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M.A./Ph.D. Clinical Psychology

Now Accepting Applications for Fall 2024

The M.A./Ph.D. program celebrates its 30 year long tradition of offering clinical psychology doctoral education in depth psychological traditions, which emphasizes radical theorizing, in-depth relational clinical education, and engagement in issues of social justice and care. The program prepares psychologists through integration of diverse depth psychological traditions, human sciences scholarship, and community praxis.

• Degree Programs
• Clinical Psychology (Ph.D.)

M.A./Ph.D. in Clinical Psychology with Emphasis in Depth Psychology

Learn about the clinical psychology ph.d. program.

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About the Clinical M.A./Ph.D. Program

Human science model.

“I want psychology to have its base in the imagination of people rather than in their statistics and their diagnostics.” James Hillman

Depth Psychological Perspective

“We need images and myths through which we can see who we are and what we might become.” Christine Downing

Clinical Training

“Psychological life in its texture, structure and function is a metaphorical reality.” Robert D. Romanyshyn

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Featured Blog Posts

• Dreams, Calling, Suffering, and Individuation: Finding Light in the Darkness
• A Second Ph.D.; An Alumna Story
• Pacifica’s Ph.D. Clinical Psychology Program; An Alumnus Story

Clinical Department Newsletters

• Spring to Summer 2019
• Spring to Fall 2018
• Winter 2018
• Spring 2017

Clinical Brochure

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Alumni Stories

Our goal is to prepare students to become constructively engaged in diverse clinical, academic, and community settings as researchers and clinicians who are grounded in deeply humane, theoretically sophisticated, and socially conscious approaches to clinical psychology.

Our alumni include:

Mark Montijo, Ph.D. (2006)

Mark Montijo is faculty at Pacifica in the Clinical Psychology Ph.D. as well as the Masters in Counseling Psychology and Integrative Therapy and Healing Process programs. He was first licensed in New Mexico as a Clinical Mental Health Counselor where he worked in partnership with Native American healers using traditional healing techniques. He then became licensed in California as a Marriage, Family and Child Counselor. While working for the U.S. Postal Service in several capacities, Mark investigated and resolved Equal Employment Opportunity complaints, created protocol for threat assessment, coordinated a regional Employee Assistance Program, and managed psychological services in the aftermath of workplace violence. Currently a healthcare mediator for a large HMO , Mark works with patients, families, physicians and staff involved in unexpected adverse medical outcomes. He is a passionate advocate for patient and family centered care, including briding physician-patient perspectives . He also maintains a private practice and delivers pro bono geropsychology services at a skilled nursing facility in Berkeley.

AnnaMarie Fidel-Rice, Ph.D., LPC (Colorado), (2003)

AnnaMarie Fidel-Rice is a Professor at Regis University in the Division of Counseling and Family Therapy where she teaches grief therapy from a depth perspective among many other courses. She maintains a pro bono psychotherapy private practice in Arvada, Colorado , and is author of the book The Alchemy of Grief: a depth psychological approach to grief . AnnaMarie has given numerous presentations on alchemy, loss, and grief as well as led retreats in Peru for celebrating the feminine.

Doug Henry, Ph.D. (2003)

Doug Henry has worked in the inpatient psychiatric unit at Santa Barbara Cottage Hospital where he did evaluations, group, individual, and family therapy. He also did training and consulting work with the Santa Barbara Police Department (Hostage) Negotiation Team and the CIT – Crisis Intervention Team of the SBPD as well. He has also been lead assessor for Santa Barbara County department of Alcohol, Drug, and Mental Health Services (ADMHS), in the Calle Real Adult Outpatient Clinic. He currently works at the University of Pittsburgh Medical Center as Clinical Administrator for Child and Adolescent Psychiatry, where he has implemented funding from the Beckwith Institute’s Frontline Innovation Program to the Western Psychiatric Institute and Clinic (WPIC). He also also moderated Clinical Grand Rounds presentations on children and adolescents at the WPIC.

Marcia Dobson, Ph.D. (1998)

Marcia Dobson is a Professor at Colorado College, in the Classics Department . She has taught there for over 35 years. In addition to teaching regular Classics courses such as ancient Greek drama and language, Marcia also teaches classes on discovering the unconscious, life of the soul, and myth and meaning. Marcia initiated the psychoanalysis minor at Colorado College, and now teaches classes in contemporary psychoanalysis to students both at Colorado College and at the Chicago Institute for Psychoanalysis during summers. Her recent research and publications consider classical texts in their relationship to psychoanalytic thinking and theory. She is also an Associate Editor of the International Journal of Psychoanalytic Self Psychology .

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Chair & faculty.

The Faculty members of Pacifica’s Clinical M.A./Ph.D. Psychology program bring a passion for education and a wealth of real-world experience into the classroom.

As leaders in their fields, the members of Pacifica’s faculty include authors of international acclaim, renowned lecturers, practicing psychologists, and certified analysts. Many of the faculty are also meditation teachers, social activists, artists, and philosophers.

All Clinical faculty members share a passion for transformative forms of education and are dedicated to working with adult learners. To learn more about the faculty in the M.A./Ph.D. Program in Clinical Psychology, read the individual descriptions below.

Program FAQs

What is distinct about doctoral education in clinical psychology at pacifica.

Pacifica Graduate Institute has a 40-year long history of providing training in depth psychology within a human science model, and remains one of the few institutions in the world to offer degrees that bring together education in clinical psychology together with rich traditions of depth psychology, which draw from such fields as humanities, mythology, philosophy, cultural studies, and human sciences. In addition, Pacifica’s education emphasizes the dynamic contemporary visions of understanding human experience, which include somatic, spiritually-grounded, indigenous, multicultural, neuropsychological, and community-based approaches.

Oksana Yakushko, Program Chair, explains how Pacifica's Clinical Psychology programs educate students' minds, hearts, and souls.

Does receiving a M.A./Ph.D. from Pacifica’s clinical psychology program meet the qualification needed to be licensed as a Clinical Psychologist in California?

Our curriculum is designed to lead to licensure as a clinical psychologist (based on educational requirements for psychologists in the State of California). In order to receive the California Clinical Psychologist’s license, students must also have met the post-doctoral clinical services hours and examination requirements of the State. As part of receiving the degree from our program, students are required to complete pre-doctoral internship hours that meet requirements of the California Board of Psychology. The eligibility requirements for the formal internship programs in California are set by varied organizations, including the California Psychology Internship Council (CAPIC) which governs many clinical sites that embrace depth psychological treatment modalities.  Pacifica is a graduate school member of CAPIC, and students will be guided through the formal process of application to all such sites. Following receipt of their degree from Pacifica, students must follow state’s requirements, which include post-doctoral supervised clinical hours and passing scores on the national and state exams ( EPPP and CPLEE) . Applicants and students are responsible for following and adhering to the licensure requirements of other states or countries, in which they wish to reside and practice, which may differ from California requirements.

How long is the M.A./Ph.D. program?

Students attend classes in the M.A./Ph.D. program for three years on a year-round basis (including summers). Each year classes are held during nine, four (4)-day sessions. One seven-day summer week occurs during the summer quarter. Students complete their dissertations following the three years of coursework. There is an eight-year time limit for completion of the degree program. Please see the graph below for a visual overview of the M.A./Ph.D. program.

What is the general format of classes?

The classes are a combination of lecture and discussion formats and occur on Pacifica campus. While faculty present lecture material, time is set aside for discussions and question and answer periods. Some of the classes include presentations by experts, experiential activities (e.g., rituals, somatic exercises), as well as time for processing the information as a group. The cohort system at Pacifica encourages a process of in-depth collaborative learning that integrates the multiple personal and cultural contexts affecting learning and guiding discussions.

How much work is required outside of class?

Class assignments consist of readings, posted reflections/discussions, exams, papers or projects.  For every hour in class, at least three hours of academic work outside of class is expected.  This time may include reading, reflections, research, and writing.  Graduate study in general requires twenty (20) hours of study per week with an additional approximate 15 to 20 hours of practica per week in the second and thirds years. Dissertation and internship are undertaken after coursework is completed and comprehensive exams are passed.

Experiential clinical training at off campus clinical training sites is an essential part of the doctoral program. Students complete a minimum of 1,000 hours of practicum, 1,500 hours of internship, and 60 hours of personal therapy. The Director of Clinical Training works collaboratively with students to place them in practica in the beginning of their second year of academic study. Students receive supervision and are given feedback at off-site locations as well as during campus coursework.

Once students complete their coursework and practica and pass a comprehensive exam, students enter off-campus internships where they are also given supervision and feedback. Internships are completed in a multidisciplinary setting offering a variety of training experiences. To obtain pre-doctoral internships, students often compete in a state-wide or nation-wide competitive application process. However, state of California allows clinical training under a licensed psychologist as a psychological assistant to complete pre-doctoral internship hours required by the state of California toward psychology licensure. Training at culturally diverse sites is encouraged.

When do students have an opportunity to meet with faculty?

Each teaching faculty member holds office hours during the time that students are on campus as well as during specified hours during the week. These office hours schedules and sign-up sheets are made available during each learning session. Students are also assigned a core faculty advisor who connects with them regarding varied aspects of their academic and professional development. At the beginning of spring quarter, faculty advisors assess the progress that each student makes in the program as part of the student’s annual evaluations.

Where does a student complete the 2,500-hour practicum/internship requirement?

Students in the doctoral clinical program are required to accrue a total of 2,500 hours of approved and supervised clinical experience.  These hours are obtained in two “tiers” of training:  practicum (1000 hours required) and internship (1,500 hours required).  Both levels of training are obtained at off-campus locations such as group private practices, clinics, hospitals, treatment centers, or other agencies, in which psychologists provide services.  Practicum training is a lower level of training with more intensive and directive supervision, and is obtained during the second and third years of classes at Pacifica.  The Clinical Training Handbook outlines the requirements for beginning clinical training. During the coursework on campus, the students participate in Thursday evening practicum seminars designed to ground their clinical training experience in small-group discussions, case conferences, and intensive supervision by faculty. In contrast to practicum training, internship training is a higher level of training with more independence and responsibility, and is undertaken after the student has completed all of the coursework and passed the comprehensive exams.  The internship, in contrast to the practicum, is a summative and capstone training experience, in which the skills and the knowledge obtained through the coursework and the practicum experiences are exercised.  All of the training activities described here are coordinated and supported by Pacifica’s Training Office, including the Training Coordinator and the Director of Clinical Training.

Can a student use past personal therapy hours to satisfy the 60-hour personal therapy requirement?

The personal therapy requirement is an integral part of the program, essential for the development of clinicians who utilize themselves as an instrument of healing of others. In addition, personal self-awareness is essential to other processes of being a student including conducting research studies with human participants or engaging in clinical and scholarly dialogues in the field that expand psychological knowledge. Therefore, the minimum of 60 hours of personal therapy must be completed while a student is enrolled in the program. These hours may be completed in individual, group, couple or family settings.

Scholarships

Education Assistance Offered to new and returning students based on extreme financial hardship and strong academic excellence. The award is $1,000 to be equally divided between four quarters. For students in the M.A. Counseling program enrolled in the 3rd year, the award is $500. This scholarship is not renewable and students must apply each academic year. Students enrolled in the dissertation phase are not eligible for consideration.

Jung/Freud Clinical Psychology Scholarship Offered to newly admitted students entering into either the Ph.D. Clinical Psychology or Psy.D. Counseling programs. Awards range $2,000-$3,000. The number and amount of individual awards is contingent upon the number of eligible applications received. This scholarship is renewable, provided recipients meet the required 3.5 cumulative grade point average.

Yellow Ribbon Matching Scholarship Pacifica Graduate Institute is pleased to announce that we have entered into an agreement with the Veteran’s Administration in support of veterans continuing their education under the Post 9/11 GI Bill . Pacifica has agreed to provide up to ten Yellow Ribbon Scholarships each year for qualifying veterans under the Post 9/11 GI Bill on a first-come first-serve basis. Students in the M.A. Counseling program will qualify for up to $6,500 per year, M.A. Engaged Humanities and Creative Life will qualify for up to $5,400 per year, and those in the doctoral programs will qualify for up to $7,800 per year.

Curriculum Overview

Clinical Psychology M.A./Ph.D. classes take place in four-day sessions (Thursday evening through Sunday afternoon) once each month during fall, winter, and spring. There is also one seven-day summer session each year. Between learning sessions, advising, mentoring, study and instruction continue through individual and group mentorship from faculty, web-enhanced learning, and cohort support groups.

• Professional and Ethical Development Seminar I - CL 755 , 1 unit
• Professional and Ethical Development Seminar II - CL 756 , 1 unit
• Professional and Ethical Development Seminar III - CL 757 , 1 unit
• 1st Year Annual Assessment for Program Advancement - CL 758 , 0 units
• Psychoanalytic-Based Psychotherapy I: Developmental Perspectives - CP 711 , 2 units
• Jungian-Based Psychotherapy I: Personality Structure and Function - CP 810 , 2 units
• History and Systems of Psychology - CP 700 , 2 units
• Psychological Assessment I - CP 930 , 2 units
• Psychological Assessment II - CP 931 , 2 units
• Legal, Ethical, and Professional Practice - CP 832 , 2 units
• Advanced Psychopathology I - CP 730 , 2 units
• Biological Foundations of Human Behavior - CP 735 , 2 units
• Research Designs and Methodology I: Qualitative, Quantitative, and Mixed Methods - CP 932 , 2 units
• Research Designs and Methodology II: Qualitative Methods of Analysis - CP 933 , 2 units
• Research Designs and Methodology III: Quantitative Design and Statistical Analysis - CP 926 , 3 units
• History of Depth Psych & the Human Science Traditions - CL 819 , 2 units
• Phenomenological Psychology: Theory and Practice - CL 917 , 2 units
• Emergent Clinical and Social Theories in Depth Psychology - CP 799 , 2 units

Second Year

• Supervision Practicum Seminar I: Assessment and Diagnosis - CL 759 , 1 unit
• Supervision Practicum Seminar II: Assessment and Diagnosis - CL 760 , 1 unit
• Supervision Practicum Seminar III: Assessment and Diagnosis - CL 761 , 1 unit
• Psychoanalytic-Based Psychotherapy II: Personality and Psychopathology - CP 712 , 2 units
• Jungian-Based Psychotherapy II: Affect, Mind, and Psyche - CP 811 , 2 units
• Principles of Psychopharmacology - CP 873 , 2 units
• Developmental Psychology Through the Lifespan - CP 830 , 3 units
• Alcohol, Chemical Dependency, and Addictive Behaviors - CL 900 , 2 units
• Cognitive Foundations of Human Behavior - CL 837 , 2 units
• Affective Foundations of Human Behavior - CL 838 , 2 units
• Advanced Clinical Research Approaches and Dissertation Development I - CP 961 , 1 unit
• Depth Psychological Designs and Methods I - CL 928 , 2 units
• Research Designs and Methodology III: Test and Measurement - CP 934 , 2 units
• Indigenous Approaches to Psychology - CP 803 , 1 unit
• Archetypal Psychology I: Social Basis of Human Experience - CP 840 , 2 units
• Social Foundations of Human Behavior - CL 800 , 2 units
• 2nd Year Annual Assessment for Program Advancement - CL 762 , 0 units
• MA Qualifying Exam - CP 890 , 0 units
• Psychotherapy Practicum Seminar I: Effective Psychological Interventions - CL 763 , 1 unit
• Psychotherapy Practicum Seminar II: Effective Psychological Interventions - CL 764 , 1 unit
• Psychotherapy Practicum Seminar III: Effective Psychological Interventions - CL 765 , 1 unit
• 3rd Year Annual Assessment for Program Advancement - CL 766 , 0 units
• Post-Jungian Psychotherapy: Biological, Ecological, and Cultural Systems - CP 745 , 2 units
• Theories of Group Psychotherapy - CP 719 , 1 unit
• Archetypal Psychology II: Personality, Psychopathology, and Culture - CP 814 , 2 units
• Advanced Psychopathology II - CP 731 , 2 units
• Principles of Clinical Supervision and Consultation - CL 752 , 1 unit
• Evidence-Based Psychotherapies - CL 912 , 2 units
• Violence and Trauma: Developmental and Social Theories - CP 834 , 2 units
• Advanced Clinical Research Approaches and Dissertation Development II - CP 962 , 2 units
• Depth Psychological Designs and Methods II - CL 929 , 2 units
• Advanced Clinical Research Approaches and Dissertation Development III - CP 963 , 2 units
• Research Designs and Methodology IV: Advanced Qualitative Methods - CL 940 , 2 units
• Gender and Human Sexuality - CP 901 , 1 unit
• Psychotherapy with Diverse Populations - CP 845 , 2 units
• Comprehensive Exam Portfolio – CP 989 - CP 989 , 0 units
• Capstone Projects and Program Requirements
• Comprehensive Exam Portfolio - CP 989 , 0 units
• Dissertation Writing - CP 990 , 15 units
• Pre-doctoral Internship - CP 980 , 0 units
• Personal Psychotherapy - CP 950 , 0 units

Requirements for Graduation

Degree requirements for graduation.

