ucla phd programs psychology

Developmental Psychology

Information about the Developmental Psychology Graduate Major

Developmental Psychology at UCLA

The Developmental Psychology Graduate Program at UCLA is research intensive. Our research examines human development from infancy to young adulthood using a variety of laboratory and naturalistic techniques. The goal of the program is to produce independent scholars, and incoming students are expected to become research-active quickly upon beginning the program.

Support for student research is excellent. Students have access to the most advanced methods (including MRI, EEG/ERP, genetic, physiological, microbiome, eye-tracking, school-based research, and cross-cultural field work in multiple countries) and resources for research in affective and cognitive neuroscience, neuroscience of emotional and physical health, perceptual and cognitive development, language acquisition, family processes, peer influence and relationships, the study of culture and development, and developmental disorders.

Developmental Faculty

Bridget Callaghan Adriana Galván Scott Johnson Jaana Juvonen Catherine Sandhofer Jennifer Silvers James Stigler

Faculty with Developmental Appointments Andrew Fuligni Psychiatry

Lucina Uddin Psychiatry

Our research, training, and coursework are united by core themes:

Cognition, Perception, and Language

• Scott Johnson
• Catherine Sandhofer
• James Stigler

Faculty in this area research the development of perception, language, and cognition, as well as how cognitive development is constructed through attention, perception, and language.

Culture, Education, Learning, and Social Development

• Jaana Juvonen

Research in this area aims to understand learning and social development in their cultural contexts, whether in formal or informal settings, including the impact of technology media, cultural values, and social change on learning and development.

Emotion, Stress, and Risk Taking

• Bridget Callaghan
• Andrew Fuligni
• Adriana Galván
• Jennifer Silvers

Faculty in this area study motivation, reward processes, emotional learning, emotion regulation and risk taking behavior across development. Faculty also examine the phenomenology of chronic and acute stress exposure during key periods of developmental change.

Identity, Family, and Peers

Neurodevelopment and neurobiological bases of development.

The faculty in this area study the neural building blocks of development using a variety of methods aimed at characterizing brain structure and function.

The PhD Program

The PhD program is heavily focused on research. Students begin working with a faculty advisor during their first quarter at UCLA. Coursework is comprised of two courses in statistics, one additional methodology course, three developmental courses, and three additional courses. Students also participate in developmental forums and seminars on teaching.  Most students graduate in year 5 or 6. For a list of Required Courses please see the  Psychology Handbook .

UCLA Health Psychology Program

Investigating and Promoting Biopsychosocial Health

In the Health Psychology area at UCLA, we pursue innovative and collaborative biopsychosocial research on the dynamic interactions among psychological, social, behavioral, and biological factors, and their impact on health and disease.

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

This story was adapted from its original version.

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

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

The full list of programs include:

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

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Brain and Body Lab

Prospective Graduate Students

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

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

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

PhD Program Applications

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

1. How much does graduate school cost?

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

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

2. How does housing work for UCLA graduate students? 

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

3. Is there support for international students at UCLA?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Writing and Research Workshops - Summer 2024

The Graduate Writing Center offers a wide variety of writing workshops, ranging from general to more specialized topics. We also provide information on selected campus offices that provide assistance with research, data management, and data analysis.

All workshops are conducted on Zoom unless otherwise noted.

Note: We are still in the process of scheduling summer workshops, so more workshops will be added soon.

Past Workshops

Workshop Videos

General Workshops

Ucla irb review: policy and procedures.

Tiffany Rose & Anya Rosensteel, UCLA Office of the Human Research Protections Program (OHRPP)

This workshop will provide an overview of the UCLA IRB application process and related policies and procedures.

