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Getting a Ph.D. in Psychology

Verywell / Evan Polenghi

Ph.D. vs. Psy.D.

Job opportunities, earning a degree, specialty areas, alternatives.

Getting a Ph.D. in psychology can open up a whole new world of career opportunities. For many careers paths in psychology-related career paths, a doctoral degree is necessary to obtain work and certification. A Ph.D. is one option, but it is not the only educational path that's available to reach some of these goals.

A Ph.D., or doctor of philosophy, is one of the highest level degrees you can earn in the field of psychology . If you're considering pursuing a graduate degree, you might be wondering how long it takes to earn a Ph.D. in psychology . Generally, a bachelor's degree takes four years of study. While a master's degree requires an additional two to three years of study beyond the bachelor's, a doctoral degree can take between four to six years of additional graduate study after earning your bachelor's degree.

Recently, a new degree option known as the Psy.D. , or doctor of psychology, has grown in popularity as an alternative to the Ph.D. The type of degree you decide to pursue depends on a variety of factors, including your own interests and your career aspirations.

Before deciding which is right for you, research your options and decide if graduate school in psychology is even the best choice for you. Depending on your career goals, you might need to earn a master's or doctoral degree in psychology in order to practice in your chosen field. In other instances, a degree in a similar subject such as counseling or social work may be more appropriate.

A doctorate in psychology is required if you want to open your own private practice.

If you want to become a licensed psychologist, you must earn either a Ph.D. or a Psy.D. in clinical or counseling psychology.

In most cases, you will also need a doctorate if you want to teach and conduct research at the college or university level. While there are some opportunities available for people with a master's degree in various specialty fields, such as industrial-organizational psychology and health psychology , those with a doctorate will generally find higher pay, greater job demand, and more opportunity for growth.

In order to earn a Ph.D. in psychology, you need to first begin by earning your bachelor's degree. While earning your undergraduate degree in psychology can be helpful, students with bachelor's degrees in other subjects can also apply their knowledge to psychology Ph.D. programs . Some students in doctorate programs may have a master's degree in psychology , but most doctorate programs do not require it.

After you’ve been admitted to a graduate program, it generally takes at least four years to earn a Ph.D. and another year to complete an internship. Once these requirements have been fulfilled, you can take state and national exams to become licensed to practice psychology in the state where you wish to work.

Once you enter the graduate level of psychology, you will need to choose an area of specialization, such as clinical psychology , counseling psychology, health psychology, or cognitive psychology . The American Psychological Association (APA) accredits graduate programs in three areas: clinical, counseling, and school psychology.   If you are interested in going into one of these specialty areas, it's important to choose a school that has received accreditation through the APA.

For many students, the choice may come down to a clinical psychology program versus a counseling psychology program. There are many similarities between these two Ph.D. options, but there are important distinctions that students should consider. Clinical programs may have more of a research focus while counseling programs tend to focus more on professional practice. The path you choose will depend largely on what you plan to do after you complete your degree.

Of course, the Ph.D. in psychology is not the only graduate degree option. The Psy.D. is a doctorate degree option that you might also want to consider. While there are many similarities between these two degrees, traditional Ph.D. programs tend to be more research-oriented while Psy.D. programs are often more practice-oriented.

The Ph.D. option may be your top choice if you want to mix professional practice with teaching and research, while the Psy.D. option may be preferred if you want to open your own private psychology practice.

In the book "An Insider's Guide to Graduate Programs in Clinical and Counseling Psychology," authors John C. Norcross and Michael A. Sayette suggest that one of the key differences between the two-degree options is that the Ph.D. programs train producers of research while Psy.D. programs train consumers of research. However, professional opportunities for practice are very similar with both degree types.

Research suggests that there are few discernible differences in terms of professional recognition, employment opportunities, or clinical skills between students trained in the Ph.D. or Psy.D. models. One of the few differences is that those with a Ph.D. degree are far more likely to be employed in academic settings and medical schools.

Social work, counseling, education, and the health sciences are other graduate options that you may want to consider if you decide that a doctorate degree is not the best fit for your interests and career goals.

A Word From Verywell

If you are considering a Ph.D. in psychology, spend some time carefully researching your options and thinking about your future goals. A doctoral degree is a major commitment of time, resources, and effort, so it is worth it to take time to consider the right option for your goals. The Ph.D. in psychology can be a great choice if you are interested in being a scientist-practitioner in the field and want to combine doing research with professional practice. It's also great training if you're interested in working at a university where you would teach classes and conduct research on psychological topics.