• Students must complete a total of 105 quarter units to fulfill the unit requirement for the Ph.D. degree.
• A minimum grade of “B” is required in each completed course. A cumulative grade point average of 3.0 must be maintained.
• Students must meet attendance requirements as articulated in the Student Handbook.
• 56 units of first and second year designated coursework have been successfully completed.
• Completion of 100 hours of practicum has been documented.
• Documentation of 30 hours of personal therapy has been submitted.
• In addition to completion of the M.A. degree requirements, in order to proceed with the third year of coursework, students must pass the Second Year Assessment for Program Advancement which encompasses a comprehensive review of coursework, annual evaluations, qualifying exam results (a minimum of 80% is required), advancement toward clinical practicum training goals, writing skills and readiness to conduct research.
• Students must successfully pass the Comprehensive Portfolio at the end of the third year.
• Students must submit and defend an original dissertation accepted by the faculty.
• Students are required to complete a minimum of 1,000 hours of practicum and 1,500 hours of internship..
• Students are required to complete a total of 60 hours of personal therapy.
• Students must comply with all the policies and procedures articulated in the Student, Dissertation, and Clinical Handbooks.

Faculty Mentorship

Preparation for clinical psychology licensure, enroll today.

Pacifica Graduate Institute is accredited by the WASC Senior College and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, 510.748.9001, and is approved by the State of California Board of Private Postsecondary Education (BPPE) and the U. S. Department of Education.

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THE GRADUATE SCHOOL

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Clinical Psychology

• MA Requirements
• PhD Requirements

Learn more about the program by visiting the Department of Psychiatry & Behavioral Sciences

See related Interdisciplinary Clusters and Certificates

Degree Types: MA, PhD

The PhD Program in Clinical Psychology within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is one of only a handful of programs in the United States based in an academic medical center and housed in a psychiatry department. This unique setting provides opportunities for translational research and practice that span molecular to social models of disease, and epidemiologic to clinical and neuroimaging methodologies.

This scientist-practitioner program effectively balances clinical and research training to produce graduates who are competent in the science and practice of clinical psychology. The PhD program also provides opportunities for major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. Training is provided through core and emphasis-specific curricula, intensive research mentoring, and exceptional clinical practica. Major milestones include a research qualifying paper and master's thesis, a clinical qualifying exam, an empirical dissertation with original research, and an APA-accredited clinical internship.

Our mentor-based program prepares students to be competitive for careers as clinical psychologists in academic health centers, children's hospitals, VA medical centers, and related medical facilities.

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. 

The goals of the MA Program in Clinical Psychology are to:

• Develop foundational competencies in research design, analytics, and ethics within academic clinical psychology.
• Explore major areas of study within academic clinical psychology.
• Understand educational and career opportunities within academic clinical psychology.

Note: the MA Program in Clinical Psychology does not include clinical training and is not intended to prepare students for clinical practice. Given the academic and research focus of the MA Program, the degree will not lead to licensure for independent practice.  For those interested in master's level programs that prepare students for licensure and practice, please visit the  MA in Counseling website , the  MS in Marriage and Family Therapy website  and  The Family Institute website . 

The MA Program in Clinical Psychology was designed for a variety of students, including students who:

• Are not yet ready to apply to a PhD program, but are considering doing so in the future.
• Wish to improve their competitiveness for a PhD program.
• Are interested in exploring a career in academic clinical psychology.
• With interests in related fields for which a background in academic clinical psychology may be of value.

The MA Program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA Program are welcome to apply to Northwestern's PhD Program in Clinical Psychology, the MA Program is not intended to be a "gateway" into the PhD Program in Clinical Psychology at Northwestern University Feinberg School of Medicine.

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

Visit Master's Program Statistics and PhD Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

MA Degree Requirements

Total Units Required: 17

The MA program requires at least 17 units for graduation across five (5) quarters (15 months) of full-time enrollment; part-time and early graduation is not permitted. Students are required to take the Research Core, including Research Methods/Statistics (3 units), Advanced Research Methodology (1 unit), and Scientific and Professional Ethics in Psychology (1 unit). In addition to these required courses, students are expected to select between five to eight elective courses across the Summer I, Fall, Winter, Spring, and/or Summer II quarters. Elective courses can include Discipline Specific Knowledge and Profession Wide Competency courses, as well as courses in one or more Major Areas of Study. 

In addition to the Research Core and Elective courses, all MA students participate in the weekly Professional Development Seminar for the first four quarters of the MA Program. This Seminar orients students to the MA program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology, and prepares students for the next steps in their careers (e.g., developing applications for PhD programs; preparing for interviews). 

Other MA Degree Requirements

• Research/Projects:  In addition to completion of the coursework requirements, students engage in a Research Lab Experience for at least 10 hours a week.
• Master's Thesis :   Optional (see below)
• Master’s Culminating Academic Experience:  Through the Research Lab Experience, the student will work with her or his research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student’s research competencies. Examples of capstone projects include: Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal. First author submission of one or more peer-reviewed poster/oral presentations at regional, national, or international conferences. A comprehensive review paper that is submitted to and graded by the research mentor. A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor.  

Last Updated: September 6, 2024

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

• Examinations:  defense of a research paper and a clinical qualifying project serving as examination for admission to candidacy
• Research/Projects:  independent, empirical research study completed in fulfillment of the research qualifying paper
• PhD Dissertation:  original research following third year of coursework
• Final Evaluations:  oral defense of dissertation

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Psychology Graduate Program

• Psychology Department

Welcome to the Psychology PhD program at Harvard University!

Our work is united in the focus on the science of mental life, yet highly interdisciplinary.

The Psychology Department is organized into four research areas: 

• Clinical Science/ Experimental Psychopathology  
• Developmental Psychology  
• Social Psychology
• Cognition, Brain, and Behavior (CBB)

Students enrolled in the PhD program may follow one of two tracks: Clinical Science or the Common Curriculum, which includes Social Psychology, Developmental Psychology, and Cognition, Brain, and Behavior (CBB). Students may only be considered for Clinical Science during the graduate school application process, and may not transfer in at a later date.

Click here to view our current graduate student profiles. 

Clinical Student Admissions, Outcomes, and Other Data, as required by the American Psychological Association, can be found here . 

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UMass Boston

• Clinical Psychology PhD

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

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

In this program, you will:

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

Info Sessions

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

Attend an Info Session     Start Your Application

Plan Your Education

How to apply.

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

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

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

Interview Policy

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

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

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

Deadlines & Cost

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

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

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

Core Courses (33 Credits)

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

Required Practicum Courses (24 Credits)

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

Elective Practicum Courses and Training (4 or More Credits)

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

Master’s Research Courses (6 Credits)

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

Teaching Seminar (3 Credits)

• PSYCLN 891 - Teaching Seminar 3 Credit(s)

Elective Distribution Courses (12 Credits)

Complete four courses.

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

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

Group 1: Therapy Approaches

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

Group 2: Assessment

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

Group 3: Advanced Methods and Analysis

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

Group 4: Diversity

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

Graduation Criteria

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

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

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

Statute of limitations: Eight years.

Contact & Faculty Mentors

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

The Clinical Psychology PhD Program at UMass Boston uses a clinical research apprenticeship model. Each first-year graduate student apprentices with a clinical faculty member who will serve as research mentor and advisor to the graduate student.

The following faculty members are interested in accepting one or more new students for fall 2025 admissions.

• Tahirah Abdullah, PhD
• Evan Auguste, PhD
• Abbey Eisenhower, PhD
• Sarah Hayes-Skelton, PhD
• Roberto Renteria, PhD
• Jean Rhodes, PhD

Other Clinical Psychology Faculty Members who are not accepting students for fall 2025.

• Devin Atallah, PhD
• Alice Carter, PhD
• Susanna Gallor, PhD
• Heidi Levitt, PhD
• Paul Nestor, PhD
• David Pantalone, PhD
• Lizabeth Roemer, PhD
• Tracey Rogers, PhD
• Karen Suyemoto, PhD
• Laurel Wainwright, PhD

Tahirah Abdullah, PhD I am looking forward to working with a student with overlapping research interests who can thrive in and contribute to a collaborative environment, is able to think critically and creatively, is organized and ready to participate in moving projects forward, and is committed to social justice.

The overarching goal of my research program is to improve mental health and mental health services for Black Americans (including people in the U.S. of African, African American, Afro-Caribbean, and Afro-Latine descent). This goal is rooted in the recognition that Black Americans are not a monolithic group and many cultural factors may bear on mental health outcomes and the effectiveness of standard interventions. My current research is focused on better understanding (1) Black Americans' mental health treatment experiences, help-seeking experiences, and related experiences and outcomes, and (2) the impact of racism on mental health and factors that may mitigate that impact for Black Americans.

Mental Health Treatment and Help-Seeking Experiences One of my primary research interests is gaining a more complete understanding of Black Americans' mental health treatment experiences in an effort to improve them. My team and my collaborator, Dr. Jessica LoPresti (Suffolk University), conducted a qualitative study to better understand the therapy experiences of Black Americans who discontinued therapy after 1 or 2 sessions, as well as those who remained in therapy for 9 or more sessions. We have analyzed this data and are in the process of writing up our findings from this study.

We are beginning the data collection process for a new online survey study that uses mixed methods to examine the beliefs Black Americans hold about mental health and therapy, examine the role of structural, historical, and cultural factors in help-seeking, and determine what circumstances elicit mental health help-seeking from formal and informal sources.

Racism and Mental Health An additional research focus is on racism and mental health among Black Americans. I am particularly interested in resistance against racism and how working to undermine racism on interpersonal and structural levels may mitigate the detrimental impact of racism on mental health. Dr. Karen Suyemoto (UMass Boston) and I, asking with our respective research teams, developed the REAR, a measure of Resistance and Empowerment Against Racism. We are now collecting data for studies to further assess the validity of the measure and examine in more nuanced ways the connection between racism and mental health, the connection between resistance and empowerment in response to racism and mental health, and other factors that may impact both of those connections.

You can read more about my research team and our work on our website: www.blackmhadvocacyandresearch.com .

Evan Auguste, PhD This lab focuses on addressing the mental health consequences of structural anti-Blackness through the lens of Black liberation psychology. Currently, our research involves community participatory, qualitative, and quantitative methods to examine the effects of disparate exposure to justice-contact for Black adolescents and intergenerational traumas for Haitian people. We also focus on developing and piloting anti­carceral and community based health interventions, such as the Association of Black Psychologists' Sawubona Healing Circles to promote healing from an African-centered framework. Our advocacy involves connecting with local, national, and international coalitions to promote policy and community change.

An incoming student would have a key role in co-constructing the culture of this new lab. I am looking for students eager to work at the intersections of Black psychology and law. The following projects are currently active and available should a student desire to use the data for a master's thesis:

The Sawubona Healing Circle Study: The Sawubona Healing Virtual Circle Study, funded by SAMHSA, is a longitudinal assessment of the efficacy of The Association of Black Psychologists Inc’s Sawubona Healing Circles. This study is a collaboration with Drs. Angela Haeny and Chyrell Bellamy at Yale School of Medicine and The Association of Black Psychologists Inc (ABPsi). In 2020, The Association of Black Psychologists (ABPsi) drew attention to how the history of racism in the U.S. had created and exacerbated extant medical racial inequities to the detriment of Black people. In consultation with the Black Family Summit, ABPsi developed a pilot investigation, the Sawubona Healing Circle (SHC) initiative, which are culturally-grounding healing circles to support Black first responders. Since then, the groups have been expanded to offer support broadly within the Black-identifying African diaspora. The use of African terms and concepts from various African ethnic groups can be especially beneficial for strengthening a sense of pan-African ethnic identity among Black people making the Sawubona Healing Circle a candidate as an adjunctive support for Black people seeking treatment for mental health or substance use challenges; however, limited quantitative and preliminary qualitative data exists on the feasibility and acceptability of the Sawubona Healing Circle among Black people with mental health problems or substance use disorders. For more info on the Sawubona Healing Circles: https://abpsi.org/programs/sawubona/

The Haitian Well-Being Study: The Haitian Well-Being Study is a multi-site collaboration with Dr. Judite Blanc at the University of Miami and Dr. Ernest Barthelemy at SUNY Downstate. The study aims to advance empirical knowledge on Haitian psychosocial, physiological, and cultural well-being. This mixed-method, longitudinal study includes the assessment of physiological determinants of health, encounters with vicarious and lived trauma, mental health sequelae, and sociocultural variables (such as ethnic and racial identity, spirituality, and Africultural coping). Further, this study will result in the construction and validation of a novel measure of Anti-Haitian discrimination, which takes into account the transnational and dynamic nature of anti-Blackness. Participants include Haitians on the island and in the diaspora, with a key focus on those who have recently migrated. For more info on the Haitian Well-Being Study: https://drjuditeblanc.com/the-haitian-study

Black Consciousness Project: A collaboration with the Black Consciousness Collective. Developing theory on collective Black consciousness (involves qualitative and archival methods, later quantitative methods), assessing the development of this construct in adolescents in distinct contexts (community and justice-involved; involved qualitative and quantitative methods). This will evolve into the MT-SIDE project which examines the effect of state contact on Black consciousness.

Intergenerational Haitian Traumas Project: A collaboration with a working group extended from the UN’s permanent forum for people of African descent. CBPAR project assessing the psychological legacies of Haiti’s history of occupation, exploitation, and violence within Haitian families. During the next academic year, the first arm (the Elders project) will be completed, and we will be actively engaging in community events/interviews.

Decarcerating Care Program Evaluation: Collaboration with the Institute for the Development of Human Arts assessing the effects of their programing on alternative methods to psychological care on clinicians and community members through qualitative and quantitative assessment. By the next academic year, interviews will either be nearing completion or fully completed, and data analysis will be beginning.

Abbey Eisenhower, PhD  Our research team shares interests in the early childhood and school experiences, family factors, and relationships of autistic children* and other children during childhood and adolescence. We employ a neurodiversity-affirming lens to understanding autism and prioritize centering the first-person perspectives of autistic students and adults. Our projects aim to equip teachers to support their autistic students in the classroom and to uplift the views of autistic students and adults. As a team, we explore what it means to do autism-focused research in a neuronormative context where the vast majority of researchers are non-autistic. I am looking for a student who wants to be part of shifting this paradigm even while working within existing systems, and who is interested in actively grappling with their own positionality when working in a disability space. An incoming student would likely complete a master's thesis based on one of the below projects. Team members also collaborate with one another on projects, mentor undergraduates, and contribute to the below studies in clinical, consultative, and research roles.

The Smooth Sailing Study. Our team has a strong interest in offering trainings to educators that are neurodiversity-affirming and that focus on building positive relationships with neurodivergent students. With a grant from the Institute of Education Sciences, we are conducting a randomized, controlled trial (RCT) of our Smooth Sailing program, a professional development program on autism for elementary teachers developed with Dr. Jan Blacher at University of California Riverside. In this multi-site collaboration with Dr. Blacher, Dr. Narmene Hamsho (Fairleigh-Dickinson University) and others, on a team of non-autistic and autistic collaborators, we are implementing and evaluating this professional development (PD) program with 120-150 teachers in the coming years. We are also developing a neurodiversity-affirming training on autism for preschool and child-care educators, which will be offered to Boston-area early childhood educators with support from the Deborah Munroe Noonan Foundation. Unfortunately, one in six autistic children are expelled from child-care or preschool settings; autism-affirming teachers and strong child-teacher relationships may reduce this risk of expulsion and related outcomes.

Grad students serve as coaches to teachers in these PD programs and help with recruitment, grant writing, program delivery, and developing training materials. Students can also examine our qualitative and quantitative data around children’s school experiences over time and the autism-related perceptions, needs, and strategies of educators. Student projects can also involve our already-collected longitudinal data on autistic children's school adjustment or our mixed methods data from consultation, focus groups, surveys, coaching sessions, and qualitative interviews with teachers, parents, and current and former autistic students.

The School Experiences Study , funded by a UMB Public Service Grant, is a qualitative interview study with autistic adolescents and adults regarding their school experiences, interactions with teachers and peers, and their identities as autistic students. Conducted in partnership with former grad student Sarah Levinson, Professor Shana Cohen at UCSD, and other non-autistic and autistic collaborators, our grounded theory-informed qualitative analysis has highlighted student-teacher relationships as affirming, empowering forces or ableist, exclusionary forces; the importance of intersectionality between students' autistic identities and other identities; and interactions between students' mental health needs and school-based discipline practices. These findings inform our development of training resources for teachers.

