, MS

Russell Sage College

• • Rating 4.26 out of 5   23

Showing results 1 through 19 of 19

School Psychology MEd/EdS

The MEd/EdS program in School Psychology is designed to prepare highly qualified school psychologists to practice in public schools and in related educational settings. The program complies with the training standards outlined by the National Association of School Psychologists (NASP, 2000a) and meets the certification requirements of most other states.

Accredited by the Massachusetts Department of Education, the program requires a minimum of 72 semester hours of coursework including a 1200-hour, 10-month supervised internship in school psychology. The MEd/EdS program is fully accredited by NASP through Spring 2027. ( Read the NASP report .)

Program Annual Report and Student Outcomes Data

Related offerings

Students interested in our School Psychology MEd/EdS may also be interested in these other offerings.

• School Psychology PhD

Featured class

Understand the problem-focused interventions in achievement and behavioral problems through instructional design, educational psychology, and learning and behavior theory.

School Psychology

Students train to be school psychologists or to work in health-service settings by studying the theoretical foundations of the field for their day-to-day work.

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UMass Boston

• Clinical Psychology PhD

Acquire the skills and training necessary to become a compassionate clinical psychologist.

Accredited by the Commission on Accreditation of the American Psychological Association since 1993, UMass Boston’s program in clinical psychology is based on a scientist-practitioner-activist model. The program prepares clinical psychologists who have an excellent foundation in psychological science and can translate their basic knowledge into practical applications to meet the mental health needs of children, adolescents, and adults from diverse sociocultural groups. Graduates of the program have the requisite skills to advance understanding of key human problems through research, scholarly activities, clinical practice, teaching, professional service, advocacy, and activism.

In this program, you will:

• Develop a solid foundation in clinical psychology theories and research methodologies, enabling you to provide effective treatments for a wide range of mental health concerns
• Acquire advanced clinical skills through supervised practicum and internship experiences
• Cultivate professional competence and ethical decision-making, integrating scientific knowledge, critical thinking, and empathy to promote the well-being and resilience of clients
• Contribute to the field of clinical psychology through research, advocacy, and leadership

Info Sessions

Join UMass Boston Clinical Psychology PhD faculty and staff for an informal one-hour, online info session! Meet the current program director, faculty and student representatives. Learn more about the Clinical Psychology PhD program and bring questions you may have about the programs and/or application process.

Attend an Info Session    --> Start Your Application

Plan Your Education

How to apply.

We review applications comprehensively—looking across all aspects of the application for each applicant rather than having specific cutoff criteria in any one particular area. We no longer accept GRE scores as part of our admissions criteria.

Applicants must meet   general graduate admission requirements in addition to the following program-specific requirements:

• Prerequisites. A minimum of 6 courses in psychology or a closely related social science field. A course in statistics is required before students enroll in our program, but it is not required at the time of application.
• Background. Highly qualified applicants who have a demonstrated commitment to a career serving the needs of minority and urban populations will be given priority. In keeping with the mission of the university and the particular emphases in the program, individuals from diverse racial, ethnic, and minority backgrounds are strongly encouraged to apply.
• Research Fit. An important criterion for admission to the clinical psychology program is the fit between student clinical and research interests and the interests of the program’s faculty. We require each applicant to list the faculty research mentors whose team(s) they want to be considered for based on shared research interests. The research mentor works closely with the student, helping to plan course work and select practicum opportunities as well as guiding the student’s research training.
• Describe your personal, academic, and professional experiences and strengths that have led to your interest in clinical psychology and have prepared you for the challenges of graduate school and a career in clinical psychology.
• Describe your interest in clinical psychology and how the UMass Boston Clinical Psychology Program, specifically, will contribute to advancing your academic, career, and personal goals.
• Describe the research that you are interested in pursuing as a graduate student in the Clinical Psychology Program at UMass Boston.
• Curriculim Vitae (CV). Please provide as part of your application.
• Letters of Recommendation. You will also be asked to provide three letters of recommendation within the GradCAS portal.
• A list of all undergraduate psychology courses and any graduate psychology courses that you have taken at any time, the institutions at which you took them, and the grades you received for each course.
• A grade point average for your undergraduate psychology courses (and only these courses).
• Course name and grade of any statistics class that you have taken, as well as the institution, semester, and year you took it. (You will still be considered even if you have not taken a statistics class. This question is to help us track who will need to take a statistics class before matriculation.)
• A 2-3 sentence summary of your research and clinical interests.
• The name(s) of the faculty member(s) with whom you would like to work and a sentence or two describing your interest and match for the specific faculty member. Visit our faculty mentors page for an updated list of faculty mentors and their interests.
• Agreement with our ethics policy related to trainees who experience conflicts working with diverse clients (you must agree to our policy for your application to be reviewed further).
• Any notes or comments to the committee to expand or explain any aspect of your application that needs clarification.

Interview Policy

The Clinical Psychology Program receives approximately 600 applications a year. From this applicant pool, we undertake an extensive review of applications and invite approximately 40 finalists for a day-long campus visit and interviews.

The Admissions Committee schedules interviews for all finalists once all applications have been reviewed. Interviews are an important part of the application process. Interviews are usually held in February, and applicants are notified of an invitation to interview in late January or early February.

Unfortunately, due to the size of our applicant pool, our policy is that clinical faculty do not conduct interviews with applicants who have not undergone our review process and have not been invited for an interview. We appreciate your interest in our program.

Deadlines & Cost

Students are admitted to the Clinical Psychology Program to work toward the PhD degree only; the program does not offer a terminal master's degree. Applications are due in the Graduate Admissions Office by December 1 for enrollment the following September. There are no spring semester admissions in the Clinical Psychology Program. The program expects to admit six to eight students each year.

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: See Bursar's website . Traditionally, we have been able to waive tuition and provide a stipend for students through at least the first four years and, for most, the duration of their on-campus years.

Core Courses (33 Credits)

• PSYCLN 601 - Assessment and Testing I 4 Credit(s)
• PSYCLN 610 - Culture and Mental Health ; 3 Credit(s)
• PSYCLN 613 - Lifespan Psychopathology 3 Credit(s)
• PSYCLN 620 - Intervention Strategies 3 Credit(s)
• PSYCLN 641 - Cognitive and Affective Bases of Behavior: Life Span Development I 3 Credit(s)
• PSYCLN 642 - Social and Cultural Bases of Behavior: Life Span Development II 3 Credit(s)
• PSYCLN 650 - Clinical Psychology Proseminar I 1 Credit(s)
• PSYCLN 651 - Clinical Psychology Proseminar II 1 Credit(s)
• PSYCLN 660 - Physiological Psychology 3 Credit(s)
• PSYCLN 670 - Advanced Statistics 3 Credit(s)
• PSYCLN 675 - Research Methods and Ethics in Clinical Psychology 3 Credit(s)
• PSYCLN 680 - History and Systems 3 Credit(s)

Required Practicum Courses (24 Credits)

• PSYCLN 785 - Practicum and Ethics I 6 Credit(s)
• PSYCLN 786 - Practicum and Ethics II 6 Credit(s)
• PSYCLN 787 - Practicum III& 6 Credit(s)
• PSYCLN 788 - Practicum IV 6 Credit(s)

Elective Practicum Courses and Training (4 or More Credits)

• PSYCLN 690 - Introduction to Clinical Outreach and Intervention Practicum 2-3 Credit(s)
• PSYCLN 692 - Clinical Research Practicum II 1 Credit(s)
• PSYCLN 781 - Assessment Practicum I 1-4 Credit(s)
• PSYCLN 782 - Assessment Practicum II 1-4 Credit(s)
• PSYCLN 783 - Advanced Clinical Research Practicum I 1 Credit(s)
• PSYCLN 784 - Advanced Clinical Research Practicum II 1 Credit(s)
• PSYCLN 791 - Advanced Clinical Outreach, Intervention, and Consultation Practicum I 1-4 Credit(s)
• PSYCLN 792 - Advanced Clinical Outreach, Intervention, and Consultation Practicum II 1-4 Credit(s)
• PSYCLN 893 - Advanced Community Practicum I 1 Credit(s)
• PSYCLN 894 - Advanced Community Practicum II 1 Credit(s)

Master’s Research Courses (6 Credits)

• PSYCLN 698 - Master’s Research 3 Credit(s)
• PSYCLN 699 - Master’s Research Seminar 3 Credit(s)

Teaching Seminar (3 Credits)

• PSYCLN 891 - Teaching Seminar 3 Credit(s)

Elective Distribution Courses (12 Credits)

Complete four courses.