Time Details: Wednesday, July 12th, 3:00-4:00 PM This workshop will be conducted via Zoom. RSVP on Handshake to receive an invitation

Mindful Writing Retreat Sessions (Online)

Marilyn Gray, Director, Graduate Writing Center

The mindful writing retreat will integrate simple techniques from mindfulness to support the writing process and cultivate an approach to writing that fosters balance, self-care, and well-being. Please bring a current writing project because much of the retreat time will be allocated for writing. All sessions will be conducted remotely via zoom.

Time Details:

• Friday, July 7th, 1:30 PM-4:00 PM RSVP on Handshake to receive an invitation
• Friday, July 14th, 1:30 PM-4:00 PM RSVP on Handshake to receive an invitation
• Friday, July 28th, 1:30 PM-4:00 PM RSVP on Handshake to receive an invitation
• Friday, August 4th, 1:30 PM-4:00 PM RSVP on Handshake to receive an invitation

Writing the Personal Statement

McKenna Davis, Engineering, Graduate Writing Consultant Jackie Davis, World Arts & Cultures, Graduate Writing Consultant Andrew Malmuth, Sociology, Graduate Writing Consultant

This workshop will cover strategies for writing personal statements for fellowship applications, residencies, and PhD programs. Among other topics, we will discuss organization, introductions and conclusions, and use of examples. Students from all schools and departments are welcome to attend. The workshop will be offered twice:

• Wednesday, August 9th, 5:30-6:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation
• Thursday, August 10th, 5:30-6:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation

Navigating Graduate School: Academic Success Strategies for First-Generation College Students*

Kimberly Miranda, Chicana/o and Central American Studies, Graduate Writing Center Consultant

This workshop will provide useful strategies for navigating graduate school successfully. We will focus on tips and tricks that will help you succeed, as well as elucidate aspects of the "hidden curriculum," or things you're expected to know but not explicitly taught. We will cover a broad spectrum of topics such as managing writing requirements, using organizational tools to stay on track, communicating effectively with mentors to meet your needs, and networking at conferences to build professional relationships. * We are defining a first-generation college student as a student whose parent(s) or guardian(s) did not complete a four-year degree in the United States.

Time Details: Thursday, August 24th, 5:15-6:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation

Humanities & Social Sciences Writing Workshops

Strategies for writing about statistics.

Caroline Diehl, Psychology, Graduate Writing Consultant

This workshop will review how to report a variety of statistical findings in writing, including results from ANOVAs, linear and logistic regression, and t tests, as well as how to use APA formatting for statistics. We will also discuss how to present statistical findings clearly and accurately when writing results and discussion sections.

Time Details: Wednesday, July 19th, 5:15-6:15 PM This workshop will be conducted via Zoom. RSVP on Handshake to receive an invitation

Applying for the NSF Graduate Research Fellowship (General)

Various Workshop Presenters

This workshop will discuss strategies for applying for the National Science Foundation Graduate Research Fellowship. This highly competitive fellowship provides three years of fellowship funding to successful applicants. The workshop will focus on the intellectual merit and broader impacts criteria for NSF grants, the structure of the research proposal and personal statement, suggestions for writing style, and tips for Fastlane submission.

• Friday, August 18th, 1:00-2:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation
• Wednesday, September 6th, 5:15 - 6:45 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation

Writing Successful Grant and Fellowship Applications (Humanities and Social Sciences)

Lika Balenovic, Comparative Literature, Graduate Writing Consultant Jackie Davis, World Arts and Cultures, Graduate Writing Consultant Andrew Malmuth, Sociology, Graduate Writing Consultant Ross Fenimore, Graduate Division Fellowship Services

This workshop will first briefly review funding opportunities for graduate students in humanities, social sciences, and related fields. The workshop will then focus on strategies for writing effective applications for grants and fellowships to support graduate study and research, especially for students seeking doctorates and research MAs. We will also cover tips for organizing the application process.

Time Details: Wednesday, September 13th, 4:30-6:00 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation

Science and Engineering Writing Workshops

Caroline Diehl, Psychology, Graduate Writing Consultant This workshop will review how to report a variety of statistical findings in writing, including results from ANOVAs, linear and logistic regression, and t tests, as well as how to use APA formatting for statistics. We will also discuss how to present statistical findings clearly and accurately when writing results and discussion sections.