University of Pennsylvania; School of Arts and Sciences. Information for applicants .

American Psychological Association. Doctoral degrees in psychology: How are they different, or not so different?

U.S. Department of Labor.  Psychologists . Occupational Outlook Handbook .

Norcross JC, Sayette MA. An Insider's Guide to Graduate Programs in Clinical and Counseling Psychology (2020/2021 ed.) . New York, NY: The Guilford Press; 2020.

Davis SF, Giordano PJ, Licht CA. Your Career in Psychology: Putting Your Graduate Degree to Work . John Wiley & Sons; 2012. doi:10.1002/9781444315929

US Department of Education. Bachelor's, master's, and doctor's degrees conferred by postsecondary institutions, by sex of student and discipline division: 2016-17 .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Clinical Psychology

Mission statement.

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

Information about the Clinical Psychology Graduate Major

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

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

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

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

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

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

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

APA CoA – American Psychological Association Commission on Accreditation

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

Future Accreditation Plans:  

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

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

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

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

Notice to Students re: Professional Licensure and Certification

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

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

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

Clinical Program Policy on Diversity-Related Training 

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

Clinical Program Grievance Policies & Procedures

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

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
• Psychology Clinic
• Student Admissions Outcomes and Other Data

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Can I keep my full-time job while I pursue a PhD in Psychology, and if so, for how long?

I have read this question posed a lot for math and science doctoral degree , but my question pertains to pursuing a social sciences doctoral degree . I'm currently working as a Management Analyst in local government. I've decided to pursue a PhD in Psychology at a nearby university. Being accepted is a big "if", but if I were accepted, my goal would be to retain my position in government as long as possible and find ways to connect my research to social behaviors pertaining to civic engagement and public health. I'm also in my early 30s, which means I'll be doing this during the decade when most people are settling into their careers. The eventual goal is to pivot to academia and pursue a career in lecturing and research.

My hope is that the overlap would ease the tension between holding down a relatively demanding, full-time job and would benefit my research. With that said, I'm wondering if I need a reality check here. Has anyone else endeavored anything like this? How difficult is it to balance both?

• research-process
• work-life-balance

• 15 A PhD is (usually) the equivalent of a full time job (the majority of PhD students I know work at least 40 hours a week). Most PhDs are relatively demanding. Only you can decide if you have the time and energy to keep two relatively demanding full time jobs on the go. –  astronat supports the strike Commented May 19, 2020 at 17:00
• 2 Is your employer willing to somehow support your education and research goals? –  Anyon Commented May 19, 2020 at 17:23
• 4 I have heard of those who go to work (full time) when all that remains for their Ph.D. is the writing of the thesis. They may take many years to finish the writing, or even never finish. –  GEdgar Commented May 19, 2020 at 17:29
• 2 A better use of your time is to use your paying job to save up a nest egg to supplement a PhD stipend. Maybe knock out some classes if you can (state and local employees often get tuition benefits at state universities) –  Azor Ahai -him- Commented May 19, 2020 at 17:35
• 2 @PhilipSchiff " The eventual goal is to pivot to academia, and pursue a career in lecturing and research " OP is considering this with a goal in mind of an academic career for which a PhD is required. –  Bryan Krause ♦ Commented May 20, 2020 at 23:33

5 Answers 5

I don't want to repeat the points made in other good answers.

If you want some work-life-balance , keeping the full-time job and doing a PhD at the same time is impossible. In most cases, having a consistent work-life-balance while doing a PhD alone is very hard.

• 4 Nice. But even with no overlap it ain't always easy. –  Buffy Commented May 19, 2020 at 22:21
• 4 @Buffy totally agree. I am trying to do it now with only a full-time job and fail spectacularly. –  Anton Menshov Commented May 19, 2020 at 22:49
• 2 If OP wants to defend a thesis that is good enough to support a career in academia, the center becomes "five-legged unicorn-rare". –  henning no longer feeds AI Commented May 23, 2020 at 8:51

You can consider doing a part-time PhD that can be completed any time between 4 and 7 years (actual times may vary). This is an option provided for people with external responsibilities, such as having a full-time job. It is certainly feasible, but it includes the supervisor and the department agreeing. Also, the situation around fees and funding needs to be clarified, as the department may hesitate to provide funding to a part-time student with a full-time job and allocate it instead to a full-time PhD student with no other means. You might still be able to secure paid work (teaching or marking), a stipend/ bursary or for fees to be waived or covered by something else. This, of course is country and department specific. Technically, combining a full-time job and a part-time PhD is doable.