One course from must be taken from each of the four groups below.

Students may also enroll in additional non-required courses offered through other UMass Boston departments (e.g. language, psychotherapy, statistics, etc.) that may enhance their professional development.

Group 1: Therapy Approaches

• PSYCLN 721 - Child Therapy 3 Credit(s)
• PSYCLN 726 - Cognitive Behavioral Theory and Therapy 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)

Group 2: Assessment

• PSYCLN 701 - Neuropsychological Assessment 3 Credit(s)
• PSYCLN 710 - Child Assessment 3 Credit(s)

Group 3: Advanced Methods and Analysis

• PSYCLN 770 - Advanced Statistics II - Latent Variable Modeling 3 Credit(s)
• PSYCLN 775 - Qualitative Methods in Clinical Psychology 3 Credit(s)

Group 4: Diversity

• PSYCLN 745- Psychology and Activism for Social Justice 3 Credit(s)
• PSYCLN 879 - Advanced Community Psychology 3 Credit(s)

Graduation Criteria

Complete a minimum of 82 credits from at least 22 courses including twelve core courses, four required practicum courses, four elective practicum credits, two Master’s research courses, one teaching seminar, and four elective distribution courses.

The program requires a minimum of five years of full-time graduate study that includes three years of residency at UMass Boston, and the completion of an APA accredited internship prior to awarding the doctoral degree. Students are required to complete all coursework and to have completed their dissertation proposal prior to applying for an APA accredited internship.

Doctoral candidacy: Passage of a written qualifying exam. Master’s thesis: Complete an empirical master’s thesis. May be waived if successfully completed at another university. Dissertation: Compose and defend an empirical dissertation. Teaching experience: Students must teach in their fourth year of study. Practica: Students must complete two year-long, part-time practica in their second and third year of study. Internship: Students must complete a one-year, full-time APA accredited internship.

Statute of limitations: Eight years.

Contact & Faculty Mentors

Assistant Director Brooke Craveiro [email protected] (617)287-6340

The Clinical Psychology PhD Program at UMass Boston uses a clinical research apprenticeship model. Each first-year graduate student apprentices with a clinical faculty member who will serve as research mentor and advisor to the graduate student. For more information, please reference our summary of Clinical Psychology PhD 2024-2025 Faculty Mentors .

Psychology Department

Learn more about UMass Boston's Psychology department, our research, and our faculty.

Explore the Clinical Psychology PhD Program

Mission statement.

(Revised Spring 2017)

Accredited by the Commission on Accreditation of the American Psychological Association since 1993, University of Massachusetts Boston’s (UMass Boston) program in clinical psychology is based on a scientist-practitioner-activist model. The program prepares clinical psychologists who have an excellent foundation in psychological science and can translate their basic knowledge into practical applications to meet the mental health needs of children, adolescents, and adults from diverse sociocultural groups. Graduates of the program have the requisite skills to advance understanding of key human problems through research, scholarly activities, clinical practice, teaching, professional service, advocacy, and activism.

Our clinical psychology training model is biopsychosocial in its scientific orientation, and places special emphasis on the roles of culture and context in understanding the complexities of multiple dimensions of human behavior and functioning. This emphasis includes, but is not limited to, bringing to the study of clinical psychology an understanding of social justice, equity, oppression, systems of privilege and marginalization, procedural and relational justice, and epistemological and methodological marginalization. This includes a commitment to training a diverse workforce of scientist-practitioner-activist clinical psychologists. Among the many skills students learn in our program, we aim to develop within them a lifelong commitment to using clinical psychology to serve the general population and to meet the needs of marginalized individuals and communities by being culturally humble and responsive researchers, mentors, clinicians, supervisors, teachers, leaders, advocates, activists, and community members. The training in our program results from an affirmative commitment by both faculty and students to engage in ongoing personal reflection and reflection upon the practices in our field—to increase our self-awareness and guide thoughtful psychological practice and relevant social justice actions.

Our educational mission is to train scientist-practitioner-activist clinical psychologists who will:

• Engage in social science research, critical scholarly inquiry, and educational activities including scholarly analysis that specifically address social and structural inequities affecting psychosocial health and functioning, including but not limited to inequities based on social class, race, ethnicity, sexual orientation, gender identity, gender, disability, age, language, citizenship, immigration status, and religion.
• Provide affirming and empowering evidence-based clinical services to people across sociocultural groups and statuses.
• Serve as leaders, role models, and change-makers to promote social justice within their organizations, the profession of psychology, and other contexts. We aim to foster students’ capacity to serve as advocates and activists.
• Apply their developed awareness of how the field of clinical psychology is socially situated, reflect critically on the practices and purposes of our field, and understand how it can privilege or marginalize certain identities and lived experiences, treatment and assessment practices, and epistemological and philosophical positions.

Learning Objectives

To achieve these long term goals for our graduates, we have the following Learning Objectives for their time within our program. Our Learning Objectives line up with the longer term goals for our graduates related to Research (1), Practice (2), and Activism (3) above. The fourth aim above reflects our overall approach to how we approach all aspects of our training. It focuses on applying a reflective practice in critical social justice theory across all aspects of the work. In this way, it does not have specific learning objectives associated with it, but rather it serves as the lens through which we view research, practice, and activism.

Goal 1: To produce graduates who engage in clinical psychology research, critical scholarly inquiry and analysis, and educational activities that specifically address social and structural inequities affecting psychosocial health and functioning.

Objectives for Goal 1:

To provide students with:

• 1.1 Foundational knowledge in the science of psychology with specific attention to training in addressing social and structural inequalities with appropriate conceptual, methodological, and culturally sensitive skills.
• 1.2 The basic skills necessary to become critical consumers of the existing research literature, identifying gaps in the literature and developing the skills to design and implement rigorous research projects.
• 1.3 The skills necessary to evaluate research critically in relation to issues of contextual and cultural diversity and to design and conduct research that helps advance the field in understanding and attending to these issues.

Goal 2: To produce graduates who are knowledgeable about and skilled at providing affirming and empowering evidence-based clinical services to people across sociocultural groups and statuses.

Objectives for Goal 2:

• 2.1. Didactic and clinical training needed to become proficient in testing and assessment theory and practice that is both informed by scientific knowledge and is culturally responsive.
• 2.2 Didactic and clinical training needed to become proficient in a continuum of intervention skills in a manner that is culturally informed and responsive, guided by scientific knowledge, and that considers individual assessment performance in the context of developmental and broader systemic factors.
• 2.3 Introductory level knowledge of competencies in supervision and consultation skills, through exposure to the literature on best practices supervision.
• 2.4 Didactic knowledge and skills to understand, recognize, and address the contextual factors, positionality, and power dynamics inherent in co-constructed therapeutic relationships and embedded in clinical settings.

Goal 3: To produce graduates who have the awareness, knowledge, and skills to serve as leaders, role models, and change-makers to promote social justice within their organizations, the profession of psychology, and other contexts. We aim to foster students’ capacity to serve as advocates and activists.

Objectives for Goal 3:

• 3.1 Didactic experiences to provide foundational awareness, knowledge, and skills to engage in activism within clinical practice and research activities.
• 3.2 Training aimed at fostering growth to apply activist-informed awareness, knowledge, and skills across professional contexts.