Strategies for Writing Scientific Papers

Adriana Mendez Leal, Psychology, Graduate Writing Consultant

This workshop will focus on strategies for self-editing structure and style in scientific writing. It will also address strategies for improving flow, clarity, and conciseness, as well as general tips for healthy writing.

Time Details: Tuesday, July 18th, 1:00-2:00 PM This workshop will be conducted via Zoom. RSVP on Handshake to receive an invitation

Creating Effective Figures and Visual Aids

McKenna Davis, Engineering, Graduate Writing Consultant

This workshop focuses on strategies for designing effective figures and visual materials. The workshop will also introduce different software packages that can be used to create high-quality figures and offer further resources for learning these programs.

Time Details: Wednesday, July 19th, 1:00-2:00 PM This workshop will be conducted via Zoom. RSVP on Handshake to receive an invitation

Organizing and Managing Larger Projects

McKenna Davis, Engineering, Graduate Writing Consultant1 Adriana Mendez Leal, Psychology, Graduate Writing Consultant

This workshop will give an overview of how to organize and manage large scale writing projects, especially in STEM fields.

Time Details: Thursday, July 20th, 1:00-2:00 PM This workshop will be conducted via Zoom. RSVP on Handshake to receive an invitation

Applying for the NSF Graduate Research Fellowship (Engineering and Physical Science Focus)

McKenna Davis, Mechanical and Aerospace Engineering, Graduate Writing Consultant Dominique Stumbaugh, Atmospheric and Oceanic Sciences, Graduate Writing Center Consultant Shannon Yu, Graduate Division Fellowship Services

This workshop will discuss strategies for applying for the National Science Foundation Graduate Research Fellowship with a physical science focus. This highly competitive fellowship provides three years of fellowship funding to successful applicants. The workshop will focus on the intellectual merit and broader impacts criteria for NSF grants, the structure of the research proposal and personal statement, suggestions for writing style, and tips for Fastlane submission.

Time Details: Tuesday, August 22nd, 4:30-6:00 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation

Applying for the NSF Graduate Research Fellowship (Life and Bio Science Focus)

Paheli Desai-Chowdhry, Biomathematics, Graduate Writing Consultant Aidan Howenstine, Ecology and Evolutionary Biology, Graduate Writing Consultant Leezet Matos, Psychology, Graduate Writing Consultant Shannon Yu, Graduate Division Fellowship Services

This workshop will discuss strategies for applying for the National Science Foundation Graduate Research Fellowship with a life science focus. This highly competitive fellowship provides three years of fellowship funding to successful applicants. The workshop will focus on the intellectual merit and broader impacts criteria for NSF grants, the structure of the research proposal and personal statement, suggestions for writing style, and tips for Fastlane submission.

Time Details: Thursday, August 31st, 4:30-6:00 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation

Writing Successful Grant and Fellowship Applications (STEM Focus)

McKenna Davis, Mechanical and Aerospace Engineering, Graduate Writing Consultant Adriana Mendez Leal, Psychology, Graduate Writing Consultant Ross Fenimore, Graduate Division Fellowship Services

This workshop will first briefly review funding opportunities for graduate students in STEM fields. The workshop will then focus on strategies for writing effective applications for grants and fellowships to support graduate study and research, especially for students seeking doctorates and research MAs. The workshop will also cover tips for organizing the application process.

Time Details: Tuesday September 12th, 4:30-6:00 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation

ESL Workshops

Self-editing strategies for non-native speakers of english.

Abraham Encinas, English, Graduate Writing Consultant

This workshop will provide concrete strategies and online tools to enable non-native speakers of English to improve their writing and editing process, check grammatical issues, make appropriate vocabulary choices and approach issues like article and preposition usage in their own writing projects.