With a team of autistic and non-autistic collaborators, led by Nicole Nadwodny, this study has expanded in 2023-2024. In this student-led and collaborator-led effort, the team conducted additional interviews around questions of self-advocacy and is in the process of disseminating our findings around the school experiences of autistic adolescents and adults. Autistic and non-autistic team members, including non-researchers, engage jointly in qualitative data analysis and interpretation. Team members are now presenting this community participatory research model at multiple professional conferences, as an example to other research teams of centering autistic and neurodivergent perspectives in research.

The ABCD Early Screening Project , a collaboration with Dr. Alice Carter and others, is a now-completed, NIMH- and HRSA-funded study in which we implemented a multi-stage, early screening protocol with three local Early Intervention (El) agencies to address disparities in identification and service access for children of color, English learners, and children with low socioeconomic resources. The project originally emerged from UMB alum Frances Martinez Pedraza's dissertation and expanded to include 2300+ children and over 500 developmental evaluations. Student projects in this rich, longitudinal dataset can examine questions around service access, parent-provider interactions, disparities, parent-child interactions, El- and school-based service experiences, and other areas.

Student Projects A sampling of current and recent projects my students are conducting is below:

• The social and language development of bilingual versus monolingual Spanish- and English-speaking toddlers diagnosed with autism
• A critical autism studies approach to understanding quality of life and identity among autistic children and adolescents
• The experiences and needs of early childhood educators working with autistic and neurodivergent young children
• Autistic adults' experiences in therapy and mental health services
• A qualitative study of autistic adolescents’ and adults’ views on factors enabling or impeding their self-advocacy in schools
• An examination of autistic students’ Individualized Education Programs (IEPs) for content reflecting ableist or affirming messages about autism
• A critical examination of carceral practices in schools and the intersection with ableism and sanism for autistic students
• How student-teacher relationships shape autistic students' school experiences.

*Identity-first language is used to reflect the preferences of many autistic individuals (e.g., Taboas et al., 2022; see Bottema-Beutel et al., 2020 for details).

Sarah Hayes-Skelton, PhD My primary research involves examining the mechanisms and processes responsible for change in psychotherapy (e.g., cognitive-behavioral therapies or acceptance and mindfulness-based therapies) for social and generalized anxiety disorders, in other words, how and why treatments work. I am also currently expanding this work into perinatal anxiety (anxiety during pregnancy and after the birth of a child), with a focus on developing an acceptance-based prevention program for perinatal anxiety. Across my work, I am particularly committed to enhancing the cultural-sensitivity of treatments.

Within this larger interest, there are several types of projects that are in different stages of development:

Perinatal Anxiety Prevention Program We are developing a prevention program to address perinatal anxiety (or anxiety during pregnancy and during the postpartum period). This program involves acceptance-based strategies and has provided an opportunity for students to be involved with treatment development work.  Along with this prevention program, we also have a questionnaire study examining potential mechanisms of perinatal anxiety. I am particular interested in mentoring a student on a Master’s thesis focused on some part of this perinatal anxiety research.

Treatment and Mechanism Research Most of the people on our team have an interest in treatment mechanisms. This takes many forms including the use experimental paradigms to examine potential treatment mechanisms in lab-based analogue studies. For example, one student dissertation examined whether self-efficacy and finding personal meaning as predictors of approaching an anxiety-provoking situation.

We have recently completed a treatment study examining mechanisms of change within a standard group CBT for individuals with social anxiety disorder. Within this study, there was a particular focus on the combinations of specific mechanisms and processes of change. Several students have used data from this project for their research. There is the potential for additional projects stemming from this study. For example, the video recordings of sessions could be coded for additional mechanisms of interest. We have also used this study to write about adaptations to enhance the cultural sensitivity of CBTs.

Similarly, we have developed and piloted an acceptance-based behavioral exposure therapy for social anxiety disorder that combines acceptance-based approaches with more traditional exposure exercises. We are currently preparing to run a study comparing this treatment to more traditional cognitive behavior therapy. This study will also provide an avenue for students on our team to learn these two therapies.

Social Anxiety Research Our team has a particular interest in the development, maintenance, and treatment of social anxiety. In addition to the treatment research described above, our team also has been collecting questionnaire data on structural, interpersonal, intrapersonal, and sociocultural factors that may influence the development of social anxiety. I would also be interested in mentoring a student on a Master’s thesis focused on this kind of social anxiety research.

Student Projects Students on my research team have recently completed projects on:

• The development of a self-report measure of decentering
• The role of cognitive reappraisal in social anxiety
• Qualitative interviews with clients from our treatment study examining the kinds of experiences clients have following treatment
• A case study of cultural sensitive adaptations to CBT for social anxiety
• Examining trajectories of mindfulness, acceptance, and valued living across therapy for GAD
• Examining levels of social anxiety among individuals self-identifying as a sexual minority
• A vignette study examining trust development across the first session of therapy for clients of color.
• A workshop study to examine the influence of self-compassion training on one’s roommate

I am interested in mentoring a graduate student who has a long-term interest in studying anxiety, perinatal anxiety, and/or psychotherapy or the contextual factors affecting these.  We are a team-oriented lab and so members of the lab mentor and work collaboratively on ongoing projects.

Roberto Renteria, PhD The overarching aims of my work are to produce research and knowledge that both mitigates existing health disparities and promotes well-being and flourishing among marginalized populations. I draw from intersectional and minority stress theories to examine how multilevel factors (systemic, community, individual) contribute to the onset, development, and exacerbation of a range of health issues (psychological, physical, and substance use) among marginalized populations.

My primary focus is on health among Latiné and sexual and gender minority (SGM) communities yet am interested in research on sexual and gender minority people of color (POC) broadly. I am particularly interested research that challenges assumptions of homogeneity among minoritized groups (Latiné is a vastly heterogeneous population) and seek to identify novel approaches to conceptualizing and measuring intersectionality in psychological research. Finally, I am in the process of establishing collaborations with local partners to develop community-engaged projects that will provide direct benefit to members of these communities. I am especially interested in three related areas:

• Examine risk factors and mechanisms underlying mental health and substance use among Latiné sexual and gender minority populations
• Explore the role of group-specific (e.g., identity-related) and general psychological processes (e.g., coping) on health outcomes among SGM POC
• Engage in community-based collaborations to co-create interventions geared towards promoting health among local Latiné and LGBTQ+ communities

An incoming student would be vital in the co-creation of the identity and culture of this new lab. I am particularly interested in a student committed to social justice advocacy through science and clinical practice, with specific interests in working with Latiné populations. The incoming student will also have direct involvement in the development of new research projects and will be encouraged to integrate their own ideas.

Current research and future directions Intersectional discrimination and health among Latiné sexual and gender minority A main area of my research is examining the role of intersectional discrimination (e.g., racism in the LGBTQ+ community) on health among Latiné sexual minority adults. I collected a sample of Latiné LGBTQ+ adults (Bienestar Latiné LGBTQ+ Project) to examine a wide range of risk and protective factors on mental and physical health. A current manuscript under review found evidence that racial/ethnic discrimination and heterosexism within one’s racial/ethnic community were associated with worse depression and physical symptoms. Future studies from this project include exploring the effects of intersectional discrimination on substance use outcomes.

My work has identified relevant risk factors (e.g., intersectional discrimination) and potential mechanisms (e.g., identity conflict) by which minority stress may contribute to worse health. Yet there continues to be a dearth in longitudinal research on Latiné SGM, thus little understanding of how these processes develop over time. This is a crucial barrier to developing effective, culturally-informed interventions. Thus, I plan to conduct a longitudinal study with Latiné LGBTQ+ adults to elucidate the risk and protective factors and mechanisms underlying health and substance use outcomes. This longitudinal study will advance our understanding of intersectional influences on health outcomes and how these processes change over time.

Intersectional discrimination and alcohol use outcomes among bisexual people of color One of my areas of focus is to elucidate the risk factors and mechanisms underlying health outcomes among bisexual people, especially bisexual people of color given the documented health disparities among this population. During my NIH-funded fellowship, I collaborated with Dr. Brian Feinstein’s research lab to recruit a longitudinal sample of bisexual adults. I am currently analyzing the data to examine the effects of different types of discrimination (bisexual, racial/ethnic, and intersectional) on future alcohol use outcomes and post-traumatic stress disorder symptoms among bisexual people of color. Additional planned manuscripts will examine the mechanisms underlying these associations (coping and identity conflict) and identity-related protective factors (bisexual and racial/ethnic identity affirmation).

Jean Rhodes, PhD The Rhodes Lab is focused on the role of both informal and formal mentoring in the lives of marginalized adolescents and young adults. In recent years, we have become particularly interested in strategies that help bridge gaps in mental health and other services. Across various projects and collaborating labs, volunteer and paid mentors are being trained to assume the role of paraprofessionals (i.e., helpers to whom an aspect of a professional task is delegated but who are not licensed to practice as professionals) who deliver appropriate engagement, support, and/or service delivery activities under the supervision of professional mental health providers. We are currently developing a therapeutic mentoring models. The hope is that this will bridge gaps in mental health care.

We are also exploring how mentors can support technology-delivered interventions. The potential of online interventions to offer accessible and low-cost support has been limited by low use and high rates of noncompletion of even the best technology-delivered tools. In the new mentoring models we are exploring, mentors are trained to boost students' engagement by providing them with what behavioral scientists refer to as "supportive accountability"--that is, regular check-ins, monitoring, troubleshooting, and other interactions.

We have developed a Supportive Accountability platform, MentorPRO , and are testing it across multiple contexts from K-12 to higher education. We have several other projects underway. This includes comprehensive meta-analyses of various types of mentoring, analyses of longitudinal data set, and evaluations of youth-initiated mentoring approaches across various schools.

Professor Rhodes works closely with her Associate Director, Dr. Alexandra Werntz to provide research training to her graduate students and postdoctoral fellows, along with funding for assistantships, summer salary, and travel to professional meetings and statistical workshops. Her students' rigorous work has been recognized both within and beyond the university including the Chancellor's Distinguished Dissertation Award and the APA Division 27's Dissertation of the Year Award. Many of her students now hold tenured or tenure-track positions at top national and international universities. We are a grant-supported, research-oriented lab and particularly interested in mentoring graduate students who are obsessed with research, have research experience, and can work independently--but also want to work collaboratively on our ongoing projects!

Psychology Department

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

Explore the Clinical Psychology PhD Program

Mission statement.

(Revised Spring 2017)

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

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

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

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

Learning Objectives

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

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

Objectives for Goal 1:

To provide students with:

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

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

Objectives for Goal 2:

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

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

Objectives for Goal 3:

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

Program Description

Our program coursework and training experiences emphasize:

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

Program Policies

Policy Statement for Clinical Training

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

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

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

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

Other Policies

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

College of Liberal Arts

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

Student Handbook

Download the Clinical Psychology PhD Handbook .

Student Admissions, Outcomes & Data

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

Accreditation Questions

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

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 202.336.5979 [email protected]

MA in Psychology

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Explore the Mind

The MA in Psychology will prepare you for a career in research,  a career in an  applied field or to enter a doctoral program in Psychology or a related field. We provide rigorous training to ensure you receive an advanced education in Psychology, research methods and skills, and relevant and effective pre-doctoral training.  

Whatever your goals, our program provides the flexibility to ensure that you earn the MA that is right for you. You can pursue thesis or non-thesis options for your degree and choose from two tracks of specialization : psychological science track and clinical science track. Together with your faculty advisor, you will tailor a program of study to fit your individual interests and needs.

With our small and intensive classes, you will receive one-on-one guidance from our faculty of innovative researchers and scholars . In the classroom and the laboratory, you will receive individual attention and mentorship to ensure that you get the most out of your education.

A Flexible Program with Solid Results

This 33-credit program provides rigorous graduate training in psychology and psychological research while providing you with the flexibility to pursue your academic interests . We offer two tracks of specialization: psychological science and clinical science.

The psychological science track provides a balance of coursework in different areas of psychology, together with training in research and statistics. This is the most flexible program , offering the most elective courses that can fit your interests. The clinical science track enables you to  delve deeper into clinically relevant topics while still receiving a solid foundation in general psychology, research, and statistics. 

See complete Admissions & Course Requirements and MA Handbook (PDF).

Knowledgeable Faculty Dedicated To Your Success

Our faculty consists of innovative researchers and prominent scholars in the field of psychology. Thanks to our small class sizes, you will work closely with and receive individual attention from your professors. Upon admission, some students may be assigned to a specific lab in which they develop an individualized program of study . Other students with a research focus are encouraged to join a research lab during their first semester, especially if they hope to choose the thesis option. Students with an applied focus are encouraged to do internships, with academic supervision given by our faculty. Faculty research interests span the breadth of psychology, with particular strengths in different areas of psychology. 

Start Your Career in the Capital City

Consistently ranked as one of the best cities for job seekers , DC offers access to an extraordinary array of professional and intellectual opportunities. You can get a head start on your career and gain hands-on experience with one of the area’s many clinical or research institutions. The psychology department has close working relationships with basic and applied research programs at the National Institutes of Health, where students can participate in programs on pain management, neuropsychological assessment, and brain mechanisms in learning and memory. Research opportunities are also available at Georgetown University Hospital and School of Medicine, the Walter Reed Army Institute of Research, and other area institutions.

You can earn degree credit while working with autistic children, teaching self-management skills, or working at one of the area’s mental health facilities. Internships and field work opportunities are available in city, county, and private organizations such as the Montgomery County Department of Addiction, Victims, and Mental Health Services; the DC Rape Crisis Center; and patient care and rehabilitation programs at area hospitals.

Recent placements of American University Master's in Economics graduates include the World Bank, the BLS, the Federal Reserve, the Interamerican Development Bank, the Bureau of Economic Analysis, and Booz Allen Hamilton. In addition, many of our graduates have gone on to pursue PhDs in Economics.

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Student Spotlight

Candace Moore, MA/PhD Psychology

More about Candace

One day in 2019, Candace Moore went for a run. But instead of her usual four-to-six miles, she stopped after mile one, extremely fatigued. This marked the beginning of a long battle to manage a rare and debilitating health condition that has changed nearly every aspect of her life. 

Moore was born with a hemangioma at the base of her spine, which has grown into a large tumor. It has hollowed out her sacrum and placed pressure on nerves, which causes extreme pain and limits her movement. She has undergone two surgeries, and she travels to hospitals several times a week for radiation treatments, therapy, imaging, and follow-up exams. 

Remarkably, through all of this, Moore has successfully completed her first year as an MA candidate. She is the recipient of AU’s Barnard Scholarship, and she’s found many mentors at AU who believe in her. “I have dealt with so many obstacles while growing up; many people did not believe in me or think that I would reach the point where I am today. But I am an overcomer who wants to thrive, and not simply survive,” she says.

Moore is working towards completing her PhD in psychology and becoming a clinician-researcher. “Psychology is my heart,” she says. “In my opinion, a changemaker is someone who breaks down barriers that affect the least amongst us — the same barriers that I have had to overcome with great effort. I want to continue to be in service to others and use the knowledge I have gained from my experiences at AU for this purpose.”

Alice Coyne  was named the 2024 recipient of the  Society for the Advancement of Psychotherapy Early Career Award  in recognition of “accomplishment and achievement related to psychotherapy theory, practice, research, or training.”

Jonathan Tubman published two articles: “ Multivariate Relations Between Lifetime Adversity and Substance Use Involvement: Comparisons Between Gay and Bisexual Emerging Adult Men ” in the  Journal of Bisexuality  and “ Factors Associated with Sexual Victimization Among Transgender Emerging Adults ” in the  Journal of Interpersonal Violence .

Frequently Asked Questions

Do i have to have been a psychology major as an undergraduate.

No. We have admitted students who had never taken a psychology course before enrolling in the program.

Is there funding available?

Funding for the MA program is limited. Students are sometimes funded by faculty grants. We encourage students to contact our office of financial aid for awards designated for particular purposes, such as the United Methodist Fellowship and Massey Award.

What is the standard course load?

Full-time students typically take three three-credit courses per semester. In addition, they are typically involved in research outside the classroom for some or all of their time in the program.

Can I be admitted to the American University PhD program after enrolling in and completing the MA program?

MA students often apply to our PhD programs. They are considered in the same pool as other applicants.

Still have questions? Send us an email: [email protected]

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2024-25 University Catalog

Psychology, m.a./ph.d., clinical psychology concentration.

Clinical students in the M.A./Ph.D. track are required to satisfy all requirements for the M.A. degree in clinical psychology as well as all requirements for the Ph.D. degree. A minimum of 45 credit hours is required for the M.A. The Ph.D. in Clinical Psychology requires 104 credit hours including internship hours (2 credits). All credits taken to satisfy the M.A. degree may be applied toward the Ph.D. degree requirements.