Program Description

Our program coursework and training experiences emphasize:

• A biopsychosocial approach. Students learn to conceptualize and treat problems in living by considering not only problem behavior and mental disorders but also by considering the person within their physical, psychological, developmental, and social contexts. Research training gives students skills for analyzing problems from a variety of theoretical perspectives.
• Assessment and psychotherapy skills. The program trains students in a broad range of assessment and intervention skills that enable them to promote healthy adaptation, prevent the development of individual and social problems, and treat problem behavior and mental disorders. We teach students to critically reflect upon our field's use of assessments and clinical approaches and guide students to utilize or create culturally responsive, equitable approaches to serve all their clients.
• Sociocultural context. Within a broad understanding of sociocultural factors, our coursework highlights systemic oppression and privilege, power dynamics, and social and cultural approaches to clinical psychology. We emphasize the ways in which these factors affect individual development across the lifespan, relational interactions, and social groups and dynamics for all people-with a particular emphasis on how marginalized and disadvantaged individuals and groups are impacted. As a foundation for developing this understanding, and the ability to apply it to psychological activities, students reflect upon their own personal cultural situations and positionalities to better understand the experiences of others. They examine and develop skills regarding how to best advocate for their professional values in diverse and complex settings.
• Developmental phenomena in typical and atypical pathways. In our program, students learn about the range of lifespan developmental trajectories from infancy through adulthood. This focus helps to elucidate the ways in which relationships and other environmental factors can support or hinder adaptive or maladaptive development, with the recognition that behaviors which are adaptive in one context may be maladaptive in another. Consistent with our biopsychosocial orientation, students embrace the complexity of developmental processes by taking into consideration the dynamic and transactional interplay of physiological, genetic, social, cognitive, emotional, and cultural influences across time.
• Skills toward practice. Students have the opportunity to take coursework and engage in supervised pre-doctoral clinical training experiences that can be used towards attaining licensure in Massachusetts and many other states.

Program Policies

Policy Statement for Clinical Training

Program Policies Related to Trainees Who Experience Conflicts Working with Diverse Clients (Adapted from the Sample APA Policy Recommendations) (see Handbook)

As articulated in our program policy statement, we are committed to a training process that ensures that graduate students develop the knowledge, skills, and attitudes to work effectively with members of the public who embody intersecting demographics, attitudes, beliefs, and values. In our Counseling Center practica and in the training we provide in our other on- and off-campus practicum courses we are committed to providing an inclusive and welcoming environment for all members of our community. Consistent with this principle, the Counseling Center policy and our policy for on campus practicum experiences require that trainers and trainees do not discriminate on the basis of age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, or socioeconomic status in the services provided at the training clinic or practicum site.

In some cases, tensions may arise for a student due to differences in beliefs or values with clients. Because the students will have to navigate these sorts of clinical situations in their future practice careers, the program has a responsibility to prepare students to do so in a safe and ethical manner. The program will respectfully work with students as they learn how to effectively practice with a broad range of clients. Thus, students should expect to be assigned clients that may present challenges for them at some point in training.

If trainees do not feel comfortable or capable of providing competent services to a client because it conflicts with the trainee's beliefs or values, it is the trainee's responsibility to bring this issue to the attention of his/her supervisor. Because client welfare and safety are always the first priority, decisions about client assignment and reassignment are the responsibility of the faculty/supervisors.

Other Policies

You may view our mental health policy as well as our other policies in the clinical handbook.

College of Liberal Arts

Learn more about the faculty, research, and programs that make up our College of Liberal Arts.

Student Handbook

Download the Clinical Psychology PhD Handbook .

Student Admissions, Outcomes & Data

Download documentation on our student admissions, outcomes, and other data.

Accreditation Questions

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 202.336.5979 [email protected]

Psychology Doctoral Programs in Massachusetts

Are you searching for doctoral programs in psychology in Massachusetts to prepare for a rewarding professional career in academic, research, community, school, or clinical practice settings? You have certainly come to the right place!

Situated in the New England region of the northeastern United States as the 14th most populous and 3rd most densely populated state, it is no surprise that Massachusetts is packed full of some of the best universities in the nation offering accredited psychology graduate programs for aspiring licensed psychologists. Whether you are born and raised or considering moving to the “Bay State,” the following are the psychology doctoral programs that have been approved by the American Psychological Association (APA) in Massachusetts.

Boston College

Lynch school of education.

Founded in 1863 by the Society of Jesus with a strong Roman Catholic and Jesuit religious affiliation, Boston College is a comprehensive private research institution situated on a 338-acre campus in the suburban setting of Chestnut Hill just six miles west of downtown Boston. Known for having one of the highest graduation rates for student-athletes in the nation, BC is currently ranked as the 31st best college and 36th top value school in the nation by the U.S. News and World Report. As the 19th best education school in the United States, the Lynch School of Education is also acclaimed for having the 67th best psychology graduate programs.

Doctor of Philosophy (Ph.D.) in Counseling Psychology

Focused on providing outstanding training in a scientist-practitioner approach to deliver a breadth of top-notch practical opportunities in diverse mental health settings under close supervision of an internationally recognized counseling faculty, the Ph.D. in Counseling Psychology program aims to advance knowledge and engage in practices that help students build relationships beyond the classroom with meaningful community involvement. With an emphasis on cutting-edge and purposeful research, students are able to explore the complex challenges of our society, including trauma resiliency, domestic violence, bias-based bullying, gender issues, culture, and immigration. Requiring advanced practicum, a year of full-time internship, and successful defense of a dissertation, the program typically requires five years of full-time study for students who already graduated from one of the APA-accredited psychology master’s programs.

Accreditations

• American Psychological Association (APA) Commission on Accreditation (CoA)
• New England Association of Schools and Colleges (NEASC)

Contact Information

Campion Hall Room 101 140 Commonwealth Avenue Chestnut Hill, MA 02467 (617) 552-4214 [email protected] http://www.bc.edu/content/bc/schools/lsoe/academics/departments/cdep/counseling-psychology/doctoral-program.html

Boston University

Department of psychological and brain sciences.

Highly regarded as one of the largest independent non-profit universities in the nation with a diverse community of more than 33,000 students, Boston University is a leading elite private research institution standing proudly along the shores of the Charles River in the heart of the global city of Boston. According to the U.S. News and World Report, BU is currently ranked as the 41st best college and 14th top up-and-coming school in the entire nation. Even more importantly, the Department of Psychological and Brain Sciences is recognized for delivering the 46th best psychology graduate programs in the United States.

Doctor of Philosophy (Ph.D.) in Clinical Psychology

As one of the first twelve psychology doctoral programs approved by the APA in 1948, the Ph.D. in Clinical Psychology program has a long-lasting dedication to the scientist-practitioner Boulder model of doctoral training to produce competent graduates with essential clinical assessment, intervention, and research skills. With the mission of helping students develop strengths in research and clinical practice along with the critical thinking skills to integrate the two domains, the program involves early involvement in faculty research, numerous clinical training at sites with licensed psychologists, and coursework developed from up-to-date research findings. After completing an intensive practicum experience on-campus in the Psychological Services Center and finishing the independent research dissertation, students conclude their training with an APA-approved clinical internship in the final fifth year.

Cummington Hall Room 149A 1 Silber Way Boston, MA 02215 (617) 353-3820 [email protected] http://www.bu.edu/psych/graduate/clinical/

Clark University

School of psychology.

As a small private liberal arts research institution with a close-knit atmosphere of just over 2,500 students, Clark University is in the midst of 12 other universities within the Worcester College consortium situated in the heart of Worcester overlooking the ski spot of Wachusett Mountain. According to the U.S. News and World Report survey, Clark is currently ranked as the 75th best college and 29th top value school in the United States. Furthermore, the School of Psychology is nationally recognized for having the 101st best psychology and 70th best clinical psychology graduate programs.

Designed to train students in the scientist-practitioner model with practical experiences that will develop proficiency in theory, empirical research work, and clinical practice, the Ph.D. in Clinical Psychology program provides a strong foundation in general psychology, theory, and research as well as specialized education in clinical psychology through an integrated series of intensive practicum in clinical settings. With an emphasis on assessment and therapy with adults and children or marital and family intervention, students are encouraged to acquire clinical skills and knowledge suited to a broad range of conceptual approaches. Throughout the five-year program, students are actively engaged in advanced coursework, clinical workshops, practicum experiences, supervised research, a dissertation, and a full-time year-long internship that has been approved by the APA for licensure.