That said, even a part-time PhD requires a significant time commitment provided continuously, or at least in specific productive periods doing the PhD. In brief, research is a strange beast that cares little for your personal circumstances and cannot be put easily in boxes or timetables. It requires clarity of thought, calmness, time (often time to waste!) and personal commitment, which the conditions might not provide despite your best efforts. Even if the goal is not an academic career but simply completing a PhD, the demands are still high and you need to consider how to balance work, further responsibilities (social life, family, caring etc) and possible changes in the future (e.g. moving away, starting a family). I dare compare it to someone like a fencing or chess champion: a high level athlete, with all the dedication that demands, who cannot support oneself from that activity and needs to put as much time and effort in a full-time job. It is not a leisure hobby or a past-time activity. I do not know how you imagine research to be, and everyone has a different story according to their field, personality and circumstances. The more stories you hear, the better.

The advice I give to anyone is to think very carefully about the reasons for starting a PhD. Such a commitment is not undertaken because "there is nothing else to do", "I want to be a student again/more", "all my friends have one" or "I want to be a Doctor". It is a very demanding, long endeavour, unlike most experiences and requires a clear, persistent and strong personal desire and motive. I am not trying to dissuade or indirectly criticise you, and have no reason to doubt your composure, personality or abilities. I am only emphasising the need for careful thought, because quite early on, and after the first experience, you will need to decide what level of quality you will be able/ willing to reach in your work. The level of quality greatly depends on what I discussed earlier, so it becomes a virtuous or vicious cycle. At the end of the day, nobody knows your conditions better than yourself and you are the ultimate judge on how to combine the two.

• 2 4-7 years part-time would make sense in a system where a PhD is usually completed in 2-3 years. In the US, a full-time PhD in psychology would be expected to take 5 years. (not sure where OP is) –  Bryan Krause ♦ Commented May 20, 2020 at 23:10
• I am not familiar with a country where the expected time for PhD completion is 2 years. Most commonly it is 3 (also the time of a full-time studentship), with writing up granting an extra year. A good approximation for a part-time PhD is double the time of a full-time PhD, and in that context 4 means a brief extension over the standard full-time period. –  user117109 Commented May 20, 2020 at 23:16
• 1 Ok; in the US it would definitely not be 3 years, though, so if OP is in the US they would need to substantially adjust their expectations. –  Bryan Krause ♦ Commented May 20, 2020 at 23:32

As you have already learned, it is very difficult. Normally a doctoral program (in the US, where I assume you are) is a full time "job", but for most of the students that includes a fair amount of work as a TA to avoid tuition charges and provide a meager living. If you already have an established lifestyle and a family to support then giving up your job for this probably isn't feasible.

I'm assuming the US, here. Normally you start a doctoral program with coursework leading to comprehensive qualifying exams, followed by research leading to a dissertation. Normally universities impose a time limit on your studies, perhaps seven or so years. But things vary. If you already have a psychology masters it could be a bit different. Possibly some other masters would make a difference. Most students will have an undergraduate degree in psychology or a closely related field so the coursework is somewhat advanced. If you don't have that, it might be harder, both to get into a program and to fill in any gaps in your background.

But supposing that tuition is not a problem for you and your current job pays you well, then it might be possible under, perhaps, a modified study plan provided that you don't need to work as a TA (caveat below). Since you say it is a nearby university, you should find a way to communicate with them. In person is best, but hard now with the pandemic. Ask whether it is possible to start out with a lighter than normal course load so as to see how you can manage it. You have to get prepared for comps and you have to take care about any time constraints.

Thus, it might be possible to manage it up to the point where you start serious dissertation research. After that it may be less feasible to do both, but you will also have a better sends then of the tradeoffs and sacrifices you need to make.

But the best advice would come from the psychology faculty of the institution you would like to study at. They will point out any constraints and possible pitfalls.

Note, however, that for some programs, serving as a TA is a requirement for the degree, it being considered an important aspect of the education. In such a program you would almost certainly have something like two full time jobs.

As other commentators have stated, a full-time PhD candidate is usually expected to study full-time hours, which is nominally 36-40 hours a week, but it often turns out to be longer. Most universities impose rules on their PhD candidates that require approval from the Department for the candidate to take an outside job for more than some minimum number of hours per week. For example, when I did my PhD candidature, the rules said that I needed Department approval if I wanted to work more than 10 hours per week in an outside job. If I had asked to work a full-time job during my candidature, I am quite certain they would not have approved it.