Time Details: Wednesday, July 26th, 5:15-6:45 PM This workshop will be conducted via Zoom. RSVP on Handshake to receive an invitation

Grants/Fellowships Workshops

Writing the fulbright u.s. fellowship application.

Jackie Davis, Fulbright Recipient, Graduate Writing Consultant Jessie Stoolman, Fulbright Recipient, Graduate Writing Consultant Shannon Yu, Graduate Division Fellowship Services

This workshop will cover strategies for writing the Fulbright U.S. fellowship application. We will discuss the structure and content of key documents using examples. We will address writing tips for fellowship applications as well as specific advice for this Fulbright fellowship.

Time Details: Friday, July 14th, 12:15 PM-1:30 PM This workshop will be conducted via Zoom. RSVP on Handshake to receive an invitation

Applying for the NSF Graduate Research Fellowship

We will offer a series of NSF targeted workshops. The workshop will discuss strategies for applying for the National Science Foundation Graduate Research Fellowship. This highly competitive fellowship provides three years of fellowship funding to successful applicants. The workshop will focus on the intellectual merit and broader impacts criteria for NSF grants, the structure of the research proposal and personal statement, suggestions for writing style, and tips for Fastlane submission.

• NSF GRF (General) Friday, August 18th, 1:00-2:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation
• NSF GRF (Engineering and Physical Sciences Focus) Tuesday, August 22nd, 4:30-6:00 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation
• NSF GRF (Life and Biological Science Focus)
• NSF GRF (General) Wednesday, September 6th, 5:15 - 6:45 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation Thursday, August 31st, 4:30-6:00 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation

Applying for the NIH Training Fellowship

Caroline Diehl, NIH NRSA Recipient, Writing Consultant

This workshop will cover the application process and required components of an NIH NRSA application. We will discuss preparation, documents required, and writing strategies for the F31, but the F30 and F32 are very similar. We will also address how to find appropriate materials/resources for a complete application.

Time Details: Thursday, September 28th, 5:15-6:45 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation

Statistical Software Workshops and Consultation

For walk-in consulting information, Stat books for loan, and the most up-to-date listing of seminars, please see the Statistical Consulting Services web page of the Institute for Digital Research and Education.

Research Workshops at the Library

To see the most complete, current schedule of UCLA Library advanced research workshops, consult the UCLA Library research workshop page .

Research Guides Online research guides link to key resources and reference books for certain courses and disciplines. Subject guides, course guides, and general research guides are available.

Research Appointments Graduate students are encouraged to contact the Library's subject specialists for more specialized and personalized assistance with research, library resources, and subject databases; find a complete list of all subject specialists here .

Copyright Questions Contact the Library's copyright experts for assistance with copyright, publishing, intellectual property, and other related issues at [email protected] .

Ph.D. in Clinical Psychology Program

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SDSU / UC San Diego Joint Doctoral Program in Clinical Psychology

About the Program

The program provides outstanding education and training to scientifically oriented research professionals who will make significant contributions to clinical psychology in their areas of specialization. The program combines the scholarly resources and offerings from the Department of Psychology in SDSU’s College of Sciences and the Department of Psychiatry in UC San Diego’s School of Medicine.

As a clinical science program, we emphasize integrating research and practice in training, activities, and experience, allowing students to participate in clinical research activities throughout the program. The development of research skills and attitudes is the foundation of training; clinical psychologists will have duties encompassing teaching, research, diagnosis, treatment, consultation, and program evaluation and design, including applying research skills and knowledge to various areas and settings. Our doctoral program enables students to be at the forefront of developments and applications in clinical psychology.

The program includes an initial two-year core curriculum of formal instruction followed by additional experience/instruction in the student’s chosen major area of study. The SDSU/UC San Diego JDP in Clinical Psychology curriculum is based on a twelve-month academic year. Students typically complete the program within five to six years, including an American Psychological Association (APA)-accredited internship.