Jonas Clark Hall 3rd Floor 950 Main Street Worcester, MA 01610 (508) 793-7274 [email protected] https://www.clarku.edu/departments/psychology/phd-programs/phd-in-clinical-psychology/

Harvard University

Department of psychology.

Located on a vast 5,076-acre urban campus in the historic town of Cambridge just outside of Boston, Harvard University is a major elite private research institution in the prestigious Ivy League with a community of over 20,000 degree candidates. Known for being the oldest institution of higher education in the United States, established in 1636, today Harvard is ranked as the 2nd best college and 1st top value school in the nation by the U.S. News and World Report. Not only is the Department of Psychology recognized for having the 4th best psychology graduate programs, but it is also acclaimed for the 14th best clinical psychology doctoral program in the nation.

As a leading member of the Academy of Psychological Clinical Science, the Ph.D. in Clinical Psychology program strong adheres to the clinical science model of training to produce competent clinical psychologists whose research advances the scientific knowledge of psychopathology and its treatment. With an emphasis on research on severe psychopathology, the program also aims to train graduate students for applying evidence-based methods of assessment and intervention to clinical settings. Usually taking five years to complete for those with a master’s degree, the program includes research, advanced coursework, clinical practicum, general comprehensive examination, dissertation project, and a one-year full-time clinical internship to fulfill all requirements for licensure in the state of Massachusetts.

William James Hall Room 1230 33 Kirkland Street Cambridge, MA 02138 (617) 495-3810 [email protected] https://psychology.fas.harvard.edu/clinical-psychology

Massachusetts School of Professional Psychology

Division of clinical psychology.

Founded in 1974 as a graduate college devoted exclusively to the several branches of the field of psychology, the Massachusetts School of Professional Psychology is located in the town of Newton within minutes of downtown Boston on an intimate campus of just over 600 students. As one of the four departments offering eleven graduate academic degree programs, the Division of Clinical Psychology is committed to preparing competent clinical psychologists for treating individuals, families, groups, and systems in professional clinical practice settings.

Doctor of Psychology (Psy.D.) in Clinical Psychology

Ideal for graduate students who wish to become treating clinicians, supervisors, program directors, administrators, or consultants in major mental health agencies throughout New England, the PsyD in Clinical Psychology program is focused on the practical application of existing psychosocial knowledge with respect for diversity and cultural competence to ameliorate human psychological problems. As one of the few hybrid online doctoral programs in the nation, the four-year program consists of a seamless blend of online coursework with applied clinical field placement and internship experiences. Designed to provide broad and rigorous training in clinical knowledge to engage the development of the “professional self,” the PsyD degree places a strong emphasis on the science of psychology strictly for the service of applied practice with clients across the lifespan in diverse settings.

• National Council of Schools and Programs of Professional Psychology (NCSPP)

One Wells Avenue Newton, MA 02459 (617) 327-6777 [email protected] https://www.williamjames.edu/academics/clinical/psyd/index.cfm

Suffolk University

Situated in the historic neighborhood of Beacon Hill just blocks from the Massachusetts State House and Faneuil Hall in downtown Boston, Suffolk University is a comprehensive private institution that stands as the third largest university in Boston with over 8,900 students. Recognized as one of the “Best 376 Colleges” by the prestigious Princeton Review and one of Barron’s “Best Buys in College Education,” Suffolk is ranked as the 60th best college in the North by the U.S. News and World Report. Even more importantly, the Department of Psychology is distinguished for offering the 145th best clinical psychology and 191st best psychology doctoral programs in the entire nation.

Established in accordance with the scientist-practitioner Boulder model grounded in science informed by the dynamic character of the discipline, the Ph.D. in Clinical Psychology program involves systematic and cumulative training in both psychological research and applied clinical practice to prepare graduate students for careers in practice, research, community, or academic settings. With the mission of preparing competent clinical psychologists who can function with high levels of ethical and cultural awareness, the program addresses the developmental, psychodynamic, systemic, behavioral, cognitive, humanistic, and integrative perspectives for intervention in psychotherapy. For completion, students must accomplish 72 credits of advanced coursework, two years of practicum experience, a teaching assistantship, early research project, comprehensive examination, doctoral dissertation, and full-time internship.

41 Temple Street Boston, MA 02114 (617) 573-8293 [email protected] https://www.suffolk.edu/cas/degrees-programs/psychology

University of Massachusetts – Amherst

Known for being the central location of the state school system on an immense 1,463-acre campus in the famous college town with New England charm just 90 miles away from Boston, the University of Massachusetts at Amherst is a large comprehensive public research institution with a community of more than 23,000 students. Consistently recognized as one of the most sustainable campuses in the country, UMass Amherst is currently ranked as the 91st best college and 40th top public school in the entire United States. The Department of Psychology is also distinguished for having the 46th best psychology and 47th best clinical psychology graduate programs in the nation.

Following a clinical science model of training to prepare graduate students for careers in clinical research and empirically supported clinical practice, the Ph.D. in Clinical Psychology program provides plentiful opportunities to engage in psychotherapy and neuropsychological assessments with clients from across the lifespan and diverse backgrounds in a wide range of clinical settings. Home to the renowned Rudd Adoption Research Program with a strong relationship with the Center for Research of Families, the program also offers a unique concentration in Child, Adolescent, and Family (CAF) Psychology. Throughout the five-year program, students are assigned a faculty mentor to gain training in effective research methodologies for engaging in the applied studies of psychopathology, development, emotion, psychotherapy, cognition, family systems, and neuropsychology.

Doctor of Philosophy (Ph.D.) in School Psychology

As the only APA-accredited psychology doctoral program in the state focused on preparing graduate students for leadership in K-12 school settings, the Ph.D. in School Psychology program is based on an ecological-oriented scientist-practitioner model of training to immerse students in quality pre-professional activities. With the mission of preparing professionals who practice school psychology with sensitivity to the individual case and careful attention to relevant features of education, social, behavioral, or emotional needs, the program admits applicants with backgrounds in psychology, education, and/or special education. As a 109-semester hour program with a one-year full-time internship in a school-based setting, the program typically requires at least five years to complete the Ph.D. degree for licensure.

• National Association of School Psychologists (NASP)

Tobin Hall Room 441 37 Mather Drive Amherst, MA 01003 (413) 545-2383 [email protected] http://psych.umass.edu/research_and_training/

University of Massachusetts – Boston

Psychology department.

Nationally recognized as a model of excellence for urban universities, the University of Massachusetts at Boston is a comprehensive public research doctoral-granting institution of the state school system on a 186-acre campus along scenic waterfront in the hub of downtown Boston. Home to more than 16,000 students, UMass Boston is known for combining a small college experience with low student-to-faculty ratios and the vast resources of a major research institution. According to the U.S. News and World Report, the Psychology Department is currently ranked as having the 117th best psychology and 70th best clinical psychology doctoral programs in the United States.

With an emphasis on the theoretical issues in normal and abnormal development from infancy through adolescence to adulthood, the Ph.D. in Clinical Psychology program adheres to the scientist-practitioner model to provide students with a balance of research and clinical practice training. Designed to prepare academics, researchers, and clinicians who have a strong theoretical background in scientific psychology with essential skills for clinical intervention, the program aims to train students for serving under-served populations to meet the needs of individuals across the lifespan from diverse economic, racial, and socio-cultural groups. Involving five to six years of full-time graduate study, the doctoral degree program consists of advanced academic coursework, two year-long practicum, a Master’s thesis, a qualifying paper, a dissertation, teaching experience, and a one-year full-time APA-approved internship.

McCormack Hall 4th Floor 100 Morrissey Blvd. Boston, MA 02125 (617) 287-6350 [email protected] http://www.umb.edu/academics/cla/psychology/grad/cp

As one of the most important areas of study and service to better understand the human experience for meeting the diverse mental health needs of today’s society, the field of psychology is consistently growing faster than average in response to greater demand for psychological services in schools, social service agencies, hospitals, clinics, and other community-based mental health facilities. Therefore, if you have a strong drive to work intimately with people at the core of their personal challenges or advance the profession through conducting research studies, it is recommended that you check out these top-notch doctoral programs in psychology in Massachusetts.