As with all university administration matters, you will need to look up the rules at your particular institution. Your university will have a set of written rules for the PhD candidature, and that will tell you if there is any formal restriction on outside work during the candidature. Ordinarily, if a candidate is working a full-time job, they will be expected to drop their candidature back to a part-time load. This is desirable both for the university and for the sanity of the candidate.

I was in a somewhat similar situation, getting accepted to a U.S. PhD-program in the social sciences while being a senior analyst at a local government. I arranged for a reduced schedule for the first few years while doing coursework, taking exams, and ultimately the orals. It worked reasonably well, but it came with a cost both in terms of my "old" job where I was less available, and also as far as being less focused on my new program, forming networks, being part of group research projects, etc.

After my orals, I quickly moved back to full time, which made it at least a challenge to hit a good and persistent research stride. It took longer to finish, I was more scattered in most endeavors--including my young and growing family, and certainly, while my professional and academic interests overlapped substantially, I didn't have the same research output as some of my more academically focused peers had.

Which brings me to my final point about your motivation. I kept my leg in the professional world and didn't jump fully into the academic one, and am now back in a regional agency, which suits me quite well, but I often wonder how different my academic experience would have been if I had jumped in 100 percent and had gone the more traditional route. You say you want to pivot to academia--that seems to me to be an indication that you may start out by keeping your job, but be prepared to choose if things get tricky, and get a more focused academic experience.

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Clinical Psychology PhD

Ph.d. in clinical psychology.

Welcome to the doctoral program in Clinical Psychology Program at Teachers College, Columbia University. The Clinical Psychology Program was founded in 1947-1948. It was APA-accredited in the first group of programs that were reviewed for accreditation in 1948 and that status has been uninterrupted. Our most recent site visit from the APA occurred in 2021, and we have been accredited until June 2031.

Our program operates according to a scientist-practitioner model. We are, thus, dedicated to training students to generate empirically-based knowledge in clinical psychology and to perform clinical work that is constantly informed by traditional and emerging scholarship in the field. We expect our students to learn to expertly produce, analyze, and discuss scientific material. We also expect our students to become proficient at providing clinical services to a diverse population. And, most importantly, we expect our students to learn to integrate these two goals. As our mission statement in the TC catalog notes, “The driving goal of our Clinical Psychology Program is to provide rigorous training in both contemporary clinical science and clinical assessment and intervention.”

A good deal of the training, especially that related to research, occurs through intensive participation in a research lab directed by a specific faculty mentor. It is this context, through this lab, that students develop their scientific skills and begin presenting their work at professional conferences and publishing in professional journals. Each student, of course, is also part of a cohort of doctoral students with whom they learn, collaborate, and socialize.

In recent years, graduates of our doctoral program have gained employment in tenure-track academic positions, as research scientists in medical schools, and as clinical researchers in a broad range of treatment settings. In addition, many of our graduates practice independently as well as in community settings for under-served populations.

The list of faculty reviewing and potentially accepting applicants for each cycle is listed on the application itself. Please check the application itself or email the admissions office at 

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors. Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations. Additionally, DHCEPS is committed to maintaining a liaison with community-based agencies and organizations such as schools, hospitals, and mental health clinics, among others.

Teachers College Resilience Center for Veterans and Families

The Resilience Center for Veterans & Families pairs groundbreaking research on human emotional resilience with clinical training of therapists to assist veterans and their families as they transition back to civilian life.

Dean Hope Center for Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors.  Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations.  DHCEPS also commits to maintaining a liaison with community-based agencies and organizations such as schools, hospitals and mental health clinics.

Admissions Information

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Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall

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Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

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Requirements from the TC Catalog (AY 2023-2024)

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The Program requires the following:

The completion of 95 points of academic credit during three to four years of residence at the College.

A full-time, twelve-month clinical internship during the fourth or fifth year of study.

An original piece of empirical research, which also serves as a qualifying paper, to be completed during the second year of study.

A passing grade on the certification examination (on Research Methods) during the third year of study.

A Clinical case presentation as well as a research presentation, during the third year, each demonstrating the student’s ability to integrate theory, research, and practice.

A doctoral dissertation, which must be completed no later than the seventh year after matriculation.

During the first year of study, in addition to participating in a research lab, doctoral students typically take the following didactic courses: Ethical and professional issues in clinical psychology (CCPX 5030); Psychological measurement (HUDM 5059); courses on statistics and modeling; Research methods in social psychology (ORLJ 5040); Child psychopathology (CCPX 5034); Adult psychopathology (CCPX 5032); History and systems of psychology (CCPX 6020); and Dynamic psychotherapies (CCPX 5037). Students also take two semesters of psychological testing and diagnostic assessment (CCPX 5330, CCPX 5333) and a course in clinical interviewing (CCPX 5539).