Students who receive an M.A. in Clinical Psychology from another institution will submit syllabi, thesis document, and other materials for review. The students will work closely with their advisor and the Director of Clinical Training to develop their doctoral plan of study. All courses taken at another institution are reviewed for course equivalence with our required courses. If deemed equivalent, the course requirement is waived. In addition, the thesis is reviewed by a committee of three faculty, and, if viewed as comparable in scope and theoretical focus to the UNC Greensboro thesis requirement, no additional thesis work will be required.

For information regarding deadlines and requirements for admission, please see https://grs.uncg.edu/programs/ .

For information on the application and admission, please see  https://psy.uncg.edu/graduate/admissions/ .

It is important to note that the department does not accept students who seek a terminal M.A. degree in Clinical Psychology, only those seeking a Ph.D.

For clinical program students, course grades lower than a B cannot count toward either the M.A. degree or Ph.D. degree; these courses must be re-taken, or substitute courses taken. Course equivalents are decided according to departmental policy, which varies by course category (e.g. tools courses vs. clinical courses).

M.A. Degree Program Requirements

Required:  45 credit hours

Only students who enter the program with a previously-earned master's degree in psychology that included a thesis project may select PSY 698 . All other students must select PSY 699 .

If PSY 601   is selected as an alternative, academic transcript must list this course as "Historical Perspectives on Psychology as a Science" for licensure /accreditation.

Topics include: Case Conceptualization, Supervision, Diversity, and Consultation.

Students Entering with a Master's Degree (with Thesis)

Entering students who have completed a master's degree in psychology at another institution that included a thesis project but did not involve any practicum training may elect to complete PSY 698 Capstone Examination in Clinical Psychology as their capstone experience. Students will form a clinical comprehensive examination committee and engage in independent applied scholarly work, culminating in a formal and in-depth presentation and discussion of a clinical case they have conducted as part of their master's training. They will receive evaluative feedback regarding their competencies from the clinical faculty on their committee. This option is only offered to students with an equivalent master's thesis project from their prior institution. The student's thesis document will be reviewed and approved by a panel of three UNCG Psychology Department faculty and the Graduate Program Director.

Ph.D. Degree Program Requirements

Required:  104 credit hours

In addition to the M.A. requirements (45 credits), students must complete the following 59 credits:

Specific courses fulfilling this requirement are individually planned for each student in consultation with the doctoral planning committee and are determined in part by the student's pre-matriculation competencies and research and career goals. Courses offered at sister institutions may also fulfill this requirement as deemed by the planning committee.

Or another quantitative course approved by the doctoral planning committee. If only 3 credits of quantitative course work are taken (from the list of courses provided in the catalog for this requirement or a comparable course approved by the planning committee), then the student must also take 3 credits of PSY 735C , PSY 735D , PSY 735I , PSY 735J , or PSY 735S covering a contemporary issue in the discipline of Psychology (i.e. covering Discipline-Specific Knowledge)  or the integration of two or more areas within Psychology  or a seminar outside the department approved by the committee. If 6 credits of quantitative course work are taken, then the requirement is satisfied.

3 credits minimum must be completed in addition to the M.A. requirement and specific topics covered must be different

In addition to the credits earned for the M.A.

1 credit in each of two semesters.  

Discipline Specific Knowledge (Basic and Advanced integrative)

Coverage of basic knowledge in five core areas of Psychology (Biological, Developmental, Social, Cognitive, and Affective) and advanced integration of this knowledge across at least two of these areas is evaluated and met through a variety of ways including: 1) formal graduate level course work which builds on a student’s pre-matriculation experiences and competencies, 2) laboratory based research, including the thesis and dissertation, and 3) preliminary examination paper and oral defense. In some cases, pre-matriculation competencies may fulfill the basic foundational requirement for one or more areas. Regardless of the specific way in which a student meets these requirements outside of formal course work, a minimum of two graduate-level courses are required to complete this requirement.

Students select from a menu of courses, based on their pre-matriculation experiences and in consultation with the planning committee. At least two courses, each incorporating at least two of the basic core areas and including integration across the area, are required. In choosing from an array of courses, coverage of at least four different core areas must be attained. Students will obtain foundational coverage in the fifth basic area through other educational means (e.g., thesis prelim or dissertation, pre-matriculation competencies with graduate-level evaluation, etc.). Regardless of means of acquiring advanced integrative knowledge, all educational experiences are evaluated at the graduate level.

Specific courses fulfilling this requirement are individually planned for each student in consultation with the doctoral planning committee and are determined in part by the student’s pre-matriculation competencies and research and career goals.

Additional Quantitative Course/Seminar Requirement for the Ph.D. Degree

Note that a minimum of 3 credits must be in the Quantitative area. If 6 credits are taken in Quantitative, no additional seminar is required. If only 3 credits are taken in the Quantitative area, the student must supplement their course work with an additional seminar ( PSY 735C , PSY 735D , PSY 735I , PSY 735J , or PSY 735S ) course either in clinical or within another area(s) of Psychology, or an outside seminar approved by the doctoral planning committee).

Required Milestones*

• Residency (Immersion)
• Plan of Study
• Research Competency
• Comprehensive Exam (Written & Oral)
• Dissertation Proposal
• Admission to Candidacy
• Dissertation Defense
• Filing the Final Approved Dissertation

General information about milestones for doctoral programs is available in Section III of the Graduate Policies page in the University Catalog. For information about how milestones are accomplished for a specific program, please refer to the doctoral program's handbook.

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• PhD in Psychology

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

Learning Outcomes

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

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

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

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

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

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

Course Requirements

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

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

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

Language Requirement

There is no foreign language requirement for this degree.

Qualifying Examinations

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

Dissertation and Final Oral Examination

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

Research Requirement

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

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

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

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Doctorate in Psychology (Ph.D. and Psy.D.) Program Guide

Contributing Writer

Learn about our editorial process .

Updated August 16, 2024

Joey Morris

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Tracey Burrell

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Are you ready to discover your college program?

The American Psychological Association (APA) recognizes three distinct categories of doctoral programs : clinical, counseling, and school psychology. But what's the best Ph.D. to get? It turns out that doctoral options for psychologists go beyond the Ph.D., with the Psy.D. degree also being a possibility. It all depends on your circumstances and aspirations.

Clinical psychology emphasizes compiling and analyzing research data about people, while counseling psychology students focus more on treating mental and emotional health issues.

School psychology programs explore issues surrounding child and adolescent mental development.

Students interested in teaching or research roles can earn a Ph.D. in psychology, while candidates planning to go into private practice or work with patients may pursue a Psy.D.

This page covers everything psychologists need to know about the best Ph.D. to get or the best potential Psy.D. program for you, as well as how to prepare for both, what to expect, and how to choose the right school or degree program.

Pros and Cons of Earning a Doctorate in Psychology

Earning a Psy.D. or a Ph.D. in psychology is a significant investment of time and money, and while psychologists earn above-average salaries, other fields such as medicine, law, finance, and engineering often pay more for the same level of education.

However, psychology often offers more work-life balance than these fields, and many psychologists find it a uniquely fulfilling career.

It Takes Longer to Earn a Doctorate Degree in Psychology

Most doctoral degree in psychology programs can be completed in four to seven years. This, of course, is the longest possible amount of time a psychology professional can expect to spend on their schooling.

The time commitment requires a student's full attention, which makes some students move straight from their bachelor's in psychology to their Ph.D. in psychology.

Earning a doctorate in psychology and qualifying for a state license is the only way to become a licensed psychologist. A degree from one of the best psychology Ph.D. programs or Psy.D. programs can be a key ally. The demand for psychologists is high in most parts of the country, and once you are licensed, you can practice independently. However, if you enjoy collaborating with other professionals, you can work in a hospital, as part of a joint practice, or in other group settings.

At times, it can be very hard for Ph.D. in psychology students to juggle work, internships, clinical training and psychology studies. What's more, almost all Ph.D. in psychology candidates go on to continue their research and training for one to two years after graduation; these externships and practical experiences must be present in order to qualify most Ph.D.s for work.

Once Graduated with a Ph.D. in Psychology, You Enter the Workforce as an Authority in the Field

Part of enrolling and earning a doctoral degree in psychology is making the time and the connections that will allow students to gain intensive practical experience after graduation.

Employers often prefer Ph.D. in psychology candidates with some experience to master's degree in psychology candidates who may have more hands-on skills.

Some evidence suggests that Ph.D. in psychology candidates can oversaturate a market. In these cases, employers may be inclined to hire a candidate with more life experience (such as a master's degree) and lesser academic credentials.

The Doctorate Degree in Psychology is Versatile

Because a Ph.D. in psychology is a terminal credential for the majority of occupational psychologists, earning a doctoral degree in psychology in this broad field may be the best Ph.D. to get, as it offers candidates a certain amount of flexibility when searching for a career.

For example, while there may not be many opportunities in a graduate's chosen field right away, a doctorate from one of the nation's best psychology Ph.D. programs programs is an excellent credential for those who may be interested in teaching at the college or university level.

Only graduates with a Psy.D. or a Ph.D. in psychology can become licensed psychologists (except for school psychologists ). Similarly, if you want to become a professor of psychology in most colleges or universities, you will need to graduate from an accredited doctorate in psychology program. The APA does not accredit online programs.

Because a psychology Ph.D. or Psy.D. is the terminal degree in psychology, those with a doctorate in psychology are considered more authoritative in jobs such as consulting, government or nonprofit work, or publishing.

Psychology Ph.D. programs are long and hard, and even when you graduate you must work under the supervision of a licensed psychologist before you can work independently.

While many students work while earning their Psy.D. or Ph.D. in psychology, they are often not yet earning at their full potential and graduate with student loans .

One of the core parts of any doctorate in psychology is conducting original research, which requires years of focus on a single project. Students in psychology Ph.D. programs who do not enjoy the research process may find this very draining.

A Doctoral Degree Offers a High Return on Investment

Because of the high demand for the position and the time and cost psychology Psy.D. or Ph.D. programs involve, psychologist salaries are well above the national average.

Psychologists often earn a median salary over $90,000 annually, according to the U.S. Bureau of Labor Statistics (BLS). The median BLS salary for psychologists include both graduate and undergraduate level occupations. According to Payscale , of the 25 people reporting in September 2023, the average salary for graduates with a Ph.D. in psychology is $95,000. The best psychology Ph.D. programs or Psy.D. programs are one factor that can help you capitalize on this potentially lucrative field.

September Payscale data for 2023 reports the average salary for graduates with a Psy.D. as $92,000.

This is considerably higher than the 2023 national median salary of $48,060, and for many psychologists, the financial and emotional rewards justify the cost and time spent in a doctorate of psychology program.

While only those with a Psy.D. or Ph.D. in psychology can become licensed psychologists, other careers, such as law, medicine, engineering, or finance often offer much higher salaries for programs that take as much time or less than a psychology Ph.D. program.

Some high-paying psychology careers, such as industrial-organizational psychologists, may require just a master's degree.

Featured Online Psychology Programs

Figuring out where to apply? These top, accredited schools offer a variety of online degrees. Consider one of these accredited programs, and discover their value today.

What Are The Admission Requirements for Psychology Ph.D. and Psy.D Programs?

Psychology Ph.D. programs require a master's in psychology from an accredited program or an equivalent mix of education and experience. Many will accept students with a master's in a related field or a bachelor's degree with work experience.

Students seeking a Ph.D. in psychology often need to demonstrate knowledge of psychology research, while students applying for a Psy.D. program need to show even more extensive research skills or aptitude.

• Minimum Education Level : Master's degree, although a bachelor's with work experience is often also acceptable
• Writing Sample : Transcripts from all undergraduate and graduate institutions attended, usually with a minimum 3.0 GPA
• Transcripts : 3-5 letters
• Standardized Tests : Personal statement of intent; previous academic research papers
• Recommendations : GRE
• Additional Required Materials : Immunization records; interviews; comprehensive qualifying exam; health insurance

How Can I Guarantee My Acceptance Into a Doctorate Degree in Psychology Program?

While there is no way to guarantee acceptance into a psychology Ph.D. or Psy.D. program, you can improve your chances through academic achievement, work, community engagement, professional development, and networking. The more you can show that you have strong professional ethics and are likely to succeed in research and as a professional psychologist, the better.

• The most important thing an applicant can do to increase their chances of being accepted into a doctorate degree in psychology program is participate in research. Clinical trials and data analysis are some of the most vital components of a psychology career. Psychologists focus as much on mental and behavioral health as they do studying and understanding human behavior.
• Completing relevant internships and practicums demonstrates a commitment to independent research and looks great on a doctoral degree in psychology application.
• Prospective Ph.D. in psychology candidates can increase their chance of acceptance by cultivating professional relationships with a community of peers. Many do so by joining alumni associations, reaching out to colleagues on LinkedIn, and participating in professional organizations.
• Subscribing to pertinent publications or joining professional groups can help you learn more about the field and the best education for you. The Association of State and Provincial Psychology Boards (ASPPB) is a good source for information on this topic.

Should I Get a Ph.D. or a Psy.D.?

The Ph.D. and Psy.D. degrees differ in a variety of ways . Students should consider each option carefully before choosing a program.

Ph.D. in psychology programs take about 5-7 years to complete, and often include one-year internships. These programs can be restrictive with admissions, however. For example, the best psychology Ph.D. programs sometimes admit fewer students into internships, as they tend to offer more funding opportunities.

Ph.D. programs place a stronger emphasis on research, including more coursework in research methods and statistics, and more research-based opportunities during the program. Graduates may pursue careers in research or academia. Check individual programs to learn more and find the best Ph.D. to get for you and your unique situation.

The Psy.D. is a doctor of psychology degree instead of a doctor of philosophy degree. Psy.D. programs take between four and five years to complete, including an internship year. These programs are tailored more towards clinical practice, placing less of an emphasis on research. This track may particularly benefit students who wish to work directly with clients in clinical settings.

Both degrees prepare candidates to seek licensure as clinical psychologists. For individuals who wish to conduct research or teach in colleges and universities after graduating, the Ph.D. in psychology might be the best Ph.D. to get.

What Should I Expect From a Doctorate Degree in Psychology Program?

Degree completion specifics.

• Number of Required Credits: 60-125
• Typical Length of Program: 5-7 years
• Culminating Experience Project/Paper/Exam: Yes
• Practicums/Internships: Yes

Core Concepts

While you will expand your skills in each of these areas while earning your psychology Ph.D., programs expect you to have a solid understanding of these areas from your previous education and work or fieldwork experience.

Developmental Psychology

This topic explores the biological, intellectual, and cognitive foundations of behavior.

Assessment, Statistics and Research Techniques

Research is a major component of psychology. Students pursuing a Ph.D. in psychology should know how to effectively and efficiently gather pertinent information.

Multicultural Consistencies

These studies explore some commonly addressed issues for people of all ages, ethnicities, and socioeconomic circumstances.

Dissertation Research

Almost every Ph.D. and Psy.D. in psychology program requires candidates to create and present a dissertation. Many courses prepare students to create, catalog, and share this vital work.

Ethics and Legal Issues in Psychology

More detailed than bachelor's or master's coursework in the same vein, Ph.D. in psychology students explore the important legal responsibilities and concerns commonly associated with their particular field of study.

Concentrations

Doctoral students in psychology often concentrate their studies in a particular clinical or academic discipline. Immersion in these topics solidifies existing knowledge and offers the chance to work side-by-side with other psychology professionals in the candidate's area of interest. Some popular concentrations include:

Behavioral Neuroscience

This subfield explores how human brain systems engage in perception, human error, decision-making, movement, and cognition.

Clinical Psychology

Students gather the data necessary to understand emotional, cognitive, behavioral, and interpersonal functions in adults and children.

Abnormal Psychological Disorders

In this subfield, students learn to evaluate, manage, and offer empathetic care to people living with ongoing psychological disorders and trauma.

Human Growth and Development

This research track investigates how the human mind evolves and devolves across the lifespan, paying special attention to behaviors, aptitudes, and at-risk behaviors.

Developmental

This focus area is ideal for those who wish to learn skills of value in careers such as teaching, intervention, and research. A developmental psychology specialty explores cognitive/socio-emotional development and developmental psychopathology.

What Kinds of Psychology Careers Can I Pursue With a Doctorate Degree in Psychology?

Most graduates from psychology Psy.D. or Ph.D. programs work as licensed psychologists or in academic settings as researchers and professors. However, there are other careers available in government or corporate roles, or as a consultant.

Psy.D and Ph.D. Career Options

Clinical psychologist.

Clinical psychologists diagnose patients and prescribe treatment for psychological disorders. They often specialize in a particular approach such as cognitive-behavioral therapy or behavioral therapy, or in a particular type of patient or condition, such as adolescents or eating disorders.

They differ from counseling psychologists, who emphasize helping patients with specific issues rather than a disorder. The average annual salary, according to the BLS , is $106,600.