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School Psychology (MS/CAGS)

YOU ARE BOUVÉ

Excel as a school psychologist

School psychologists are behavioral health specialists who conduct psychological, educational and behavioral assessments for the purpose of designing effective interventions, counseling children and parents, consulting with teachers and parents, implementing and evaluating school-wide prevention programs and performing in-service training.

Northeastern University offers a Master of Science (MS) in School Psychology and a Certificate of Advanced Graduate Study (CAGS) in School Psychology. The entire three-year program (M.S. and CAGS) has full approval from the National Association of School Psychologists and the Massachusetts State Department of Education.

Distinctive features of our program include:

• Urban and culturally diverse field placements and applied research projects
• Early childhood emphasis
• Highly collaborative and student-centered faculty
• Strong and supportive student cohort groups

Our training approach incorporates the importance of interdisciplinary collaboration. Our students learn how to work on teams in delivering services, and how to draw upon the rich resources of professionals from related disciplines.

Our students have a strong professional identity and social conscience. The department has a very active student chapter of the school psychology division of the American Psychological Association (Student Affiliates in School Psychology-SASP).

This student chapter plans educational workshops, conferences, and social activities. Many of our alumni have assumed leadership roles in state and national organizations. In addition, they consider themselves advocates for the needs of children.

Degree type: – MS in School Psychology Study options: – On ground (Boston Campus) – Full-time only – Fall admission only

Application deadlines: Jan 15 (Priority Deadline) June 15

Duration: 3 years (typically)

GRE: Not required

F1 Eligible: Yes

School Psychology MS

A cornerstone of Northeastern University and our program is practice-oriented education. We train students to become highly skilled scientific practitioners and lifelong learners, who employ the scientific, problem-solving method to evaluate their own practice.

Real world projects and work experiences are integrated into coursework and fieldwork. Students complete practicum and internship fieldwork requirements in local area schools. The faculty have developed a rich network of collaborative school psychologists who serve as excellent field supervisors. Faculty assist with placing students at school fieldwork sites in and around the Boston Metropolitan area.

During the third year internship students document their mastery of the training goals through comprehensive case studies.

Students complete 525 hours of field experience in school psychology during the first 2 years, including 75 hours of course-based practicum in the first year and 450 hours (roughly 2 days/week) of field-based practicum in the second year,

During the field-based practicum, students are expected to demonstrate their skills in the following core areas of school psychology:

• Domain 1: Data-Based Decision Making 
• Domain 2: Consultation and Collaboration 
• Domain 3: Academic Interventions and Instructional Supports 
• Domain 4: Mental and Behavioral Health Services and Interventions 
• Domain 5: School-Wide Practices to Promote Learning 
• Domain 6: Services to Promote Safe and Supportive Schools 
• Domain 8: Equitable Practices for Diverse Student Populations 
• Domain 9: Research and Evidence-Based Practice 
• Domain 10: Legal, Ethical, and Professional Practice 

In accordance with the National Association of School Psychologists (NASP) and Massachusetts Department of Education (DOE) requirements for certification/licensure in school psychology, students are required to attain a minimum of 1200 hours of field experience during their internship in school psychology.

Internship students are enrolled in a seminar course during the internship year. A university supervisor, who is a certified school psychologist, instructs this course. For internship within Massachusetts, the university supervisor maintains contact with the field supervisor through three site visits. At the end of the internship year, the field supervisor and university supervisor determine if the student has progressed adequately in the major competency areas.

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Handbooks and Manuals

Sample curriculum.

Sample curriculum, subject to change.

The MS/CAGS program in school psychology requires a total of 62 semester hours, including a full-year internship. Students electing to pursue the Applied Behavior Analysis or Early Intervention concentrations require additional coursework, and will complete the program in 3 years.

For that information, students should consult with their academic advisor or see the  university course catalog .

Fall Semester

CAEP 6201 Introduction to assessment

• CAEP 6206 Learning Principles

CAEP 6218 Infant, Child and Adolescent Development 

• CAEP 6365 Seminar in School Psychology

Spring Semester

• CAEP 6203 Understanding Culture and Diversity

CAEP 6247 Child and Adolescent Psychopathology 

• CAEP 6350 Cognitive Assessment

CAEP 6360 Consultation 

CAEP 6328 Single Case Research Design 

CAEP 6400 Pre-Practicum in School Psychology 

HLTH 5410  Statistics in Health & Behavior Sciences

CAEP 6347 Behavior Management 

CAEP 6353 Curriculum-Based Assessment and Data-Based Decision Making 

CAEP 6354  Social, Emotional and Behavioral Assessment 

CAEP 8415 Practicum in School Psychology I 

CAEP 6401 Counseling Children and Adolescents in Schools

CAEP 6345  Promoting Youth Academic Success in Schools

CAEP 6402 Promoting Social, Emotional, and Behavioral Success in Schools  

CAEP 8416   Practicum in School Psychology II 

Complete 6 semester hours from the following:

• Internship in School Psychology 1
• Internship in School Psychology 2

Admissions Requirements

Although most applicants to the program were psychology majors in college, some are not. Our program does require the following four undergraduate psychology courses as prerequisites:

• Introduction to Psychology
• Research Methods and Statistics (in psychology or in another social science field)
• Developmental Psychology
• Abnormal Psychology

To apply, applicants must also have the following:

An undergraduate major in psychology or its equivalent (6-8 courses with emphasis on the science of human behavior)

A minimum grade point average of 3.0

Two letters of recommendation  (academic and professional)

Personal statement of goals and expectations.

Personal interview with faculty

TOEFL or IELTS (International Students)

Official transcript from baccalaureate program  and all college coursework

For more requirements please visit our graduate admissions page .

Got questions?

Please reach out to us.

Dr. Robin Codding Program Director 408 Int’l Village

Program Information

School psychology accreditation.

The MS/CAGS program in School Psychology at Northeastern University is accredited by the National Association of School Psychologists and the Massachusetts State Department of Education . Therefore, students who successfully complete all program requirements will be eligible to obtain an Initial School Psychology License from the Massachusetts State Department of Education.

Although Massachusetts has licensing reciprocity with several states, licensing requirements do differ from state-to-state. Students should therefore contact the state department of education in which they plan to apply for exact information. Additional information including links to state credentialing requirements is available on the NASP website .

For questions about the MS/CAGS program in School Psychology as it relates to school psychology licensure, please contact:

Jessica B. Edwards George , PhD Director of Clinical Training

Program Annual Report and Student Outcomes Data

Pre-Practicum and Practicum

Pre-practicum.

As its name denotes, the pre-practicum occurs prior to the practicum and is 75 hours in duration. The pre-practicum can be completed at the end of the first year of the program or at the beginning of the second year. The purpose of the pre-practicum is for students to gain observational experiences and to learn about the school ecology.

Practicum : Students complete 525 hours of field experience in school psychology during the first 2 years, including 75 hours of course-based practicum in the first year and 450 hours (roughly 2 days/week) of field-based practicum in the second year,

• Domain 10: Legal, Ethical, and Professional Practice

In regard to the assessment requirements, students should complete at least two comprehensive psycho-educational assessments, and their total number of assessments should be between a minimum of 5 and a maximum of 10. The comprehensive assessments should include multiple reliable and valid methods that assess multiple domains of functioning, and the choice of instruments should be derived from the presenting concerns/referral questions. More detailed guidance can be found in the portfolio guidelines.