Second Year

During their second year, students’ didactic courses include Brain and behavior (BBS 5068, 5069); Cognition, emotion, and culture (CCPX 5020); Psychotherapy with children (CCPX 5531); Cognitive, behavioral, and interpersonal therapies (CCPX 5038); Clinical work with diverse populations (CCPX 5036); and Seminar on life course development (HUDK 6520). In addition, students sign up for a full year of research practicum with a faculty member (culminating in an empirical second- year project), a full-year adult psychodynamic psychotherapy practicum (CCPX 6335), and an additional elective full-year clinical rotation (e.g., on child and adolescent psychotherapy; on neuropsychological assessment).

Third-year didactic courses include Group dynamics: A systems perspective (ORL 5362); and Dissertation seminar (CCPX 7500). There is also a full-year advanced psychodynamic clinical practicum (CCPX 6336) and a one-semester supervision and consultation practicum (CCPX 6333). Most students also elect a full-year family therapy practicum (CCPJ 6363).

Fourth and Fifth Year

The fourth year is typically focused on clinical externship (CCPX 5230) and extensive work on the dissertation. A full-year fourth year psychotherapy practicum (CCPX 6338) is recommended, though not required. Year five is usually spent on a full- year clinical internship (CCPX 6430).

The program allows only 12 points of graduate work from another institution to be transferred. No transfer credits are awarded for practica, workshops, or independent study.

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Contact Person: Rebecca Shulevitz

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Email: shulevitz@tc.columbia.edu

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Science-based answers for questions about the mind, behavior and perception. This is not a mental health/advice sub! Non-Science-based answers may be removed without notice.

Is getting a PHD even worth it?

I’m an undergrad psych student pondering their future and I’m debating whether or not I should go for a clinical psych PHD. While I do enjoy research, my end goal really is to practice (I want to work as a clinician in a correctional setting). From what I’ve heard, most LPCCs have pretty poor job options and are paid much less than PHDs, which is my rationale for getting one. Is this even correct, Or is my judgement misguided?

Edit: I’m American

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Choosing Between a PhD and PsyD: Some Factors to Consider

Your degree choice will determine your training, as well as your career options..

Posted March 2, 2016 | Reviewed by Ekua Hagan

Like many people who are interested in psychology, you may be considering a career involving clinical psychology. This is a good choice because clinical psychology covers a broad range of interest areas—children, adults, families, sports, forensics and many more.

In addition, there are many paths you can take toward a degree involving clinical psychology. You can earn a master’s or doctoral degree and you can receive training in clinical psychology, counseling psychology, social work, sports psychology, or even medicine as a psychiatrist. Finally, your career path can lead to a job involving research, treatment (including therapy ), teaching, or a combination of these areas.

Today, I (Jonathan) want to focus on a question I hear a lot from students and others—should you get a PhD or PsyD? (I will hold off on other clinical psychology question, such as getting a Master’s or Doctoral degree for now.) This question is very important because it will impact how you will get trained in graduate school and the career options you will have once you earn your advanced degree. There are a number of websites that describe the distinction between a PhD and PsyD.

For brevity, let’s just be clear that:

• A PhD is a Doctor of Philosophy , whereas a PsyD is a Doctor of Psychology.
• PhD students are generally trained following the scientist-practitioner model that puts greater emphasis on research than PsyD students, while PsyD students are generally trained with greater emphasis on clinical work than PhD students.
• A PhD degree is earned in 5-7 years, while a PsyD degree is earned in 4-6 years, keeping in mind that this includes 1 internship year.

Now that I presented the distinction, let’s get right to it—what are the critical factors to consider when deciding whether to be trained as a PhD or a PsyD? In presenting these factors, I stuck to the general premise that the individual making this decision could go to either a PhD or Psych program. Of course, the ability to choose a PhD or a PsyD program may not be available to all students, because they do not meet the criteria of a particular program. These criteria may include grades, GRE scores, or life experiences. In addition, it is very important to keep in mind that, as a rule, the number of students selected for graduate school is quite small for a PhD program (typically 10 or fewer) compared to a PsyD program (which can reach as high as 100).

Let's get back to the factors important for making a PhD-PsyD decision. The first factor you need to consider is whether you will be funded during your years in graduate school.