Completion of the core curriculum ensures that all students have a common background in:

• Empirical psychology (biological, cognitive, affective, developmental, and social bases of behavior).
• Conceptualizations of psychopathology.
• Theory and techniques of psychological assessment.
• Therapeutic interventions and therapeutic skills.
• Experimental design and statistics.

Clinical activities, integrated with formal instruction, begin in the second year. Students will acquire higher clinical proficiency through practicum placements at nearly 30 training sites supervised by SDSU/UC San Diego joint-doctoral faculty representing research and clinical expertise in virtually every topic relevant to clinical psychology.

Major areas of study:

Specialized training is conducted through seminars, tutorials, and extensive research and clinical experience under faculty supervision. The APA-accredited clinical internship typically occurs in the fifth or sixth year. Whenever possible, clinical practica and therapeutic activities are coordinated with the student’s progression through courses and research activities. Summers are utilized to offer more concentrated research and clinical training.

Program History

The SDSU/UC San Diego Joint Doctoral Program in Clinical Psychology began in 1985, was first accredited by APA in 1990, and has been reaccredited consistently since then. Since 1949 and 1964, SDSU and UC San Diego, respectively, have been regionally accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Commission . In addition, the School of Medicine at UC San Diego is accredited by the Association of American Medical Colleges (AAMC) .

The program emphasizes and appreciates broadly defined human diversity and offers extensive opportunities for students to become involved in research and clinical activities focused on diverse, underserved populations.

Recently, rankings calculated by the National Research Council (NRC) placed the SDSU/UC San Diego joint doctoral program among the top five psychology programs in the country, regardless of whether they were clinical or nonclinical. Similar rankings have been reported by Academic Analytics in 2010 and by Stewart, Roberts, and Roy (2007).

This program is a good-standing member of the Council of University Directors of Clinical Psychology (CUDCP), the Academy of Psychological Clinical Science (APCS), the Council of Clinical Health Psychology Training Programs (CCHPTP), and the Association of Psychology Training Clinics (APTC). These organizations strive to provide quality education and training at the doctoral level, ensuring the doctoral program stays abreast of changes and developments in the field. 

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

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street NE Washington, DC 20002 Phone: (202) 336-5979 E-mail: [email protected]

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Clinical PhD Program

For information regarding the online application and admissions process, please visit the UB Graduate School. 

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Admission Requirements and Process

The Department of Psychology at the University at Buffalo uses a holistic admissions process in our consideration of applications.  This means that we evaluate the entire application, rather than any single indicator or a few indicators. Thus, applicants are viewed as a whole person, the sum of their experiences, accomplishments, and aspirations. Consistent with this, we do not rely on or use “cut offs” for numerical indices of an academic record such as grade point average. A holistic approach also means that a candidate who may be less strong in some areas, can still have a highly competitive application by having greater strength in other areas. All elements of an application are taken into consideration, to maximize a good fit of the applicant with our training program and potential mentors, to reduce bias that can result from reliance on a limited number of components, and to reduce inequities in access to opportunities for graduate training. 

Over the years, we have learned that a holistic admissions process helps us identify applicants who are likely to succeed in our graduate programs, brings a diversity of experience and ideas into our academic community, and supports a fair review of all applicants. Our goal is to recruit the next generation of academic psychologists who are passionate about making new discoveries and generating new knowledge in their chosen discipline.  We expect students to bring hard work, professional ambition, resilience, grit, intellectual acumen, and enthusiasm to our graduate programs.