Course Work

Our practicum students have already taken the following courses:

• CAEP 6201 Introduction to Assessment
• CAEP 6218 Infant, Child and Adolescent Development
• CAEP 6247 Child and Adolescent Psychopathology
• CAEP 6360 Consultation
• CAEP 6328 Single Case Research Design
• CAEP 6400 Pre-practicum in School Psychology
• HLTH 6510 Statistics in Health and Behavior Sciences
• CAEP 6347 Behavior Management

During the practicum year students will take the following courses:

FALL SEMESTER

CAEP 6353  Curriculum-Based Assessment and Data-Based Decision Making 

CAEP 6354   Social, Emotional and Behavioral Assessment 

CAEP 8415   Practicum in School Psychology I 

CAEP 6401   Counseling Children and Adolescents in Schools  

SPRING SEMESTER

CAEP 6345  Promoting Youth Academic Success in Schools

CAEP 6402  Promoting Social, Emotional, and Behavioral Success in Schools

CAEP 8416 Practicum in School Psychology II

Field Supervision

Field supervisors, who provide practicum supervision and mentoring, must have a Massachusetts educator’s licensure (certification) as a school psychologist and a minimum of three years of experience as a school psychologist. Practicum supervision consists of a minimum of one hour per week, in a face-to-face format.

University Supervision

Practicum students are enrolled in a seminar course during the practicum year. A university supervisor, who is a certified school psychologist, instructs this course. The university supervisor maintains contact with the field supervisor through two site visits and phone calls when necessary. At the end of the practicum year, the field supervisor and university supervisor determine if the student has progressed adequately in core areas and is ready for internship.

Benefits for Supervisors

In recognition of the valuable guidance and supervision students receive from field-based supervisors, the Bouvé College of Health Sciences at Northeastern University offers a host of benefits to field-based supervisors. A list of these benefits can be provide upon request.

School Psychology Internship

In accordance with the National Association of School Psychologists (NASP) and Massachusetts Department of Education (DOE) requirements for certification / licensure in school psychology, students are required to attain a minimum of 1200 hours of field experience during their internship in school psychology.

Out of State Internships

Students may elect to conduct their internship in another state.  They should check with the state’s Department of Education to determine state licensure/certification requirements.

Prerequisites

In order for students from the Northeastern University School Psychology Program to be eligible to begin their internship, they must complete the following milestones in the program:

• Successful completion of the Massachusetts Tests for Educator Licensure (MTEL)
• Successful completion of all coursework with the exception of internship
• Successful completion of the master’s level portfolio (master’s thesis equivalent)

Internship supervision and mentoring should be provided by a credentialed school psychologist with a minimum of three years of experience.  Internship supervision consists of a minimum of two hour per week, in a face-to-face format.

Internship students are enrolled in a seminar course during the internship year.  A university supervisor, who is a certified school psychologist, instructs this course.  For internship within Massachusetts, the university supervisor maintains contact with the field supervisor through three site visits.  At the end of the internship year, the field supervisor and university supervisor determine if the student has progressed adequately in the major competency areas.

Practice Requirements

• Consultations with four staff and two parents
• Counsel 6 students (individually or in groups)
• 1 Professional Development or Student-centered Prevention Program
• Demonstrate multicultural competencies in all areas
• Demonstrate knowledge of state and federal laws.
• Familiar with and conform to the ethical standards established by NASP and APA
• Demonstrate competency in communication and information technology

Comprehensive Case Studies

During the internship year, students are required to produce four case studies that illustrate their competencies across NASP domains. These case reports are: 

• Academic Concern (Consultation) 
• Social-Emotional/Behavioral Concern (Consultation or Direct Service) 
• Prevention 
• Comprehensive Psychoeducational Assessment

Successful Completion of Internship

• Completion of 1200 hours of fieldwork
• Passing score on school psychology praxis exam prior to April 1.
• Completion of requirements in internship syllabus 
• Ratings at the “expected level” or higher on all competency areas from internship supervisor 
• Completion of all internship paperwork 

Experiential Learning and Clinical Opportunities

Real world projects and work experiences are integrated into coursework and fieldwork. Students complete practicum and internship fieldwork requirements in local area schools. The faculty have developed a rich network of collaborative school psychologists who serve as excellent field supervisors. Faculty assist with placing students at school fieldwork sites in and around the Boston Metropolitian area.

Frequently Asked Questions

What is the employment landscape like for your program graduates.

In general the job market is extremely positive for school psychologists. Our alumni receive job offers soon after graduation and oftentimes they have multiple job offers to choose from in the summer after graduation.

Opportunities to develop expertise in Applied Behavior Analysis (ABA) or Early Intervention (see concentration information below), opportunities to engage in school psychology research and scholarship by co-presenting with faculty at conferences and co-authoring articles, and leadership opportunities available through Northeastern’s local Student Affiliates in School Psychology (SASP) chapter help our students’ resumes “stand out from the crowd” when they are applying for jobs. Our program has a 100% pass rate on the School Psychology Praxis Exam.

Do I have to complete all of the prerequisite undergraduate courses before applying to the program?

Applicants can be admitted to the program conditionally, pending completion of the prerequisite courses. We expect conditionally accepted applicants to pass all of the prerequisite courses prior to beginning the program. The program is flexible about how incoming students meet the prerequisite requirement. Courses can be taken through an online course offered at an accredited university or at a community college if that is more convenient and affordable.

How much is tuition and is financial aid available?

Typically there are a small number of Dean’s Scholarships for MS/CAGS students, which are awarded based on merit. No additional application is needed to be considered for these awards.

See more FAQs

School Psychology Program FAQs .

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• Best Online Programs
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• Behavior Psychology
• Clinical Psychology
• Counseling & Mental Health
• Developmental Psychology
• Educational Psychology
• Forensic Psychology
• General Psychology
• Health Psychology
• Industrial/Organizational
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• Social Work
• Educational Psychologist
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• Clinical Psychologist
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• Marriage Family Therapist
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• Social Psychologist
• School Counselors
• Neuropsychologist
• I/O Psychologist
• Sports Psychologist
• Addiction Counselor
• Mental Health Psychologist
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• Occupational Psychologist
• Child Psychiatrist
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• PsyD vs PhD

Massachusetts Psychology Doctorate Programs

Massachusetts, much like the rest of the U.S., is experiencing a crisis of emotional and behavioral health. That’s a major reason why so many students in the commonwealth are searching for resources to help them become licensed psychologists in Massachusetts.

Let’s take a look at the doctoral programs required to begin the process of earning licensure and what exactly prospective psychologists should know about practicing here in the commonwealth.

What’s On This Page

Quick facts.

• Massachusetts PsyD Programs
• Other Psychology Doctorates
• Massachusetts Psychologist Requirements
• Massachusetts Doctorate Salary Outlook
• There are 31 schools in the state of Massachusetts that offer advanced degrees in the field of Psychology.
• Harvard University boasts the highest graduation rate in the state with an impressive 97%.
• Massachusettes had nine schools rank on the Princeton Review’s Great Schools for Psychology Majors for 2018: Harvard, Mount Holyoke, Clark University, Stonehill College, Smith Colleg, Simmons College, University of Massachusetts Amherst, College of the Holy Cross, and Assumption College.
• Harvard was ranked as the 2nd best college and number one for best value by the U.S. News and World Report.
• The University with the lowest net price is the University of Massachusetts – Boston – at $11,966.

Top PsyD Degree Programs in Massachusetts

Both of the main doctoral degrees that provide the required foundation for licensure are offered here in Massachusetts, the Psy.D. (Doctor of Psychology) and Ph.D. (Doctor of Philosophy). All of the programs on our list are accredited by the American Psychological Association (APA), including both Psy.D. programs offered in the commonwealth.

SEE ALSO:   5+ Best Online PsyD Programs

William James College

Formerly the Massachusetts School of Professional Psychology, William James College first earned APA accreditation in 1987. More than 530 students have earned their Psy.D. in Clinical Psychology from the college over the past decade, and 87% have earned professional licensure.

• Institution type: Private, not-for-profit
• Campus: Newton
• Annual tuition: $48,480
• Degrees offered: PsyD in Clinical Psychology
• Accreditation: APA
• Visit school: Click here

Springfield College

Springfield College’s Psy.D. in Counseling Psychology has been accredited by the APA since 2016, and 34 students have completed the program since it started awarding degrees. About 56% of grads of this new program have earned professional licensure so far.

• Campus: Springfield
• Annual tuition: $32,413
• Degrees offered: PsyD in Counseling Psychology

Other Psychology Doctorates in Massachusetts

Boston university.