Industrial-Organizational Psychologist

Industrial-organizational psychologists or human resource managers apply psychology to improve organizational performance in corporations. They provide guidance on organizational culture, leadership development, motivation, and other issues related to productivity. This is one of the higher-paid specialties, according to the BLS , with an average annual salary of $154,380.

Postsecondary Clinical Psychology Educator

Postsecondary clinical psychology educators include college and university professors and other faculty and staff. While the BLS-reported annual salary of $93,990 is lower than other specialties, many professors are eligible for tenure. Administrations expect educators to both teach and publish; the balance will vary by school and position.

Forensic Psychologist

Forensic psychologists work in the legal or justice system in a number of roles. They may work as part of criminal investigative teams, as consultants for criminal law firms, or as part of the correctional system. While many are licensed psychologists, some have a master's rather than a psychology doctorate. The annual salary, according to March 2024 Payscale data , is $78,800.

Educational Psychologist

Educational psychologists apply psychology to improve school and educational performance. School psychologists primarily work with students and families, while educational psychologists focus more on improving the schools' and teachers' overall teaching capacity. According to the BLS , the average annual salary is $91,990.

Research Psychologist

Research psychologists conduct psychological research in corporate, nonprofit, or government research settings. Their work may include user experience design, nonprofit or government program monitoring and evaluation, or research on ways to improve military performance and morale. According to Salary.com , the average annual salary is $103,340.

Frequently Asked Questions About Doctoral Programs in Psychology

Can you prescribe medicine with a ph.d. in psychology.

While some states allow licensed psychologists to prescribe certain medications, psychologists do not have the same prescribing authority that doctors, psychiatrists, or advanced practice nurses have.

Can you get a Ph.D. in psychology without a master's?

In many cases, you do not need to hold a master's for admission to a Ph.D. program in psychology. Many programs accept candidates who hold a bachelor's in the field. Some may require work or internship experience in addition to a bachelor's degree, but this varies from program to program.

Can you get a Ph.D. in psychology online?

Yes! A variety of fully online psychology Ph.D. programs allow students to earn their degree anywhere, at any time. While these programs occasionally take longer to complete than the standard four-year timeline for full-time, full-residency programs, actual program lengths vary. Note that the APA does not accredit online-only programs.

Why get a doctorate in psychology?

Professionals in all states must hold either a Ph.D. or Psy.D. to obtain licensure and practice as a psychologist. A doctorate in psychology prepares candidates for clinical practice, and for more advanced roles in the field. Those with a Ph.D. also tend to earn more than those with a master's degree.

How competitive are Ph.D. and Psy.D. programs?

Doctoral programs in psychology tend to hold high admissions standards, making them very competitive. On-campus programs may be even harder to get into, as they sometimes offer competitive funding and assistantship positions. Applicants should demonstrate a strong academic record with a high GPA.

What's the difference between a Ph.D. in psychology vs. a Ph.D. in clinical psychology?

Ph.D. programs in psychology tend to place a stronger emphasis on research, and often include more courses in research methods and statistics. Psy.D. programs emphasize clinical practice, and are best suited for individuals seeking more clinical experience.

Page last reviewed November 7, 2022. This page's information — not including school descriptions — was reviewed by an independent third party compensated for their time by Psychology.org.

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Clinical Psychology MA

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry & Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a clinical career at the master’s level.

Please note that the prior MA program, which focused on research and research-related coursework and was designed to prepare students for doctoral study in academic clinical psychology, is no longer accepting applications.

The new MA program in Clinical Psychology, which will start its first cohort in September 2025, is designed to meet the educational requirements for licensure as Professional Counselors and Clinical Professional Counselors within the state of Illinois. The intention of this MA program is to prepare graduates to deliver science-based services at the master’s level to care for the mental health of individuals, couples, families, and groups.

About the Program

  goals.

The goals of the Clinical Psychology Master of Arts Program are to:

• Prepare graduates to pursue a career as a professional counselor to deliver science-based mental health services.
• Develop discipline-specific knowledge and profession-wide competencies in clinical psychological science.
• Integrate clinical psychological science and practice.
• Enhance competencies in communication and interpersonal skills, as well as responsible and ethical values, attitudes, and behaviors.
• Develop competencies in psychological assessment, and use of psychological assessment to inform psychological intervention.
• Develop competencies in psychological intervention, including major theories of psychological interventions, intervention factors common across models, specific science-based intervention models, and group interventions.
• Enhance knowledge of supervision models in clinical psychology.
• Develop competencies in consultation and interprofessional and interdisciplinary skills.

  Prerequisites

The following criteria are most desired in MA applicants:

• Undergraduate GPA of 3.2 or above on a 4.0 scale
• An essay describing interests in and preparation for the MA program
• Three letters of recommendation
• For international students, demonstration of English language proficiency (see below for details)
• Interest in engaging in a career as a master's level professional counselor based in clinical psychological science.
• Exposure to clinical populations (via volunteering, employment, or research)

Please note that the above criteria are desired, but not required. The MA program will consider mitigating circumstances when conducting holistic reviews of applicants who may not meet all of these criteria.

  English Language Proficiency

For students to be successful in our MA program, it is necessary for them to have proficiency in understanding, reading, writing, and speaking in English. An English proficiency score is required for applicants whose first/primary language is not English. English proficiency scores may not be self-reported; these must be submitted officially via the appropriate testing organization as part of the application.

For admission into the MA program, you must certify your proficiency in the English language in one of the following three ways:

• Providing official scores for either the TOEFL, IELTS, or MET exam. The test must be taken no more than two years before the intended quarter of entry (e.g., if you are applying for fall 2025 entry, test scores must be no older than September 2023.) For the TOEFL, you must score 577 or higher on the paper-based test, 233 or higher on the computer-based test, 90 or higher on the internet based test. For the IELTS, you must receive a score of 7.0 or higher. For the MET, you must receive a score of 54 or higher. We  do not accept DuoLingo or TOEFL Essentials to meet the requirement.
• Providing official transcripts verifying an undergraduate degree from an accredited four-year institution or equivalent, where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required. 
• Providing official transcripts verifying a graduate degree from an accredited institution where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required. 

For more information on English proficiency requirements, please see: https://www.tgs.northwestern.edu/services-support/international-student-services/language-testing-support.html

  Curriculum

The Clinical Psychology Master of Arts Program is designed to be completed within eight quarters over two years (24 months).

The MA program requires full-time study (3-4 units per quarter) for eight quarters over two years (24 months). The following courses are offered as part of the program:

Fall (Year 1)

• Introduction to Psychotherapy
• Psychological Assessment
• Individual and Cultural Diversity

Winter (Year 1)

• Transdiagnostic Psychotherapy
• Career & Lifestyle Development
• Psychology of Addiction

Spring (Year 1)

• Group Therapy
• Psychopathology
• Clinical Ethics and Laws

Summer (Year 1)

• Research Methods
• Lifespan Developmental Psychology
• Practicum/Internship

Fall (Year 2)

• Family Therapy and Systems Theory
• Advanced Assessment and Intervention I

Winter (Year 2)

• Advanced Assessment and Intervention II

Spring (Year 2)

• Advanced Scientific Foundations of Behavior

Summer (Year 2)

• Proseminar in Professional Counseling

Research Experience

The Clinical Psychology Master of Arts Program is designed to prepare students for careers as professional counselors with a strong foundation in science-based practice in clinical psychology. To facilitate the goal of grounding future professional counselors in the science of psychology, all students will join a research lab for at least two quarters. This research experience is designed to expose students to the process of research and to facilitate the integration of science and practice throughout their careers.

Clinical Training

Students engage in the clinical Internship/Practicum experience starting in the summer of their first year through the entirety of their second year (5 quarters in total). The clinical practicum and internship trainings occur within the inpatient and outpatient Behavioral Health Services offered by the Department of Psychiatry and Behavioral Sciences at Northwestern Medicine. The clinical Internship/Practicum training is designed to provide students with practical clinical experience to develop individual and group counseling skills.  The Internship/Practicum experience will include 15-20 hours in the clinic per week for a minimum of 700 clock hours on-site. Students will engage in a range of clinical experiences with a minimum of 280 hours of direct, face-to-face contact with patients.  These experiences are designed to provide students with opportunities to engage in some of the counseling activities that a licensed counselor will be expected to perform throughout their career.  All clinical experiences will be supervision by licensed clinicians with expertise in the provision of mental health services.

Clinical Competency Exam

In the spring and summer quarters of the second year, students will complete the Clinical Competency Exam (CCE) as the final milestone for the MA degree.  The purpose of the CCE is to demonstrate competence that is sufficient for minimally competent supervised clinical practice at the master’s level. The CCE involves completion of an evidence-based case study, written and taped practice samples, and an oral exam by a faculty committee to determine clinical competence.

  Tuition & Financial Aid

Information on tuition can be found at the   tuition and fees page   on The Graduate School’s website.

All students admitted to the MA program receive a Graduate Scholarship that provides a 45 percent tuition remission for each of the eight quarters of the program.

Additional information on financial aid is provided through our   Chicago Office of Financial Aid   and through the   financial aid pages   of The Graduate School’s website.

How to Apply

Applications will be reviewed on a rolling basis until the final deadline of May 1. Offers will also be made on a rolling basis until the incoming cohort class is completely filled. Applicants may be asked to do a phone or video interview before an offer is made for admission. Onsite interviews will not be conducted, nor will individual tours of the program be provided to applicants; however, interested applicants are always welcome to visit the campus. 

To apply, complete the steps listed below.

Our program eliminated the GRE General Test as an admissions requirement for the 2021-2022 class. In an effort to maximize holistic review and move toward greater equity and fairness in our admissions process, we will continue to NOT accept or consider GRE scores for applications. Applicants should NOT submit their GRE scores through ETS nor report their scores in the application portal or on their CVs or personal statements. We will revisit our GRE policy annually.

  1. Complete the online application form.

Online applications will open in September. Deadline for receipt of completed applications and supporting materials for the MA program is May 1, although applications will be reviewed on a rolling basis and offers of admissions will also be made on a rolling basis until the cohort is filled.

To begin the application process, read the instructions and complete the application on   The Graduate School website . In the Personal Information section on page one, choose “Clinical Psychology: MA (C30MA)” as your Academic Program from the pull-down menu (Select "Feinberg School of Medicine" to find it faster).

The nonrefundable application fee must be paid via credit card at the time of application submission; it will not be processed without payment. The application fee cannot be waived by the PhD program; however, eligible students can apply for a fee waiver .   See additional information regarding the application fee.

  2. Please DO NOT request that ETS submit official GRE scores!

  3. toefl, ielts, or met scores.

• Providing official scores for either the TOEFL, IELTS, or MET exam. The test must be taken no more than two years before the intended quarter of entry (e.g., if you are applying for fall 2025 entry, test scores must be no older than fall 2023.) For the TOEFL, you must score 577 or higher on the paper-based test, 233 or higher on the computer-based test, 90 or higher on the internet based test. For the IELTS, you must receive a score of 7.0 or higher. For the MET, you must receive a score of 54 or higher. We do not accept DuoLingo or TOEFL Essentials to meet the requirement.
• Providing transcripts verifying an undergraduate degree from an accredited four-year institution or equivalent, where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required.

  4. Submit all supporting documents.

You will also need to submit the following supporting materials to complete your application. All of the supporting documents must be submitted online; paper or "hard" copies will not be accepted for the application. Please include the following supporting documents in your online application:

Letters of Recommendation

Transcripts.

Transcripts from each postsecondary institution you attended are required for your application to be complete. You must   upload scanned versions of your official transcripts online . We no longer will accept paper copies in the mail.

If you are accepted into the program, TGS will require that you submit official paper copies of your transcripts (including degree awarding transcripts) directly to its admission office. TGS will compare the official transcripts received via mail to the versions uploaded during the application process to ensure that no tampering/fraud occurred. Any student found to have submitted false documentation during the application process will be immediately dismissed. Registration holds will be placed on any student’s account if their official transcripts are not received by the end of the first quarter of enrollment.

Academic Statement

Please include the following information in the Academic Statement you complete as part of   your online application :

• Discuss how your background, life experiences, educational preparation, research experience and clinical exposure have contributed to your decision to pursue this degree at this point in your life.
• Indicate what you hope to obtain from your MA degree, and what you ultimately want to do after graduating from our program.
• Discuss your specific areas of interests in clinical psychology. You are welcome to discuss your alignment with specific research or clinical emphasis.

You are encouraged to submit abstracts or reprints as supplementary uploads. Please write succinctly (one to two pages, single-spaced, in a 12-point font).

Personal Statement

You are welcome to complete the optional Personal Statement according to the instructions provided on the online application. 

For more information on the differences between the Academic and Personal Statements, see  https://www.tgs.northwestern.edu/admission/application-procedures/application-requirements/essays.html  

  Is the MA program in Clinical Psychology a STEM program?

The MA Program in Clinical Psychology is not identified as a Science, Technology, Engineering, or Mathematics (STEM) program. 

  Can I apply to the MA program separate from the PhD Program

Yes! The MA program is a separate program from the PhD program, with a separate admissions process, requirements, and degree type (Master of Arts).

  Is the MA program funded?

Yes, all students in the MA program receive a 45% tuition scholarship.  See 'Tuition and Financial Aid" above. Students are responsible for the remaining 55% tuition expense.  The MA program does not provide a stipend. MA students, however, are allowed to have employment outside of the MA program (either within or outside of Northwestern).  

  Are there specific prerequisites for the MA program?

  can i transfer credits from another university,   does the program accept 3-year international undergraduate degrees must the degree be wes evaluated,   does the program provide a waiver for the application fee.

Application fee waivers are not provided by the University or the MA Program. You can learn more about the application fee here:  https://www.tgs.northwestern.edu/admission/application-procedures/application-requirements/fee.html  

Please do not contact the MA program to request a waiver of the application fee. 

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What are the Differences Between a Masters and PhD in Psychology?

Choosing a path in psychology can be a bit like picking a route for a big journey. Should you stop at a master’s or go all the way to a PhD? While both are advanced degrees, they serve different purposes.

A master’s in psychology usually takes less time and provides a general overview, helping you get into various career paths within the field. A PhD, however, is a longer journey, focusing on specialized research and allowing you to become an expert in a specific area.

So, whether you are dreaming of counseling, teaching, or groundbreaking research, understanding the distinctions between these degrees is crucial. Let’s explore both options to find which suits you best!

Masters Vs. PhD in Psychology

A master’s in psychology typically takes 2-3 years and provides foundational knowledge and skills for various psychology-related careers. On the other hand, a PhD in psychology, taking 4-7 years, emphasizes research and advanced expertise, preparing graduates for academic, research, or specialized clinical positions.

To work in the field psychology, you need to have a minimum of master’s degree in psychology , and if you want to become a licensed psychologist , then a PhD will help you do that.

Master’s and Ph.D. degrees come under the heading of graduate studies. As mentioned above, a master’s degree in psychology typically takes between 2 to 3 years to complete in addition to an undergraduate in the same subject.

There are different types of psychology master’s degrees with the two most common being a Master’s of Art (M.A.) and a Master’s of Science (M.S.) . Without a master’s degree in psychology you cannot get licensed and hence you cannot begin practicing freely.

If your focus in psychology is more towards the applied side, you will need to complete an internship as well. Depending on the program, students may also need to prepare a thesis report towards the final months of a master’s program.

When it comes to a psychology doctorate degree , there are essentially 2 options – a PhD (Doctor of Philosophy) or a Psy. D (Doctor of Psychology) . A PhD in psychology is more research oriented, whereas a Psy. D is more focused towards the practical and clinical sides. However, we are limiting our discussion to a PhD in psychology.

Typically a PhD can take between 4 and 7 years depending on how you approach it and on your work schedule. A few years of course work and a final dissertation are almost always required in a PhD program. Some PhD programs even require students to complete an internship which formally marks the end of their doctorate program.

The Road to Get There

To get into a master’s level program in psychology, it is preferred that candidates possess an undergraduate background in psychology. At the undergraduate level, students are presented with the opportunity to choose their majors which is then carried forward in the master’s program.

The undergraduate degree is necessary for creating a strong background and laying the right foundation for students. Some masters programs prefer that candidates have gone through some practical training which usually takes the form of an internship.

A master’s degree in psychology can also serve as an inroad to a PhD in psychology. Many top university PhD programs require students to have a master’s degree in psychology under their belt as a pre-requisite.

However not all PhD programs have that requirement. Some programs offer students a terminal master’s degree in the process of a PhD. This is basically a specialized master’s program that prepares students in their area of expertise and professional practice.

It is often required by PhD level psychology programs for students to have some kind of prior practical experience. This could be an internship or an assistant level position to a senior psychologist. With added practical experience, the concepts taught at the doctorate level are easier to understand and make more sense.