Although we value quantitative criteria like GPA, we take a broad view of academic excellence and recognize that indices of success in our graduate programs and professional achievement cannot be reduced to numbers alone. In short, we endeavor to balance quantitative and qualitative indices of success. Because we want to give students the greatest opportunity to thrive in our program, we place a strong emphasis on fit with our programs and potential faculty mentors. A highly qualified applicant may not be strongly considered if their interests and goals do not provide a good fit with the orientation of our training program or with faculty research interests. Accordingly, we consider the following components in our admissions decisions: personal statement, undergraduate transcript and GPA (and prior graduate record if applicable), letters of recommendation, and resume/research experience. Interviews are required for applicants to the Behavioral Neuroscience, Clinical, and Social-Personality doctoral programs, and our MA programs in General Psychology; interviews are not required for applicants to the Cognitive Psychology doctoral program. After initial review of applications, the selected applicants to programs requiring an interview will be contacted by prospective advisors to set up an interview time.

Schomburg statements are optional for applicants to our doctoral programs interested in being considered for a Schomburg Fellowship. These statements are not used for admissions decisions.

Clinical PhD Program:

Components of the application and how they are used, personal statement (required).

Helps contextualize the more quantitative and objective credentials of an applicant.  The statement is used to evaluate the applicant’s goals and fit with the program and research interests of the faculty as well as how they would contribute to the diversity of thought and perspectives.

Prompt for Personal Statement (1000 words or less):

Describe the area of research you are interested in pursuing during your graduate studies and explain how our program would help you achieve your intellectual goals. The statement should include your academic background, intellectual interests and training or research experience that has prepared you for our program. The statement should also identify specific faculty members whose research interests align with your own interests.

Submitting Personal Statement:

Uploaded as part of the online application.

Transcript and GPA (required)

Provides evidence that the applicant is seeking challenging coursework, while excelling and showing academic growth. The University at Buffalo requires an undergraduate GPA of 3.0 or higher.  However, applications with an undergraduate GPA below 3.0 can still be considered, particularly when other components of the application are strong (e.g., a high graduate GPA, etc.). 

Submitting transcripts:

Upload scanned copies of all undergraduate and graduate transcripts as part of your online application.  Include the English translation, if applicable. 

Letters of recommendation (3 required):

Provides a third-party endorsement of the applicant’s attributes, ability to succeed in the graduate program, and potential to contribute to the field.  The letter offers a perspective on the applicant’s prior achievements and potential to succeed, along with concrete examples of the subjective traits described in other elements of the application.

Submitting Letters:

Letters must be submitted electronically. Further instructions are included in the online application.

Resume and research experience (required):

Provides information on how the applicant has practically applied ideas and concepts learned in the classroom. It helps show that applicants possess the skills and dispositions needed to conduct extensive research and make substantive contributions to their chosen field.

Submitting resume

Interviews are a way for programs to get to know applicants as a person.  They provide a qualitative means of: (a) contextualizing quantitative and objective credentials, and (b) evaluating how well an applicant’s goals and training needs fit with the program and potential mentors. In addition, the Clinical PhD program also uses the interview to evaluate suitability for clinical work.

Schomburg Statement (optional Applications to our doctoral program):

What is a schomburg fellowship.

A Schomburg Fellowship offers support for students in doctoral programs who can demonstrate that they would contribute to the diversity of the student body, especially those who can demonstrate that they have overcome a disadvantage or other impediment to success in higher education. In order to be eligible for the Schomburg Fellowship, you need to be either a U.S. Citizen or Permanent Resident and have a cumulative undergraduate GPA of 3.0 or above. 

Here is a link to more information about Schomburg Fellowships.

https://arts-sciences.buffalo.edu/current-students/funding-your-degree/graduate-awards-fellowships/schomburg-fellowship.html

The Schomburg statement provides useful information in helping the faculty decide whether to nominate an applicant for the Schomburg Fellowship.

Schomburg Statement:

If you would like to be considered for a Schomburg Fellowship, please  upload a written statement with your online application  (maximum of 500 words) describing how you will contribute to the diversity of the student body in your graduate program, including by having overcome a disadvantage or other impediment to success in higher education.  Please note that such categorical circumstances may include academic, vocational, social, physical or economic impediments or disadvantaged status you have been able to overcome, as evidenced by your performance as an undergraduate, or other characteristics that constitute categorical underrepresentation in your particular graduate program such as gender or racial/ethnic status.