Several Ph.D. degrees are available in psychology at Boston University, led by the Ph.D. in Clinical Psychology, which earned APA accredited in 1948. BU is also home to an APA-accredited Ph.D. in Counseling Psychology, as well as Ph.D. degrees in behavior and cognition and developmental science. Nearly 100 students have completed the clinical psychology program over the past 10 years, and 79% have earned professional licensure.

• Campus: Boston
• Annual tuition: $50,980
• Degrees offered: PhD in Brain, Behavior and Cognition, PhD in Clinical Psychology, PhD in Developmental Science, PhD in Counseling Psychology

Clark University

Clark University’s doctoral psychology program is one of the most storied in the nation. The first president of the university, G. Stanley Hall, founded the American Psychological Association at Clark in 1892, and the school’s Ph.D. in Clinical Psychology earned APA accreditation in 1948, one of the first 12 programs to earn the honor. Today, the Frances L. Hiatt School of Psychology offers two other psychology doctorates in development and social psychology. A total of 39 students have completed the clinical program over the past decade, and 89% have earned professional licensure.

• Campus: Worcester
• Annual tuition: All students admitted receive full tuition waivers
• Degrees offered: PhD in Clinical Psychology, PhD in Developmental Psychology, PhD in Social Psychology

University of Massachusetts

The UMass system is home to several Ph.D. degrees in psychology fields, including clinical, school and counseling, the three biggest specialties in professional psychology. Amherst students can choose from a Ph.D. in Clinical Psychology that was first accredited by the APA in 1957 and a Ph.D. in School Psychology accredited by the APA since 1992. Students at the Boston campus have access to APA-accredited Ph.D. programs in clinical (1993), counseling (2015) and school (2016). More than 120 students have earned their Ph.D. in Clinical Psychology degrees with Amherst and Boston combined over the past 10 years, and an average of 72% have earned licensure.

• Institution type: Public
• Campus: Amherst, Boston
• Annual tuition: Most students receive tuition waivers and teaching assistantships
• Degrees offered: PhD

Suffolk University

Suffolk University’s College of Arts & Sciences is home to an APA-accredited Ph.D. in Clinical Psychology that first earned the APA badge in 2000. Suffolk also offers a Ph.D. in Applied Developmental Psychology, but that program isn’t yet APA-accredited. Clinical students can choose from a pair of specialties, clinical child and neuropsychology. More than 100 graduates have earned their clinical Ph.D. degrees from Suffolk in the past 10 years, and 88% have earned licensure.

• Annual tuition: All students receive tuition waivers

Boston College

The Lynch School of Education and Human Development at Boston College is home to an APA-accredited Ph.D. in Counseling Psychology, first awarded the APA nod in 1982. BC also offers non-APA-accredited psychology Ph.D. degrees in a range of focus areas, including behavioral neuroscience, cognitive neuroscience, developmental psychology, quantitative and computational psychology and social psychology. A total of 63 graduates have completed BC’s counseling psychology doctoral program since the 2009-10 school year, and 92% have earned professional licensure.

• Campus: Chestnut Hill
• Degrees offered: PhD in Counseling Psychology

Harvard University

Harvard’s Ph.D. in Clinical Psychology has been accredited by the APA since 2008. A total of 24 students completed Harvard’s Ph.D. in Clinical Psychology between the 2008 and 2017 school years, and 48% earned professional licensure.

• Campus: Cambridge

Northeastern University

Two APA-accredited psychology Ph.D. degrees are available at Northeastern University’s Bouve College of Health Sciences, a school psychology program accredited since 2013, and a counseling psychology program accredited since 2014. Northeastern is also home to a non-APA-accredited psychology Ph.D. degree housed in the College of Science. Nearly 40 students have completed their APA-accredited psychology Ph.D. degrees at Northeastern, including the school and counseling programs, and the licensure rate averages 70%.

• Annual tuition: Most students receive full or partial tuition waivers
• Degrees offered: PhD in School Psychology, PhD in Counseling Psychology, PhD in Psychology

How to Become a Psychologist in Massachusetts

In every state, Massachusetts included, those who wish to practice professionally as psychologists must first meet a series of requirements to be considered for professional licensure. Let’s take a look at what’s required here.

• Get a bachelor’s degree in psychology or a closely related field. Some but not all doctoral programs will accept applicants who have undergraduate degrees that are in fields other than psychology, but those without such degrees should show academic aptitude in the area. This could include a high number of psychology courses on their transcript and/or a major in a related field, such as biology or social work. Without that, students may need to complete a master’s degree in psychology before they’ll be considered good candidates for a doctorate.
• Get your Psy.D. or Ph.D. Either major type of psychology doctorate is accepted as proof of aptitude in the field, but if students get a degree from a non-APA-accredited program, they will face additional requirements to verify that their coursework meets with regulators’ requirements.
• Fulfill other state requirements. Applicants must complete at least two years of supervised professional experience in a health setting, and 1,600 of the 3,200 hours can come from predoctoral internship or postdoctoral training. At least 800 hours of the remaining 1,600 hours must include contact with patients. Applicants will then be able to sit for the Examination for Professional Practice in Psychology (minimum score of 500 is required), and the state’s jurisprudence exam.
• Remain licensed, and keep up with requirements. Massachusetts psychologist licenses must be renewed every two years, and psychologists need to complete 20 hours of continuing education every two years ahead of their renewal date.

Massachusetts Clinical Psychologist Salary and Job Outlook

Clinical, counseling and school psychologists in Massachusetts make an average annual wage of $90,180, 13th-highest in the U.S., the U.S. Bureau of Labor Statistics reported. On the high end, they can expect to make well over $125,000, and their average salary is much higher than the $65,680 average wage for all workers in the commonwealth.

SEE ALSO: Massachusetts Clinical Psychologist Salary

It’s expected that all jobs across the U.S. economy will see a steady growth rate of about 5% over the next 10 years, but for clinical psychologists in Massachusetts, that rate is expected to be quite a bit higher —11.9%.

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Best Psychology Schools in Massachusetts

How to find a psychology program in massachusetts, online vs. traditional psychology programs in massachusetts, becoming licensed as a psychologist in massachusetts, list of psychology degree programs in massachusetts.

Massachusetts is a great place to study and practice psychology, whether you’re a new undergraduate or returning to education to enhance your skills for licensure. Wherever you are in your search, the information below is designed to help you understand your current options in the state of Massachusetts.

Your search should consider many variables. Your first concerns may be related to the school’s location and whether the program you're looking at contains courses relevant to you. However, consider these other issues, too.

Psychology Degree Pathways in Massachusetts

Prospective undergraduates have two options. First, you may consider an associate's degree. This is a two-year program suited to some entry-level career roles in psychology. The second is a bachelor's degree in psychology . You can receive a psych bachelor’s degree in arts (BA) or science (BS).

If you choose to pursue graduate study, your first option is the graduate certificate – a shorter program useful to upskill or transfer from another related area (available only to those with a bachelor’s degree at minimum). But your most common option is the master's degree in psychology, which is also available in arts (MA) or sciences (MS).

Your final educational step and the terminal degree option is the doctorate. You may choose between a Ph.D. in psychology (for research careers) or a PsyD (for clinical practice careers).

Choose a Psychology Specialty

Most undergraduate degrees offer majors in general psychology. It is with post-graduate programs that you will have the opportunity to specialize in a niche area of psychology if you wish to do so.

In Massachusetts, Northeastern University is one of those rare universities that offer concentrations at the bachelor's level with both a BS in general psychology, and combined degrees in a range of other disciplines such as computer science, math, economics, and data science. The school also offers several Ph.D. programs in psychology. Meanwhile, the University of Massachusetts has several campuses offering a range of psychology programs at the bachelor’s, master’s, and doctorate levels.

Accreditation

Accreditation is important for psychology degree programs for multiple reasons:

• It denotes that the program has attained minimum teaching and research standards
• A clinical practice career is not possible without accreditation
• You may find that careers outside the medical psychology sphere may still require accreditation
• Organizations that represent professionals in their field may refuse applications from graduates of non-accredited programs

The American Psychological Association (APA) accredits all programs nationally. The New England Association of Schools and Colleges is responsible for regionally accredited colleges and universities in this state.