After Graduation

Psychology is a vast and quick expanding field of science which means that demand for qualified psychologists is high. With a masters level psychology you may land some entry level jobs such as a research assistant, assistant to a supervisor, teacher’s assistant and so on. You may work with other psychologists and learn from them on the job.

Opportunities may also exist in mental health institutes, schools and the like. You may also sit-in some sessions with a senior as they treat other patients. Initially there will be a lot of interaction with seniors in a controlled environment.

With a PhD in psychology under your belt you may be exposed to a more challenging and dynamic work environment. You may be part of an experiment where patients are kept under closely monitored situations. Pharmaceutical companies may contract your services to work on drug trials for instance.

Depending on your chosen niche, you may spend time with patients at correctional facilities, detention centers and even prisons.

Which One is Right For You?

There is no right answer for this question. Both degree options have their own merits, requirements and results. What matters is your drive and motivation as well as your career aspiration. For starters, you need to have an interest in the subject of psychology, otherwise there may not be any point in doing a masters, let alone a PhD.

A masters can only take you so far career-wise, sooner or later you will need to rely on a PhD to take your career to the next level – therefore you need to consider your vision. The best way to answer this question is from a timeline point of view – you must prioritize your goals at the given time.

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Massachusetts Psychology Doctorate Programs

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

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

What’s On This Page

Quick facts.

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

Top PsyD Degree Programs in Massachusetts

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

SEE ALSO:   5+ Best Online PsyD Programs

William James College

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

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

Springfield College

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

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

Other Psychology Doctorates in Massachusetts

Boston university.

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

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

Clark University

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

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

University of Massachusetts

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

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

Suffolk University

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

• Annual tuition: All students receive tuition waivers

Boston College

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

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

Harvard University

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

• Campus: Cambridge

Northeastern University

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

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

How to Become a Psychologist in Massachusetts

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

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

Massachusetts Clinical Psychologist Salary and Job Outlook

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

SEE ALSO: Massachusetts Clinical Psychologist Salary

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

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Ph.D. in Clinical Psychology

APA Accreditation Status

Questions related to the program’s accredited status can also be directed to the Commission on Accreditation. Office of Program Consultation and Accreditation

Faculty, Students, & Staff

Program faculty and their associated research groups, affiliated faculty, staff, and graduate students

Curriculum & License Requirements

The Ph.D. in Clinical Psychology is a full-time program that requires the completion of 83 semester hours over four years plus a full-time, one-year clinical internship.

Funding Information/Opportunities

Stipends, tuition, fees, costs, etc.

Application Information

Application information and requirements

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Data on students enrolled in our program

Prospective Students

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The Ph. D. program in Clinical Psychology at Rowan University trains our graduate students in how to appropriately elicit the best in individuals by being respectful and informed about how individual differences and diversity affects values, attitudes, behaviors, and emotional responsiveness. All of our methods are based on evidence-based research and resources. We further believe that our graduate students search for individual differences and diversity in their professional lives requires a psychological understanding of how various unique variables (e.g. age, color, disability, ethnicity, gender, culture, language, national origin, religion, sexual orientation, and socioeconomic status) influence human motivation, goals, and mechanisms for growth and conflict resolution. Our  Program  maintains policies and practices that demonstrate a non-discriminatory atmosphere. Rowan University, the Department of Psychology and the Ph.D. Program in Clinical Psychology students, faculty, and staff are broadly diverse.

While there are numerous resources and readings in the diversity literature, the framework for our  Program's  view on diversity is based on three seminal readings. The first reading is the ADDRESSING framework by Pamela Hays (2008), an APA benchmark book on cultural sensitivity and variables of self-identity, which are the following:  A ge,  D evelopmental (acquired; delayed),  D evelopmental (congenital),  R eligion,  E thnicity/race,  S ocial economic status,  S exual orientation,  I ndigenous background,  N ational origin,  G ender. Other areas are marital/partner status, medical history, health disparities, oppression, "isms", skin color, weight bias, etc. The second reading is the Counseling the Culturally Diverse: Theory and Practice, 6th Edition by Sue and Sue (2013). The overarching, guiding principles from this reading when working with diverse communities is ASK:  A ssessing biases and worldviews,  S kills development and  K nowledge acquisition. The third and final seminal reading is from the American Psychological Association's Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists.

Read the latest Student Diversity Committee Newsletter

Below please find an abbreviated list of additional resources addressing diversity (broadly defined).

• American Psychological Association's Guidelines on Multicultural Education, Training, Research, Practice and Organizational Change for Psychologists
• APAGS Committee for the Advancement of Racial and Ethnic Diversity (CARED)
• APA's Graduate Student Resources
• APA's Policy Statements on Disabilities Areas
• Resource Guide for Psychology Graduate Students of Color
• Rowan University Social Justice, Inclusion, and Conflict Resolution
• Rowan University Office of Equity and Diversity
• https://sites.rowan.edu/wan/

Contact Information Email: [email protected] Phone: 856-256-4500, x53781

Meredith Jones , Ph.D. Associate Director of Clinical Training

Contact Information Email:  [email protected] Phone: 856-256-4500, x53778

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Learn More and Apply Clinical Psychology (MA)/(PhD)

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The Clinical Psychology Program, which includes both clinical-child and clinical-community tracks, is one of four MA/PhD programs in the Department of Psychology at DePaul University. The American Psychological Association (APA) first accredited the Clinical Program in 1976, and it has held continuous APA accreditation since then. The Clinical Program trains students within the scientist-practitioner model, providing training in both research and practice.

The Clinical Program has four broad program aims:

• To educate students generally about psychology and instill a commitment to life-long learning
• To prepare graduates with knowledge and skills to engage in and shape research and scholarship
• To prepare graduates for diverse leadership career paths in the practice of clinical psychology and more in-depth preparation in child and/or community applications and policy
• To prepare graduates to work in the public sector, in an urban environment, with diverse ethnic and socio-economic populations, and with those who have been traditionally underserved by psychology

Specific competencies that support these aims include: ethical and legal standards, individual and cultural diversity, professional values and attitudes, communication and interpersonal skills, psychological assessment, psychological intervention, supervision, and consultation and interprofessional/interdisciplinary skills. 

Program objectives are for students to acquire understanding and competence in psychological theory, research and practice, with particular attention to developmental psychopathology, community psychology, evidence-based treatments, dissemination, and program evaluation with children, adolescents, and families of diverse backgrounds. Our program's focus on diversity is intended to promote students' understanding about the societal and systemic/ecological forces that have contributed to current manifestations of inequality for many diverse groups such as for poor, urban, and ethnically diverse populations and on how these conditions influence mental health, family/community processes, and access to mental health services.​

MA Learning Outcomes

• Identify major theoretical concepts in psychology, trace their historical development, and integrate theory, research, and domain-specific knowledge to explain and interpret how Clinical Psychology currently advances knowledge.
• Critique and synthesize theoretical and empirical articles from peer-reviewed scholarly Clinical Psychology journals in terms of theory, methods, data analyses, and conclusions.
• Develop testable research questions, identify strengths and limitations of research designs and data analysis techniques, conduct appropriate research and analytic strategies, and interpret the findings to situate them within the extant research literature in Clinical Psychology.
• Describe and discuss the ethical issues associated with human subjects/participant protection and the sequence of procedures needed for IRB approval of research projects, and apply these ethical practices in research.

PhD Learning Outcomes

• Critique and synthesize theoretical and empirical articles from peer-reviewed scholarly Clinical Psychology journals in terms of theory, methods, data analyses, and conclusions in order to compose novel perspectives and ideas.
• Independently develop testable research questions, identify strengths and limitations of research designs and data analysis techniques, conduct appropriate research and analytic strategies, and interpret the findings to situate them within the extant research literature in Clinical Psychology.
• Independently describe and discuss the ethical issues associated with human subjects/participant protection and the sequence of procedures needed for IRB approval of research projects, and apply these ethical practices in research.
• Exhibit effective communication skills for presenting at professional conferences and publishing in professional journals in Clinical Psychology.
• Demonstrate competence in Clinical Psychology applications.

MA Course Requirements

The MA degree requires a minimum of 76 quarter hours beyond the completion of a bachelor’s degree, including four quarter hours of thesis research.

Core Courses

Statistics and Methodology Courses

Additional Courses

Elective Courses

Clinical Practicum

Three quarters of clinical practicum need to be successfully completed. The Director of Clinical Training must approve the practicum placement in advance. All practicum courses are zero credit hours.

Master's Thesis Requirements

Research Course

Master’s Thesis

Complete a thesis on a topic approved by the department. The finished thesis should reflect the research process which usually includes: identifying a problem, reviewing literature to find theoretical perspectives and research findings relevant to the problem, developing specific and testable hypotheses, developing methodology for the investigation, conducting the investigation, analyzing results of the investigation, and discussing the implications and limitations of these results.

Master’s Thesis Examination

The examination is an oral defense of the student’s thesis.

PhD Course Requirements​

The PhD degree requires a minimum of 16 quarter hours beyond the completion of the master’s degree, including four quarter hours of dissertation research. The following requirements must be completed to confer the PhD.

Area of Emphasis

At least three additional courses consistent with an area of emphasis are required to reach the minimum number of hours required for the PhD.

Additional Required Courses for Clinical-Child (may be used as general electives for Clinical-Community)

Additional Required Courses for Clinical-Community (may be used as general electives for Clinical-Child)

Six quarters of clinical practicum need to be successfully completed. The Director of Clinical Training must approve the practicum placement in advance. All practicum courses are zero credit hours.

If students choose to complete additional years of practicum beyond the required minimum, students should enroll in PSY 574 (taken separately in AQ, WQ, and SQ). 

Doctoral Candidacy Examination (Comprehensive Examination or Review Paper)

Designed to assess the student’s general knowledge of clinical psychology and the student’s area of emphasis (clinical-child or clinical-community). The examination is given in two sections. One section consists of an examination in the areas represented by the required courses in clinical psychology. A second section consists of an examination in the student’s area of emphasis -- clinical-child or clinical-community psychology. An alternative to the Doctoral Candidacy Examination is to complete a major comprehensive review paper based on the literature within an area relevant to the field of clinical psychology. This paper must be submitted for publication in a peer-reviewed clinical psychology journal.

Admission to Doctoral Candidacy

Formally given to the student with satisfactory coursework performance who has successfully completed the master’s thesis and passed the Doctoral Candidacy Examination; the candidate has no more than five years from this date to complete the PhD requirements or dismissal from the program will ensue.

Students denied candidacy will be required to withdraw from the program.

One-year supervised internship in an approved doctoral training site. Students typically intern during the final year of the program.

Doctoral Dissertation Requirements

Doctoral Dissertation

Departmental committee approval and acceptance of topic and outline of dissertation given only after admission to doctoral candidacy.

Doctoral Dissertation Examination

Student to defend dissertation and to show competence in the general field of psychology and in the area of specialization of the dissertation.

Residency Requirement

​The clinical psychology program requires a minimum of three full-time academic years of graduate coursework and residency, a master's thesis and dissertation, comprehensive exam/project, and completion of an internship prior to awarding the doctoral degree. The program's residency requirement is addressed through the requirement that students complete their coursework in face-to-face classes during the first three years in the program, and complete their required graduate assistantship and teaching assistantship roles in person. Students are required to complete the internship before the degree is awarded.

Time Limitations

• No more than four years between admission to the MA/PhD program and admission to doctoral candidacy.
• No less than eight months and no more than five years between admission to doctoral candidacy and the final doctoral oral examination; or dismissal from the program will ensue.

Program Graduate Academic Student Handbook

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Minimum Grades

• The minimum grade considered acceptable for a graduate course is a B+. This applies to courses taken both within and outside of the department for psychology graduate students. Grades below that (i.e., B and below) indicate that the student has not mastered the relevant content of the course.
• If a graduate student earns a grade lower than B+ in a particular course, the student, instructor, and advisor will discuss the situation and circumstances and a remediation plan will be required. The student, his or her advisor, and the instructor, will work together to create a plan through which the student can (a) gain competence in the course material, and (b) demonstrate that competence. The remediation plan might include, for example, requiring the student to complete additional assignments, retaking the class, taking a substitute class, completing an independent study, or pursuing other options. The remediation plan must be approved by the instructor, advisor and the program director.
• A second occurrence of a grade lower than a B+ (for the same or different course) will put the student on academic probation. Once placed on academic probation, the student’s record and any mitigating circumstances will be evaluated by a Psychology Department review board comprising the student’s advisor, the program director, and the department associate chair (the department chair might be included in special circumstances). Additional remediation and intervention might be suggested by the review board.
• If there is a third occurrence of a grade below B+ (for the same or different course), the student will be dismissed from the program. The student may choose to appeal this decision, in which case the Chair of the Psychology Department will appoint a committee of three tenured Psychology Department faculty outside the student's program to hear the appeal. Depending on the student’s academic record and any mitigating circumstances, he/she may be allowed to complete his/her Master’s degree but will not be permitted to continue onto the PhD (not applicable to terminal Department of Psychology MS degrees) without a successful appeal.

Academic Probation

Students are expected to maintain a minimum cumulative grade point average (GPA) of 3.20. If a student’s cumulative GPA falls below this minimum, the student will be put on academic probation and will have one quarter of coursework to raise their cumulative GPA to at least a 3.20 or face academic dismissal from the program. If the student raises his/her cumulative GPA to at least a 3.20, but it falls below the minimum a second time, he or she will be dismissed from the program before the next term begins.

Academic Dismissal

In addition to violations of satisfactory progress, including but not limited to, earning minimum grades, failing the comprehensive exam (including any possible retakes) or project, or maintaining a minimum cumulative GPA, students may be dismissed for breaches of academic honesty, or breaches of the code of student responsibility articulated in the DePaul University Student Handbook.

​Students must complete their MA degree requirements prior to completing their requirements for admission to doctoral candidacy. Further, no more than four years may pass between admission to the doctoral program (i.e., successful completion of the doctoral candidacy examination/project), and no less than eight months and no more than five years may pass between admission to candidacy and the final examination (i.e., the oral dissertation defense).

Students are required to meet the timelines specified by the program even if the timeline is more stringent than the College timeline. Failure to do so could result in dismissal.

Extensions on these timelines must be requested in writing to both the department (Program Director) and the college (to the Dean) and must be approved at both levels. Students must complete all requirements for the degree (which may include additional coursework, examinations, or other conditions) by the deadline outlined in the extension. Failure to meet specified time limitations or deadlines can result in dismissal from the program.

Graduation Requirements

Students need a minimum cumulative GPA of 3.20 in courses required by the program. In addition to meeting the minimum cumulative GPA requirement, failing the doctoral candidacy exam (or one retake) or project, lack of progress towards degree completion, and/or unsatisfactory evaluation could result in academic dismissal. See individual program policies for more details.

Graduation with Distinction for MA

The criteria for graduating "with distinction" are a minimum cumulative GPA of 3.75 and the recommendation of "with distinction" by the thesis committee.

For topics not listed above, please consult the Graduate Student Handbook of the Department of Psychology,  your program manual or the Psychology Graduate Program Assistant.

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This program is STEM designated, which means you will be trained in areas of technology that are in high demand with United States employers. International students studying in person on student visas will be eligible for an Optional Practical Training (OPT) extension of 24 months, for a total of 36 months.

Explore Psychology Further

Whether you’re looking to advance your career by expanding your knowledge of contemporary psychological theories and perspectives, or to further your study at the doctoral level, an MA in Psychology provides the comprehensive academic and practical preparation to get you where you want to go.

Tailor Your Training

• Choose from three optional tracks in behavioral and social sciences research, global psychology research, or industrial and organizational psychology research.
• Develop and deepen conceptual and analytical skills.
• Enroll on a full- or part-time basis. (All students must complete the requirements within five years.)

Take Courses Like…

Build and deepen your conceptual and analytical skills through a broad range of required and elective options.

• PSY 604 Developmental Psychology
• PSY 615 Research and Design Statistics
• PSY 626 Forensic Psychology
• PSY 667 Multicultural and Gender Issues in Psychology

“Research plays a great role in the program. Students have the opportunity to work in labs that focus on social psychology, on developmental psychology, on school psychology, which gives students the ability to tailor their experience.”—Nils Myszkowski, PhD, Co-director, MA in Psychology Program

Choose Your Career

Our graduates go on to pursue doctoral degrees as well as secure careers in a wide range of areas including mental health, education, and human resources. Alumni have progressed to APA-approved doctoral degree programs at institutions such as City University of New York; Monmouth University; Pace University; St. John's University; The New School; University of Colorado, Boulder; University of La Verne; University of Massachusetts, Amherst; Vanderbilt University; and Wesleyan University.

MA in Psychology

The Master of Arts in Psychology (MAP) program will prepare students for application to doctoral programs, to pursue a profession in the field of psychology, or to become better leaders in their industry.