It is typically the case that students in a PhD program receive some type of funding. This includes tuition, a stipend (a fixed sum of money paid for being a Teaching or Research Assistant), or in many cases, both types of aid. This can add up to literally tens of thousands of dollars each year in financial assistance. You will not be rolling in dough, but the fact that you will not have to pay tuition alone is a big deal because it will significantly reduce any debt you might incur in graduate school. This can turn out to be very important in the sense that the amount of money you will earn as a PhD clinical psychologist may not be as high as you imagined. (Check out careersinpsych.com to see salary info.)

PsyD programs, in general, are unable to provide the same type of support as a PhD program. Part of this is tied to the fact that PhD students serve as Teaching Assistants or Research Assistants, but the same is generally not true of PsyD students at a particular school. In addition, because PhD programs have far fewer graduate students than PsyD programs, schools are able to afford to support PhD students.

I feel it is important to bring up an issue that takes into account the factor of funding—the length time you will be in graduate school. As stated above, the time in graduate school is typically shorter for a PsyD student than a PhD student. In a practical sense, this means that a PsyD student is able to get out and earn a real salary (on average) a year before a PhD student.

Now, this is where things get a bit interesting. Say you get out of school and earn about $60,000 with your PsyD. Of course, this is way more than the stipend at any PhD program; the stipend might be close to $20,000. However, the $60,000 you earn in your year out of graduate school will be needed to start paying back what could be at least $100,000 in tuition costs. To find out tuition costs for any APA accredited PhD or PsyD program, go to their website and look for the link that says “Student Admissions, Outcomes and Other Data.” I think you will be very surprised to see the tuition costs at both PhD and PsyD programs. As stated earlier, a PhD student will typically not have any tuition debt hanging over their head. Thus the $40,000 extra in salary for the PsyD student in the year they are working compared to the stipend of a PhD student is offset by the tuition debt the PsyD student must repay.

The second factor to think about when deciding to apply to a PhD or PsyD program involves APA accreditation, for both graduate school and internship. APA states that, “Although graduating from an accredited program does not guarantee jobs or licensure for individuals, it may facilitate such achievement. It reflects the quality by which an educational institution or a program conducts its business. It speaks to a sense of public trust, as well as to professional quality.” Based on this statement, it would be wise to search out APA-accredited programs.

With regard to internships (that every PhD and PsyD student must complete), APA also notes that, “Students who take unaccredited internships are ineligible for positions with the Department of Veterans Affairs, the single largest employer of psychologists. They are also barred from civilian positions with the military. In addition, a handful of states require aspiring psychologists to have had an APA-accredited internship to be licensed, and many others require them to show that they completed the equivalent of an APA-accredited internship.” Once again, there are real advantages to your ultimate employment plans by completing an APA-accredited internship.

One nice thing about this second factor is that you have the ability to find out the percentage of students who received an APA accredited internship vs. non-APA non-accredited internship for any APA accredited PhD or PsyD program. Go to the program’s website and again look for the link that says “Student Admissions, Outcomes and Other Data.” If a school does not list this information, it is not APA-accredited and should be viewed with caution.

The third factor to consider is what career path you would like to follow. On the one hand, if you want to conduct research both in graduate school and beyond, you should probably go for a PhD. On the other hand, if your career goals lean toward more practical work (e.g., being a therapist) with no real intention of conducting research in graduate school or upon graduation, you should probably get a PsyD. There is an important caveat to this distinction, however. You might be a person who wants to conduct research in a particular area (e.g., ADHD ) because you feel the research experience will help you understand a particular mental health issue. Moreover, you might hope to graduate and get a job working with individuals who reflect that research area, but you have no plans to continue your research work. In this case, a PhD is probably for you.

In presenting these important factors to think about if you are choosing to be a PhD or PsyD, we of course understand that each individual has unique circumstances that must be taken in account. Still, we hope that presenting these factors gives you some food for thought as you consider your ultimate career path in clinical Psychology.

Please note that the comments of Dr. Golding, Dr. Lippert, and the others who post on this blog express their own opinion and not that of the University of Kentucky.

Jonathan Golding, Ph.D. , is a professor of psychology at the University of Kentucky. Anne Lippert, Ph.D. , is a post-doctoral fellow at the University of Kentucky.

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PhD Program

The PhD is conferred upon candidates who have demonstrated substantial scholarship and the ability to conduct independent research and analysis in Psychology.

A student typically concentrates in one of several areas within Psychology. Across all areas, the training program emphasizes the development of research competence, and students are encouraged to develop skills and attitudes that are appropriate to a career of continuing research productivity.