Submitting a Schomburg statement:

Grad Development

Admissions Requirements for the Graduate Major in Psychology

After exploring options and choosing a specific program, follow the steps on our University’s graduate application process:

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• Kontinental Hockey League

Gagarin Cup Preview: Atlant vs. Salavat Yulaev

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Gagarin cup (khl) finals:  atlant moscow oblast vs. salavat yulaev ufa.

Much like the Elitserien Finals, we have a bit of an offense vs. defense match-up in this league Final.  While Ufa let their star top line of Alexander Radulov, Patrick Thoresen and Igor Grigorenko loose on the KHL's Western Conference, Mytischi played a more conservative style, relying on veterans such as former NHLers Jan Bulis, Oleg Petrov, and Jaroslav Obsut.  Just reaching the Finals is a testament to Atlant's disciplined style of play, as they had to knock off much more high profile teams from Yaroslavl and St. Petersburg to do so.  But while they did finish 8th in the league in points, they haven't seen the likes of Ufa, who finished 2nd. 

This series will be a challenge for the underdog, because unlike some of the other KHL teams, Ufa's top players are generally younger and in their prime.  Only Proshkin amongst regular blueliners is over 30, with the work being shared by Kirill Koltsov (28), Andrei Kuteikin (26), Miroslav Blatak (28), Maxim Kondratiev (28) and Dmitri Kalinin (30).  Oleg Tverdovsky hasn't played a lot in the playoffs to date.  Up front, while led by a fairly young top line (24-27), Ufa does have a lot of veterans in support roles:  Vyacheslav Kozlov , Viktor Kozlov , Vladimir Antipov, Sergei Zinovyev and Petr Schastlivy are all over 30.  In fact, the names of all their forwards are familiar to international and NHL fans:  Robert Nilsson , Alexander Svitov, Oleg Saprykin and Jakub Klepis round out the group, all former NHL players.

For Atlant, their veteran roster, with only one of their top six D under the age of 30 (and no top forwards under 30, either), this might be their one shot at a championship.  The team has never won either a Russian Superleague title or the Gagarin Cup, and for players like former NHLer Oleg Petrov, this is probably the last shot at the KHL's top prize.  The team got three extra days rest by winning their Conference Final in six games, and they probably needed to use it.  Atlant does have younger regulars on their roster, but they generally only play a few shifts per game, if that. 

The low event style of game for Atlant probably suits them well, but I don't know how they can manage to keep up against Ufa's speed, skill, and depth.  There is no advantage to be seen in goal, with Erik Ersberg and Konstantin Barulin posting almost identical numbers, and even in terms of recent playoff experience Ufa has them beat.  Luckily for Atlant, Ufa isn't that far away from the Moscow region, so travel shouldn't play a major role. 

I'm predicting that Ufa, winners of the last Superleague title back in 2008, will become the second team to win the Gagarin Cup, and will prevail in five games.  They have a seriously well built team that would honestly compete in the NHL.  They represent the potential of the league, while Atlant represents closer to the reality, as a team full of players who played themselves out of the NHL. 

• Atlant @ Ufa, Friday Apr 8 (3:00 PM CET/10:00 PM EST)
• Atlant @ Ufa, Sunday Apr 10 (1:00 PM CET/8:00 AM EST)
• Ufa @ Atlant, Tuesday Apr 12 (5:30 PM CET/12:30 PM EST)
• Ufa @ Atlant, Thursday Apr 14 (5:30 PM CET/12:30 PM EST)

Games 5-7 are as yet unscheduled, but every second day is the KHL standard, so expect Game 5 to be on Saturday, like an early start. 

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Rusmania • Deep into Russia

Out of the Centre

Savvino-storozhevsky monastery and museum.

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.  

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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