This MA in Psychology is a top-ranked program designed to provide students with a thorough understanding of the principles of psychology in an intimate and supportive learning environment. With a strong clinical emphasis, courses and coursework are focused on how the art and science of psychology can be applied to further our understanding of human behavior and the prevention, diagnosis, and treatment of mental and emotional disorders; however, this MA in Psychology program does not lead to licensure.

This program is offered both in-person and online .

Program Benefits

Top program in the us.

Consistently listed as a top choice for graduate psychology programs by the National Center for Education Statistics.

Campus Locations

The MA in Psychology program is offered at three different campus locations, in West Los Angeles, Irvine, and Calabasas.

Quick Facts

Convenient Evening Format

Classes offered on weeknights.

Small Class Size

Small classes provide a supportive learning environment and meaningful student-faculty interactions.

Values Centered

Students in this MA program are empowered to make a lasting impact through academic excellence, social purpose, and meaningful service.

Top-Ranked Program

Pepperdine is one of the highest-ranked universities in the US and ranked the top choice for psychology graduate schools.

No GRE or Standardized Tests Required

We offer an equitable admission process that considers your ability and commitment to succeed rather than test scores.

Nationally Recognized Faculty

Faculty are scholar-practitioners with exemplary academic achievements, professional expertise, scholarly credentials, and educational and clinical experience.

Scholarships Available

Campus Locations: West Los Angeles , Irvine , & Calabasas

for Psychology Graduate Schools by NCES

Start Terms: Fall, Spring, and Summer

Student:Faculty Ratio

GSEP Average Class Size

Take the Next Step

Reach out to us to learn more about Pepperdine's MA in Psychology program.

Get in Touch

Fill out the Request Information form to learn more and get in contact with an enrollment officer.

Attend an Info Session

Experience an in-depth overview and meet program leaders.

Start Your Application

Submit the application form early to meet scholarship and enrollment deadlines. It takes fewer than 15 minutes.

Request Information

Fall 2024: Classes Begin - First day of the Fall term.

Spring 2025: Priority Application Deadline  - Submit the application form by this date to be eligible for a $4,000 Education for Life scholarship.

Information Sessions

Sep 23 MA in Clinical Psychology MFT or MA in Psychology Evening Programs Oct 09 MA in Clinical Psychology MFT or MA in Psychology Evening Programs Oct 21 MA in Clinical Psychology MFT or MA in Psychology Evening Programs

Antiracism and Antidiscrimination Statement

The MAP program and GSEP Psychology Division stand in solidarity against racial inequities and injustice and other forms of discrimination and oppression. We are committed to fostering an inclusive learning environment that is enriched and strengthened by diversity including but not limited to race, ethnicity and national origin, gender and gender identity, sexuality, class, age, ability status, and religion. GSEP also encourages all community members to engage in critical learning and reflection to strengthen our capacity for being effective, active, and outspoken against all forms of racism and intersectional oppression.

Student Experience

• Build community and lifelong relationships with peers and colleagues through a cohort model and optional residential experience. The Pepperdine community extends beyond the MA in Psychology program to the larger GSEP and Pepperdine family.
• A dedicated enrollment services officer will make your admissions process easy and comfortable with experience in supporting both international and domestic students.
• We integrate of domestic and international students across our campuses. Dedicated support for international students is provided through the Office of International Student Services (OISS) .
• We offer opportunities to participate in university social, sporting, cultural, and spiritual events.
• Our cohort model is designed to build upon leadership skills, peer support, and lifelong relationships with colleagues.
• Our partnerships with professional networks and conferences and a robust alumni network further students' growth opportunities.

Expand Your Career Possibilities

A masters in psychology is valuable in many professional settings, including mental healthcare facilities, and marketing and advertising agencies. After earning your degree, you may pursue employment in a variety of roles.

Scholarships & Financial Aid

Pepperdine GSEP generously offers over $6,000,000 in scholarships every year, with the majority of students receiving financial assistance . There are numerous scholarship opportunities that are both merit and need-based in addition to discounts for meeting application deadlines .

GSEP welcomes federal and state aid eligibility and veteran benefits which may further reduce tuition cost.

The Financial Aid Office is available to answer questions and help you navigate funding your education at GSEP through numerous scholarship, grant, loan, and other opportunities. 

To help determine your total cost of tuition and living expenses for this specific program, please refer to our GSEP tuition calculator . 

Alumni and Faculty Spotlight

"Our faculty members bring richness and depth to both their research and their teaching. Many of our faculty have private practices or work in practice actively, making a huge difference for our students." — Dr. Thema Bryant, Professor and 2023 President, American Psychological Association.

What Our Alumni Are Saying

"The best resources are the professors. They are more than willing to give feedback."

- Michael Cho, MA in Psychology '20

"Professors are an amazing resource; they are more than willing to facilitate an introduction." 

- Jezzly Meza, MA in Psychology '19

Why Pepperdine

Passion and purpose driven, reputable university, distinguished faculty, alumni network, student and career support, veteran and military support.

Since our founding in 1937, Pepperdine University has had one mission: to strengthen students for lives of purpose, service, and leadership in a learning environment where academic excellence is rooted in a Christian faith and values.

Our graduate programs empower students to transform into the best possible expression of themselves for meaningful work and purposeful lives. That legacy is alive today more than ever, as we help students all over the world gain the skills they need to achieve personal fulfillment, lead with purpose, and make a lasting impact in the lives and communities they serve.

GSEP offers prestigious programs at one of the top universities in the US, committed to the highest standards of academic excellence. Consistently ranked as one of the most beautiful places to study, Pepperdine is where you're inspired to learn as you learn to inspire.

Best-Value Schools U.S. News & Report

Best College Value in the West/SW Kiplinger

Most Entrepreneurial Universities Forbes

• GSEP faculty are nationally-recognized scholar-practitioners with exemplary academic achievements, industry expertise, educational experience, and scholarly credentials.
• Professors are accomplished professionals who balance theory and real-world application in a practitioner-based curriculum informed by their desire to prepare students to make a difference.
• Average class size of 14 students and a 12:1 faculty-student ratio provides a supportive educational setting, meaningful interactions, and long-term professional and personal connections.
• Extensive Pepperdine alumni network creates influential business connections with more than 110,000 professionals. Our alumni network has 32 chapters and affinity programs in the U.S. and abroad.
• Pepperdine alumni, faculty, staff, and parents make themselves available to offer the resources you need and help graduates build professional, personal, and purposeful relationships with Pepperdine people all over the world.
• As a Pepperdine alumnus, you have exclusive access to the PeppConnect Mentoring Program, a global network of alumni who are willing to mentor and offer career or industry advice.
• GSEP Student Services supports our rigorous curricula through academic advising, records, writing support, library, student groups, and much more.
• Students are further supported through our Office of Student Accessibility, world-class facilities, and highly competitive programs, all of which contribute to our exceptional programs and rankings.
• GSEP Career Services operates from an innovative model of career education and holistic career counseling for today's rapidly changing job market helping students and alumni construct their career narrative, build lifelong employability skills, and connect with alumni and industry leaders.
• The Office of International Students Services (OISS) values our international students for what they bring to our campus—diversity, global perspective, cultural respect, determination, and a wonderful sense of adventure. We welcome students from all nationalities, faiths, and education systems, as they provide a diverse perspective in our classrooms.

Pepperdine has served veterans and their family members for over 75 years and is proud to support nearly 500 enrolled veterans, service members, and dependents. 

As an active participant in the Yellow Ribbon G.I. Education Enhancement Program , we proudly offer tuition support to Yellow Ribbon-eligible students. Pepperdine invests almost $3M annually to help cover 100% of tuition costs for eligible students.

Under the Yellow Ribbon program, Pepperdine in the VA matches all remaining tuition costs. Pepperdine also does not limit the number of eligible students who can utilize the Yellow Ribbon program. 

Accreditations and Recognitions

Odie Mitchell Enrollment Officer Pepperdine GSEP

310.506.5533 Email  Schedule a Phone Appointment

Learn more about Pepperdine's MA in Psychology program.

Related Programs

• MA in Psychology (Online Format)
• PsyD in Clinical Psychology
• Clinical Psychology MFT
• MS in Applied Behavior Analysis

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Psychology (MA, PhD)

Part of the Faculty of Arts

Program Overview

Format : Full-time

Degree Earned : Master of Arts or PhD

Launched in 2007, this innovative program offers study in the fields of Psychological Science or Clinical Psychology under a core faculty trained at and recruited from top universities in Canada, the United States and around the world. In a department known for its experiential and career-focused learning, and with a curriculum anchored in real-world issues, the graduate program takes advantage of its downtown Toronto location to offer proximity to major sites for practicum training and clinical research, and world-class training opportunities. The department has more than 15,000 square feet of research and student training space designed from the ground up to meet the specialized research needs of the department.

At a Glance

Admissions information.

• Completion of a four-year undergraduate (or equivalent) degree in Psychology or related field (e.g., Applied Cognitive Science or Behaviour, Cognition and Neuroscience) from an accredited institution
• As per the Graduate School policy, a minimum GPA or equivalent of 3.00/4.33 (B) in the last two years of study is required. However, due to the competitive application process, a minimum of 3.67/4.33 GPA (A-) is strongly recommended. Check the program's web page for further details.
• Statement of interest
• Transcripts
• Two letters of recommendation
• English Proficiency Test
• An interview will be required for selected applicants
• Completion of a master’s degree in psychology from an accredited institution
• As per the Graduate School policy, a minimum GPA or equivalent of 3.33/4.33 (B+) in the last two years of study is required. However, due to the competitive application process, a minimum of 3.67/4.33 GPA (A-) is strongly recommended. Check the program's web page for further details.

Note:  The GRE test is no longer required as an admissions requirement effective fall 2021.

More information on  admission requirements . Please note this program is extremely competitive and spots are currently limited to qualified domestic applicants.  Potential International applicants are encouraged to contact the program before submitting an application.

Program-specific requirements

Check Application Deadline

Students are encouraged to submit applications prior to the first consideration date to increase their chances of securing financial support for their graduate studies. Applications received after the first consideration date will be accepted and reviewed based on spaces remaining in the program.

See application dates .

Financing Your Studies

For detailed graduate tuition and fees information please visit  Fees by Program .

For information on scholarships, awards and financing your graduate studies visit  Financing Your Studies.

Streams/Research Areas

• Clinical Psychology (accredited by the Canadian Psychological Association)
• Brain, Perception and Cognition
• Community and Health Psychology
• Lifespan Development
• Social Psychology

Curricular Highlights

In addition to traditional course work and thesis/ dissertation milestones, students complete practicum placements where they apply their knowledge and skills. Some recent research and clinical practicum sites include:

• Baycrest Centre for Geriatric Care
• Centre for Addiction and Mental Health
• Duke University Medical Centre (North Carolina)
• Holland Bloorview Kids Rehabilitation Hospital
• John Jay College of Criminal Justice (New York)
• Ontario Correctional Institute
• Pelly Crossing School (Yukon)
• Toronto Rehabilitation Institute

Psychology (MA, PhD) graduate program calendar

• The PRTC and Stress Institute features 31 dedicated research laboratories and groups; shared observation rooms; flexible interview, research and group therapy rooms; seminar and conference rooms; graduate student space; and offices.
• Specialized research equipment and technology include EEG; psychophysiology, BioPac and BioLynx ambulatory systems; face/emotion capture and eye tracking; headmounted virtual reality with scenario suite; a sound attenuated chamber; and an assay laboratory.
• The Clinical Psychology Program offers a unique practicum experience through its Psychology Training Clinic located within the St. Michael’s Hospital Family Health Team Clinic at 80 Bond Street. The Clinic is outfitted with state-of-the-art video recording equipment.

Graduate Admissions

Admissions information and how to apply

Graduate Studies Admissions Office 11th Floor, 1 Dundas Street West Toronto, ON Telephone: 416-979-5150 Email:  [email protected] For information specific to programs, please see the program contact information below.

Program Contacts

Dr. Todd Girard Graduate Program Director PhD, University of Waterloo Research areas: hippocampus; schizophrenia; memory; spatial cognition; fMRI; sleep-paralysis hallucinations Telephone: 416-979-5000 ext. 552646 Email: [email protected]

Sarah Carmichael Graduate Program Administrator Telephone: 416-979-5000 ext. 552178 Email:  [email protected]

“[TMU]’s Psychology program has provided me with the skills and opportunities to conduct high-level research that aims to change how we view sexual violence. The knowledge that my research has the potential to translate into clinical and policy recommendations to increase the safety of Canadians is incredibly rewarding.” Andrew Brankley, PhD student and Vanier Canada Graduate Scholarship recipient (2014-17)

Student profile: Singing for your brain  (external link) 

Ella Dubinsky (psychology MA alumna and PhD student, and the university's 2017 3MT® winner and Canadian 3MT® finalist) explores using music to improve hearing in aging adults.

Find curriculum, course descriptions and important dates for Psychology (MA, PhD).

Once you’ve made an informed choice about which program(s) you are going to apply to, preparing your application requires careful research and planning.

At Toronto Metropolitan University, we understand that pursuing graduate studies is a significant financial investment. Funding comes from a combination of employment contracts (as a teaching assistant), scholarships, awards and stipends. There are a number of additional funding sources – internal and external – available to graduate students that can increase these funding levels.

As an urban innovation university, Toronto Metropolitan University offers 60+ cutting-edge, career-oriented graduate programs, as well as 125+ research centres, institutes and labs, in a wide range of disciplines. Our close connections with industry, government and community partners provide opportunities to apply your knowledge to real-world challenges and make a difference.

MA vs. MS in Psychology: Which Graduate Program Should You Pursue?

Reviewed by David Krug David Krug is a seasoned expert with 20 years in educational technology (EdTech). His career spans the pivotal years of technology integration in education, where he has played a key role in advancing student-centric learning solutions. David's expertise lies in marrying technological innovation with pedagogical effectiveness, making him a valuable asset in transforming educational experiences. As an advisor for enrollment startups, David provides strategic guidance, helping these companies navigate the complexities of the education sector. His insights are crucial in developing impactful and sustainable enrollment strategies.

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Introduction to Psychology Graduate Programs

The cost of higher education is rising rapidly. As a result, more and more students are looking for degrees that lead to high-paying careers and better job stability . Masters in psychology are included in several rankings for the best degree for a strong return on investment .

Masters in Psychology programs are not exclusively offered only to those with bachelor’s degrees in psychology. These advanced degrees can be pursued by anyone who shows an interest in understanding human behavior. Yet, they may need to show proof of the basic foundation of psychological concepts .

Masters in Psychology graduates have a bright future ahead of them. According to recent Labor Statistics data, psychology careers will grow 7% from 2023 to 2033. With an average annual salary of $92,740, graduates can look forward to rewarding financial prospects.

Beyond financial gains, masters in psychology programs also bring along other benefits , such as:

• Networking Opportunities
• Professional Development
• Personal Fulfillment

Did you know that Master’s in Psychology programs are highly customizable? With over 20 specializations to choose from, you can shape your studies to fit your personal interests and career goals.

This flexibility not only helps you focus on what you’re passionate about but also gives you more control over your future earnings and work environment.

Just a quick overview: among the highest-paid psychology majors are:

• Industrial Organizational Psychology
• Forensic Psychology
• Clinical Psychology
• Neuropsychology
• School Psychology

Students who want to pursue a psychology master’s program have two options:

• Master of Arts in Psychology
• Master of Science in Psychology

Each degree has its own strengths and can open different career paths, so choosing the right one depends on your specific career goals and interests.

In this post, we will intensively dive into the differences between an MS and an MA in Psychology programs. By the end of the article, you should have an idea of which best suits you.

What Is A Master of Science in Psychology Program?

Master of Science or MS psychology programs are practice-oriented programs. These programs dive deep into how psychological principles shape our understanding of motivation, behavior, learning, and emotions . It’s all about making these concepts practical, so you’ll see how biological, environmental, and societal factors influence individuals and groups in real-world settings.

These programs usually require 33-36 credits to complete. Students usually graduate in three years, depending on their course load and whether they study full-time or part-time. Some of the most common courses in MS psychology programs include:

• Research Methods in Psychology
• Statistics for Psychology
• Biopsychology
• Cognitive Psychology
• Social Psychology
• Developmental Psychology
• Clinical Assessment

Common specializations are experimental, developmental, learning, and cognitive psychology.

As an MS in Psychology student, you’ll get hands-on experience applying theories to tackle social and organizational challenges.

You’ll also learn to conduct and analyze psychological research, all while following the ethical guidelines set by the American Psychological Association (APA). This program is designed to help you develop the skills to address professional issues and make a real impact effectively.

Because MS in Psychology doesn’t focus much on practical counseling skills, they aren’t usually used to get a license.

Instead, MS psychology programs often serve as a springboard for those aiming to pursue a PhD later. Their focus on the scientific aspects of psychology is very useful for research or entry-level roles in mental health and forensic psychology.