Two kinds of experience are necessary for this purpose. One is the learning of substantial amounts of theoretical, empirical, computational and methods information . A number of courses and seminars are provided to assist in this learning, and students are expected to construct a program in consultation with their advisor(s) to obtain this knowledge in the most stimulating and economical fashion.

A second aspect of training is one that cannot be gained from the courses or seminars. This is first-hand knowledge of, and practical experience with, the methods of psychological investigation and study . Therefore, students are expected to spend half of their time on research and to take no more than 10 units of course work per quarter, beginning in the first quarter.

Students achieve competence in unique ways and at different rates. Students and advisors work together to plan a program to accomplish these objectives.

If current students have any questions about the PhD program, please email the Student Services Manager, Dena Zlatunich, at  denamz [at] stanford.edu (denamz[at]stanford[dot]edu) . The current Director of Graduate Studies is Professor Hyo Gwoen.

If you are interested in applying for our PhD program, please carefully review the information on the  PhD Admissions website . Follow-up questions can be directed to the admissions staff at  psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) .

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What Does It Take to Get Into Graduate School in Clinical Psychology?

Admission to PhD programs in clinical psychology is very competitive. Ratios of 300 applicants to 8 positions are common (though perhaps 10-15 people would have to be accepted to fill the 8 slots; some who are accepted decide to go elsewhere, or enter a different kind of graduate or professional program ). Different programs emphasize different characteristics, but it is safe to say that in all programs GREs and GPAs are examined closely. Graduate students in Northwestern's program have averaged over 1400 on the GRE (Verbal plus Quantitative), with an average GPA of over 3.5. (GPAs for the last two years of undergraduate schooling are most important, so students with uneven early records have a good chance if they've improved.) There are respectable programs whose students score lower on these measures, but students who have lower than 1200 on the GRE or a GPA of less than 3.3 can expect to find it difficult to get into a top graduate program in clinical psychology without other special qualifications.

Regarding less standardized criteria, most graduate programs in clinical psychology will prefer that you have taken a course in psychopathology, e.g., our Psych 303. Introduction to Clinical Psychology (Psych 306) can also be useful, in part as a way to learn more about the field and your options within it. Most graduate schools also expect students to have obtained some research experience. The primary concern is that students should have conducted some psychological research in order to know whether they find it interesting. From an admissions perspective, it is less important that you have had clinical research experience than it is that you have had meaningful research experiences (e.g., not just entering data). It is also important that you be able to solicit a letter of recommendation from at least one research supervisor. This means that it is important to get involved in research before you do your applications. If you plan to apply to graduate programs during fall of your senior year, then you should begin your research involvement as a junior, or even earlier.

Northwestern’s psychology department offers many  research opportunities  for undergraduate students. Each quarter, many of our students do  research for course credit  through 399-Independent Study or the two-quarter sequence 397-Advanced Supervised Research. You can learn more about 399 and 397, including their requirements and the differences between them, by reading our webpage on research for course credit. This page also includes tips on choosing a professor with whom to do research. Other students obtain paid positions in the department, typically through the federal  work-study program . You should make sure that your research experience provides you with an in-depth look at the nature of psychological research and at the theories and past research relevant for the questions under investigation. Entering data, scheduling research participants, and so on are integral parts of the research process, but it is important to do much more than that.

Some psychology students hope to do research that is outside the specific projects for which their faculty supervisors have funding. In addition, students who want to do research on campus during the summer may need to earn money for living expenses. Northwestern University, Weinberg College, and the psychology department all have funds available on a competitive basis to support student research. Guidelines for applying for the psychology department’s Benton J. Underwood Summer Fellowship are always included in the winter edition of our undergraduate newsletter,  Swift Thinking . See the Weinberg College webpage on  funds for undergraduate research  and the university page on  Research Opportunities for Undergraduates  for additional funding options.

Many graduate schools give a great deal of consideration to the likely match between potential students' interests and faculty interests. Students can convey their interests through the personal statements they include in their applications and in direct contact with relevant professors. If you have strong interests in a professor's research, this will make you a much more desirable applicant to that person. But you must be able to convey that your interests are serious, for example, by discussing a specific study. Faculty will not be impressed if it appears that you merely scanned the departmental brochure searching for topics that sound interesting.