Prospective students in Massachusetts may pursue either on-campus or fully online psychology programs. Both traditional campus and online programs have their advantages and disadvantages. Hybrid programs may also be available, which can be the best of both worlds.

Online study provides the benefits of flexible study to patterns that suit your life. The main disadvantage is that you will need the self-discipline to ensure you get work done on time and at the expected pace.

Campus study also provides important in-person interaction with fellow students and faculty every day. However, this isn’t always feasible for students who are employed, have families, or live in rural areas far from the nearest college campus.

Only doctoral graduates may practice as licensed psychologists in Massachusetts unless they're practicing school psychology. In that case, a master's is required. Both PsyD and Ph.D. graduates are eligible as long as the program is APA-accredited.

The next step is to acquire two years of supervised experience – some of which may be in the form of supervised internship experience. This can be clinical, teaching, or research-based.

Finally, you will need to pass both state and national licensing exams. The national standard is the Examination for Professional Practice in Psychology .

Are you looking for a psychology degree program in Massachusetts? Browse our list of psychology programs offering both online and on-campus instruction. Follow the links to learn more about what each school’s psychology program offers.

Boston University

• BU's Master of Arts in Psychology Campus
• Brain, Behavior, & Cognition Campus
• PhD Program in Clinical Psychology Campus
• PhD specialization in Developmental Science Campus

Northeastern University

• Psychology, BS Campus
• American Sign Language and Psychology, BS Campus
• Computer Science and Cognitive Psychology, BS Campus
• Criminal Justice and Psychology, BS Campus
• Data Science and Psychology, BS Campus
• Economics and Psychology, BS Campus
• Health Science and Psychology, BS Campus
• Human Services and Psychology, BS Campus
• Linguistics and Psychology, BS Campus
• Mathematics and Psychology, BS Campus
• Psychology and Theatre, BS Campus
• School Psychology (MS/CAGS) Campus

Suffolk University

• Bachelor of Arts degree or a Bachelor of Science degree Campus
• Clinical Psychology Doctoral Campus

Cambridge, MA

Harvard university.

• Clinical Psychology Program Campus
• Cognition, Brain, and Behavior Campus
• Developmental Psychology Campus
• Social Psychology Campus

Lesley University

• Bachelor of Arts Holistic Psychology and Wellness Campus
• Bachelor of Arts Psychology Campus
• Bachelor of Arts Psychology-Online Online
• Bachelor of Science Art Therapy Campus
• Certificate in Child Homelessness Studies Campus
• Counseling Psychology: School Counseling Campus
• Trauma Studies in Counseling and Psychology Campus

Chestnut Hill, MA

Boston college.

• Bachelor of Arts (B.A.) in Applied Psychology and Human Development Campus
• Doctor of Philosophy (Ph.D.) in Applied Developmental and Educational Psychology Campus
• Doctor of Philosophy (Ph.D.) in Counseling Psychology Campus
• Certificate in Human Rights and International Justice Campus
• Certificate in Positive Youth Development Campus
• Certificate in Traumatic Stress Studies and Intervention Campus
• Dual Master of Arts (M.A./M.A.) in Theology and Ministry and Counseling Psychology Campus

Stonehill College

• Psychology, BA Campus

Framingham, MA

Framingham state university.

• Bachelors of Arts (B.A.) with a major in Psychology Campus
• Master of Arts (M.A.) with a concentration in Counseling Psychology - Licensure track Campus
• M.A. Concentration in Counseling Psychology (Non-Licensure) Campus

Longmeadow, MA

Bay path university.

• BA in Psychology: Child Psychology Campus
• Bachelor of Arts in Psychology-Online Online
• BA in Psychology: Forensic Psychology Campus
• MS in Developmental Psychology Online
• Applied Behavior Analysis (ABA) Master's Degree Online
• Autism Spectrum Disorders Certificate Online

University of Massachusetts-Lowell

• Bachelor of Arts in Psychology, General Concentration Online
• Bachelor of Arts in Psychology,Behavior Analysis Concentration Campus
• Bachelor of Arts in Psychology-Community Social Psychology Concentration Campus
• Bachelor of Arts in Psychology, Clinical Psychology Concentration Campus
• Bachelor of Arts in Psychology,Developmental Disabilities Concentration Campus
• Bachelor of Arts in Psychology-Health Psychology Concentration Campus
• Master of Science in Applied Behavior Analysis (ABA) and Autism Studies Campus
• Applied Behavior Analysis (BCBA Coursework Preparation) Online
• Behavioral Intervention in Autism for Board Certified Behavior Analyst Preparation Campus

Medford, MA

Tufts university.

• MS, Human Factors Engineering Campus

Curry College

• Bachelor's in Psychology Online
• Applied Behavior Analysis Campus
• Autism Specialist Online

William James College

• BS in Psychology and Human Services Campus
• MA in Psychology Campus
• MA/CAGS in School Psychology Campus
• PsyD in Clinical Psychology Campus

North Dartmouth, MA

University of massachusetts-dartmouth.

• Combined BA-MA in Psychology Campus
• Master's degree in Clinical Psychology Campus
• Master of Arts in Psychology with an Applied Behavior Analysis Online
• Research Psychology Campus
• Applied Behavior Analysis Certificate Campus

Salem State University

• B.S. Psychology/M.S. Behavior Analysis Campus
• B.S. in Psychology/M.S. in Industrial/Organizational Psychology Campus
• Behavior Analysis, Master of Science Campus
• Master of Science in Industrial/Organizational Psychology Campus

Westfield, MA

Westfield state university.

• Art Therapy Preparation Concentration, B.A. Campus
• Psychology Degree (B.A.) Campus
• Mental Health Counseling, Forensic Concentration (M.A.) Campus
• School Counseling Masters Degree (M.A.), Initial Licensure Campus

Regis College

• Bachelor's Degree in Psychology Campus

Worcester, MA

Clark university.

• Psychology (B.A.) Campus
• Ph.D. in Clinical Psychology Campus
• Ph.D. in Developmental Psychology Campus
• Ph.D. in Social Psychology Online

Worcester State University

• Psychology Major Campus
• Psychology Major, Interdisciplinary Concentration in Women's Studies Campus

Are we missing your school's program or need to update information listed? Please contact us so we can make the necessary changes.

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School Psychology - MA + EdS

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Help children learn in safe, healthy, and supportive environments.

Program overview.

The Educational Specialist in School Psychology program (EdS), offered by Pacific’s Benerd College, is a graduate-level degree and credential program designed to prepare students for a rewarding career as a school psychologist. Typically students begin the EdS program by completing the MA in Counseling Psychology, which provides a foundation in counseling skills for those who wish to enter mental health fields. Trained in both psychology and education, you'll be able to apply your interdisciplinary skill-set to evaluate the effectiveness of academic programs, assess students' learning abilities, and partner with educators, parents, and other mental health professionals to help students reach their full potential.

Please note : This program format cannot support an I-20 for international student visas. 

The credential enables you to practice as a school psychologist in California's public schools. The MA + EdS program requires two years of full-time coursework with corresponding fieldwork in local schools and culminates in an additional third-year internship, which is usually well paid. The EdS program at Pacific fully meets the requirements of the California Commission on Teacher Credentialing for authorization for the practice of school psychology. Upon successful completion of the program, candidates are eligible to submit an application to be certified as a Nationally Certified School Psychologist (NCSP) with the National Association of School Psychologists.

Priority Admission Feb 15

Application deadline june 1.

Stockton Campus

We take a hands on approach with our students. This means we want to get to know you throughout your discovery and application process. Help us connect with you by taking the next step.

As Benerd College’s graduate programs are hybrid, distance learning opportunities, University of the Pacific cannot issue Forms I-20 or DS-2019 for prospective students seeking sponsorship via F or J visas.  Should you have any follow-up questions, please contact the Office of International Programs and Services at  [email protected] .

3601 Pacific Ave., Stockton, CA 95211