Students may also want to consider trying some hands-on counseling-type work. Many agencies accept and train volunteers. For example, volunteering at a teen drop-in center or a hospital, working as a camp counselor for special needs children, and answering phones for a helpline can all be relevant experiences. If your goal is to work with some specific population – troubled teens, the elderly, autistic children – then you should try to gain some firsthand experience with this population. In part, this may serve as a valuable credential when you apply for graduate training. Perhaps more importantly, it will let you know if working with this population is as rewarding for you as you expect it to be. Two student groups –  Northwestern Community Development Corps (NCDC)  and  OASIS  – are good sources of information about volunteer opportunities in Evanston and surrounding communities

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What to expect from a Clinical Psych PhD interview?

• Thread starter propsych
• Start date Dec 16, 2021

Full Member

• Dec 16, 2021

Clinical Psychology Ph.D.

propsych said: Got my first interview after applying a second time now. I was so focused on application that I haven't spent any time actually thinking about the interview process. I saw some question lists online, but no personal experiences. Also the question lists are very long and ask a lot about clinical psych/orientation etc. and I've been so focused on research for the last five years that my thoughts on the clinical side of things are fairly superficial. What will they likely ask? What are some red flags they are looking for/I should look for? Any other tips greatly appreciated. Click to expand...

Board Certified in Clinical Neuropsychology

Pro-tip, if it's an in-person interview, don't get trashed during the dinner the night before interview day. It's not generally a good first impression.  

WisNeuro said: Pro-tip, if it's an in-person interview, don't get trashed during the dinner the night before interview day. It's not generally a good first impression. Click to expand...

propsych said: lol. It's a zoom call, so I'll be hopped up on green tea! Click to expand...

Pedantic Pirate

Sanman said: If you have an interview, as others have said, it is less about stats more about fit. Brush up on the research and goings on of the lab you are interested in joining and program details. Don't be afraid to ask questions to help you gauge if the lab and program are a good fit for you. The interview is as much about personality as it is about professional knowledge. You and your mentor have to put up with each other for the next 4-6 years, so you should hopefully get along and have a positive working relationship. Click to expand...

jdawg2017 said: Congrats on your interview! Generally Mitch's guide is pretty spot on with what to expect, though FWIW I am in my 5th year of my program so I did not apply during a pandemic. https://mitch.web.unc.edu/wp-content/uploads/sites/4922/2017/02/MitchGradSchoolAdvice.pdf. Section 3 is most helpful I think for you right now! From my side, I would say to not overly stress the interview. Viewing it as an exciting opportunity to meet a potential mentor and lab team may help ease your nerves. Remember... this is a two-way process, to a degree. You want to evaluate if they are the right fit for your goals as much as they are evaluating you. Also, I would add that if you are applying to research-focused PhD programs, your research experiences will serve you well. Having some good talking points about clinical work will be good, but if you have been doing research for such a long time and view yourself as a researcher, then you probably have a leg up. Click to expand...

PsycIntern2021

I would also add that the more questions you have, the better it looks to the program. It shows your interest and that you have done your homework. Like others have said above, while you should definitely have a 30-second "elevator speech" about your research and potential clinical interests, most of the interview will be about personality fit. Some other things that we would look for: is this person actually interested in what our lab is doing and is the person willing to move to X (location of the program). By the time of the interview, we know you are qualified, we want to know if you can be successful in our environment and get along with everyone.  

Clinical Psychology PhD Candidate

I think another often overlooked piece of information is to just be yourself and be someone they will want to spend the next 5-7 years with. My first round of interviews consisted of me being stressed and hyperfocused on what they thought about me and I didn't get any offers out of 2 interviews. Then, the next cycle, I was much more laid back and more true to myself. I asked everyone questions about what they like to do for fun and made comments and asked questions about items behind them during the zoom calls. I think this really helped and definitely contributed to more offers.  

• Dec 17, 2021

Most interviews- Grad school, internship, post-doc- you're already ranked by the time you interview. Interviews often do not change your ranking (or at least, not much) unless something extraordinary happens. So, as others said, just be yourself and see how you get along with the lab members/advisor and if you would want to work with each other for the next few years.  

• Dec 18, 2021

Congratulations! In addition to what has already been said above: do not be afraid to ask hard-hitting questions, especially for the sessions you have with graduate students who are not in your potential advisor's lab (and even with those who are). We get that fit is important and want you to go to a program where you would be happy. If there's something specific you want to do (e.g. child focus), then make sure the program has the people and sites to train you in it. If you're a member of a minoritized group, ask about the environment of the area, any resources you'd want to access, accessibility of the campus and the city, etc.  

lizzypsych02

• Dec 21, 2021

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