However, compared to an MA, an MS offers fewer opportunities for direct practice. The most common career paths for MS psychology graduates are:

• Research Scientist
• Data Analyst
• Clinical Research Coordinator
• Behavioral Therapist
• Forensic Psychologist
• Human Resources Specialist
• Academic Advisor

Exploring the Master of Arts in Psychology Program

On the other hand, MA Psychology programs are designed for students who want to emphasize the practical application of psychological principles. These programs concentrate more on hands-on skills and direct practice.

Similar to MS psychology programs, MA usually requires 33-36 credit hours. However, instead of doing research, MA students are required to engage in supervised internships or practicum experiences. Sample coursework for MA psychology programs include:

• Assessment and Evaluation
• Clinical Practice
• Counseling Techniques
• Crisis Intervention
• Ethical and Legal Issues in Psychology
• Human Development
• Psychotherapy

Coursework plus hands-on experiences in MA psychology programs are directed to help students pursue practice-based careers. Furthermore, MA programs are known to offer more specialization options than MS degrees.

Some of the most common roles pursued by MA psychology graduates include:

• Mental Health Counselor
• Marriage and Family Therapist
• School Psychologist
• Clinical Therapist
• Rehabilitation Specialist

MS vs. MA in Psychology

When deciding whether to pursue a Master’s in Psychology, consider these factors:

According to the Education Data Initiative, MA degrees in psychology are more expensive than MS programs . There are two main reasons for this.

• Program Structure

MA programs sometimes include additional components like internships , practical training, or capstone projects, which can increase costs due to associated fees or resources.

• Demand and Market Value

The higher cost of MA programs could reflect their perceived value in the job market. As MA degrees often lead to roles with higher salaries, such as clinical or counseling positions, the programs may charge a premium.

Personal Interests

Consider what excites you the most. If you’re passionate about conducting experiments and analyzing data, the MS route aligns with those interests. But if you’re drawn to direct client work and practical skills, the MA’s focus on hands-on experience might be more fulfilling.

Career Goals

When choosing between an MA and an MS in psychology, think about your career goals :

• MA Programs : These focus on practical, hands-on work, preparing you for careers in counseling, therapy, or social services. They teach skills for working directly with people, which is ideal if you want to be a therapist or counselor.
• MS Programs : These are more about research and data. They prepare you for jobs that involve analyzing data, designing research studies, or working in academia. If you’re interested in doing research or plan to pursue a PhD, an MS might be a better fit.

Whether you pursue an MA or an MS in psychology, you will have a challenging time. This is especially true for those maintaining responsibilities, such as work or family commitments.

Here are a few general tips on how to succeed in masters in psychology programs:

1. Ensure academic fit.

Students do better when they pursue something they’re passionate about. Look into the program’s curriculum, faculty expertise, and the experiences of current students to determine if the program matches your academic and professional objectives.

2. Commit to mastering time management.

Balancing graduate school and work can be tricky, and multitasking doesn’t help as much as we think. The American Psychological Association (APA) says switching between tasks can actually cut our productivity by 40%. Instead, focus on managing your time effectively.

One common mistake is the “planning fallacy”—underestimating how long tasks will take. To prevent this, track how you spend every hour of your week. This will help you see where your time goes and adjust your schedule accordingly.

3. Apply coursework learning to your career.

While it’s crucial to keep work and school separate—like not checking work email during class—there are times when combining them can be really beneficial. Since your job and studies are likely related, try to apply your coursework to your current role.

For instance, you could use a class project to address a real issue at work or implement new ideas you’re learning in your studies to improve processes in your job. By linking your assignments to your work, you can deepen your understanding of both and make your education more relevant to your career.

4. Tap your network for support.

Balancing grad school, work, and personal life can be tough. Keep friends, family, and colleagues informed about your new commitments to avoid misunderstandings. You also need to network with your broader academic community actively .

Here are a few tips on how to network with ease:

• Get involved in APA divisions or specialized groups to expand your network. Attend conferences, participate in job fairs, and take on active roles to boost your visibility.
• Overcome shyness by joining social events and preparing a brief introduction about your research. Be mindful of networking challenges for women and minorities by engaging with supportive groups.
• Build a professional online presence and use social media to share your work and connect with others. Seek help from mentors for networking and always follow proper etiquette, like sending thank-you notes.

Here are a few practical tips for research in an MS in Psychology program

• Focus on a specific niche concept or disorder within your study.
• Thoroughly review existing research on your topic . Create a research folder with relevant published papers. This will help with easy citation and inspire your project.
• Dive into your research project with enthusiasm.

Our best pieces of advice for aspiring MA in Psychology students to land the best internship opportunities :

• Find and compare internships that match your career goals.
• Connect with field experts through social media and university contacts.
• Seek internship opportunities and referrals from your professors. You can also use your school’s career services.

Key Takeaway: Investing in a Master’s in Psychology Program for Career Success

Both MA and MS programs in psychology offer valuable paths to achieving your goals. The best choice depends on your long-term objectives, interests, and what you hope to gain from the program.

Explore your options to find the program that best prepares you for your future in psychology.

Additional Resources:

• Best Online Master of Psychology Graduate Schools
• Cheapest Online Master’s Degree in Psychology
• Fastest Online Masters in Psychology

Related Posts

We’re certain of one thing—your search for more information on picking the best graduate degree or school landed you here. Let our experts help guide your through the decision making process with thoughtful content written by experts.

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College of Science and Health > Academics > Psychology > Graduate Programs > Psychological Science (MA/PhD) > Degree Requirements

MA/PhD Degree Requirements

The Psychological Science MA/PhD is a combined degree. The MA is non-terminal and, therefore, only students intending to confer the PhD are admitted.

MA Course Requirements

The MA portion of the combined degree program requires a minimum of 48 quarter hours beyond the completion of a bachelor’s degree.

Core Courses

Cognitive Seminar Courses

Developmental Seminar Courses

Social Seminar Courses

Elective Course 1

One elective course is required and can be taken during any quarter. The elective can be any graduate-level psychology course, or any graduate-level non-psychology course, with permission from the faculty advisor. In addition, students may substitute one seminar requirement with an elective in each area with permission from the faculty advisor. 

Cannot count towards core requirements listed above if taken as an elective.

Professional Development

Research Course

Master’s Research Thesis

Students must complete a thesis on a topic approved by the program. Research experience is considered an integral part of the training. Students are expected to begin directed research during their first year under the supervision of an advisor. During their second year, students are expected to conduct research and complete their master’s thesis. 

Master’s Thesis Examination

An oral defense of the completed research must be passed and the written document must be approved.

PhD Course Requirements

The PhD portion of the combined degree program requires a minimum of 28 quarter hours beyond the completion of the master’s degree, including four quarter hours of dissertation research. The following requirements must be completed to confer the PhD.

Social Seminar Courses 

Professional Development 

Research Course 

Doctoral Candidacy Project

This requirement is completed after the student has defended the master's thesis and before progression to the dissertation research. To fulfill the requirement for admission to doctoral candidacy, the student will write and defend a dissertation proposal.

Admission to Doctoral Candidacy

Formally given to the student with satisfactory coursework performance who has successfully completed the master’s thesis and passed the Doctoral Candidacy Project. The candidate has no more than five years from the date of admission to doctoral candidacy to complete the PhD requirements or dismissal from the program will ensue.

Students denied candidacy will be required to withdraw from the program or withdraw after completion of the MA.

Doctoral Teaching

Students are required to demonstrate competency in the teaching of psychology through teaching one undergraduate course during the doctoral portion of their degree.

Dissertation

Departmental committee approval and acceptance of topic and outline of dissertation is given only after admission to doctoral candidacy. Research for the dissertation should normally be completed during the student’s fourth year in the program.

Oral Examination

For both the proposal and the completed project, an oral defense of the research must be passed and the written document must be approved. Students are expected to defend their dissertation and demonstrate competence in psychological science and their area of specialization.

Time Limitations

• No more than four years between admission to the MA/PhD program and admission to doctoral candidacy.
• No less than eight months and no more than five years between admission to doctoral candidacy and the final doctoral oral examination; or dismissal from the program will ensue.

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MS in Applied Psychology

• PhD in Applied Social Psychology
• PhD in Clinical Psychology
• Cognitive Neuroscience Ph.D. Alumni Testimonials
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• Research Funding
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New Degree Program

This degree will be available starting in fall 2025.

GW's Master of Science in Applied Psychology provides students with comprehensive knowledge in how to use psychology to inform and improve real-world operations and outcomes. Students will develop professional proficiency in a wide range of psychological theories, methods and techniques through a sequence of courses, including social and clinical psychology, cognitive neuroscience, research methods and statistical and qualitative analysis. Elective courses, extracurricular research and applied work experience are also available to further bolster students' chosen area(s) of expertise.

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Professional Applications

The job market has a growing need for employees who are proficient with “mixed methods” techniques—those who are capable of executing and evaluating both qualitative and quantitative methods. The MS in Applied Psychology provides graduates with these tools, enabling them to succeed in a variety of professional fields, ranging from the corporate environment to the nonprofit and government sectors. 

Course Requirements

This program will begin in the fall 2025 semester. Applications are currently being accepted.

The following requirements must be fulfilled:

The general requirements stated under  Columbian College of Arts and Sciences, Graduate Programs .

36 credits, including 12 credits in research methods and statistics courses, 12 credits in core courses, and 12 credits in selected courses. Students can choose to complete an optional research track by taking 3 credits in PSYC 6295, 3 credits in PSYC 6296, and 6 credits in selected courses to fulfill the selected course requirement.

*Students are encouraged to work with the program’s director of graduate studies to choose courses that best align with their career interests.

**Students who wish to pursue the optional research track must have the approval of the program's director of graduate studies and a faculty supervisor.

• Postgraduate study
• Postgraduate taught courses

Psychology and Education

Explore this course:.

Applications for 2024 entry closed at 5pm on Friday 6 September. Applications for 2025 entry open on Monday 16 September.

School of Education, Faculty of Social Sciences

Course description

This one-year, full-time course examines the challenges facing education in the 21st century, focusing particularly on psychological theory.

You'll look at the contribution of psychology to education policy and practice in changing international and global contexts.

An open day gives you the best opportunity to hear first-hand from our current students and staff about our courses.

You may also be able to pre-book a department/school visit as part of a campus tour. Open days and campus tours

1 year full-time

Teaching and learning takes place via lectures, weekly seminars, individual tutorials, discussion, active inquiry and investigations. Regular meetings with a personal tutor support and encourage your learning and understanding.

School of Education

We're proud to welcome a vibrant and diverse community, with students based locally, nationally and internationally. Our research has a direct impact on educational theory, policy and practice; we're supporting the development of children, families, schools and learning communities.

We use a variety of teaching methods to give you the opportunity to engage with your tutors and peers.

Our team of tutors at the School of Education comprises of experts in early childhood education, policy and practice, psychological theory of education, and languages and education. Many of our academic staff are internationally recognised in their specialist areas.

Student profiles

I will always remember the people I have met on the course, the stories and experiences I have heard from them I will never forget Brittany Milnes MA Psychology and Education Student

Entry requirements

Minimum 2:1 undergraduate honours degree in a relevant subject.

Subject requirements

We accept degrees in the following subject areas: 

• Applied Social Sciences
• Artificial Intelligence and Computer Science
• Biblical Studies
• Business Studies
• Criminology
• Digital Media and Society
• Health and Human Sciences
• International Relations
• Social Work

We may also consider other Arts and Humanities or Social Science subjects.

We will not accept degrees in the following subject areas:

IELTS 6.5 (with 6 in each component) or University equivalent

If you're an international student who does not meet the entry requirements for this course, you have the opportunity to apply for a pre-masters programme in Business, Social Sciences and Humanities at the University of Sheffield International College . This course is designed to develop your English language and academic skills. Upon successful completion, you can progress to degree level study at the University of Sheffield.

If you have any questions about entry requirements, please contact the school/department .

Fees and funding

You can apply now using our Postgraduate Online Application Form. It's a quick and easy process.

You'll need to include a personal statement with your application.

Your personal statement: what to include

More information

[email protected] +44 114 222 8177

Major: Psychology

Charles E. Schmidt College of Science

Degree: Master of Arts (M.A.)

Research Areas: Behavioral Neuroscience, Cognitive Psychology and Cognitive Neuroscience, Developmental Psychology, and Social Psychology

Important information about applying to Graduate School:

• Official Transcripts: Official Transcripts and/or Official Foreign Credential Evaluations must be received from each college or university attended. For more information on how to send transcripts, please visit our website: fau.edu/graduate/apply
• Supporting documentation: Supplemental documents should be uploaded as separate files as part of the online graduate application. NOTE: You will not be able to submit your application until all the supplemental materials are uploaded.
• Conduct: A “yes” answer to either of the conduct questions on the online application will require a written explanation. Additional information may be requested when your application is under review. Applications will not be fully processed until all conduct issues are cleared.
• Application status: Once your application has been submitted, you can check your application status online to ensure transcripts and test scores have been received.
• Residency classification: Your residency classification automatically defaults to non-Florida. After you are admitted, the residency officer will request additional documents by email if needed.

Admission Requirements

Domestic students.

• Undergraduate GPA of 3.0 • GRE test score of 150 (verbal) and 150 (quantitative) • Three (3) letters of recommendation • Statement of purpose • Resumé

International Students

• Undergraduate GPA of 3.0 • GRE test score of 150 (verbal) and 150 (quantitative) • Three (3) letters of recommendation • A general evaluation of international transcripts is required; FAU will do the evaluation or it must be done by a NACES member • TOEFL score of 548 or IBT of 79; IELTS 6.0; Duolingo 110 • Statement of purpose • Resumé

Contact/Information

Lakmali Senanayake Coordinator, Academic Support Services Charles E. Schmidt College of Science Behavioral Science Building (BS-12), Rm 101 Boca Raton Campus Map

(T) 561.297.3360 (E) [email protected] (W) psy.fau.edu/graduate

Application Deadlines

Domestic Students Fall (only): April 1 No Spring semester acceptance No Summer semester acceptance

International Students Fall (only): April 1 No Spring semester acceptance No Summer semester acceptance

School Psychology, Ph.D.

• American Psychological Association
• National Association of School Psychology

December 3, 2024

June 30, 2025

• In-State - $12,540
• Out-of-State - $26,490

This is a research-intensive program designed to prepare you for a range of careers in academia, research, and clinical practice. Emphasizing a scientist-practitioner orientation, this program combines rigorous coursework, collaborative research and hands-on clinical experience. An ideal candidate is passionate about advancing psychological science, committed to providing evidence-based services, and eager to contribute to the well-being of diverse student populations. Through this program, you will develop a deep understanding of psychological theories, research methodologies and clinical practices. With the support of our dedicated faculty, you will learn to address mental health, academic and social challenges in educational settings. This knowledge is crucial for promoting healthy development, enhancing educational outcomes, and advocating for effective policies and practices in schools.

Key Features

• Scientist-Practitioner : Combines foundational scientific knowledge with clinical practice, emphasizing research and evidence-based interventions.
• Licensure and Certification : Graduates are eligible for licensure as professional psychologists and for the NCSP credential, with eligibility for MSDE certification as School Psychologists.
• Interdisciplinary Collaboration : Connect with faculty and students across various departments and institutions, enhancing research and professional development opportunities.
• Comprehensive Training : Includes coursework, research, fieldwork, internships, and professional development seminars.

Our program has the following accreditations: 

• American Psychological Association (APA; next site visit scheduled for 2028)
• National Association of School Psychologists (NASP; next review scheduled for 2030)

The training program is housed within the College of Education, which is accredited by the National Council for the Accreditation of Teacher Education (NCATE).

All of the College of Education’s school professional preparation programs are approved by the Maryland State Department of Education (MSDE).  

This program’s goals and objectives fall into three areas, scientific knowledge, clinical practice and research.

Goal: Students will develop foundational knowledge and become well-versed in profession-wide competencies via the required course sequence.

Objective 1a: Students will be well-versed in foundational scientific knowledge including: (a) history and systems of psychology; (b) affective, biological, cognitive, and social aspects of behavior; (c) research methods, statistical analysis, and psychometrics.  Objective 1b: Students will gain knowledge regarding professional competencies including (a) research, (b) ethical/legal standards; (c) individual and cultural diversity; (d) professional values and attitudes; (e) communication/interpersonal skills; (f) assessment; (g) intervention; (h) supervision; and (i) consultation.

Goal: Students will demonstrate entry-level competence, provide evidence-based school psychological services, and develop identities as professional psychologists.

Sub-goal 1: Students will demonstrate entry-level competence as specified by the American Psychological Association with respect to “discipline-specific knowledge, profession-wide competencies and learning/curriculum elements required by the profession.”

Objective 1a: Students: (1) will demonstrate knowledge of theory and research pertinent to mental health service delivery in regard to: (a) psychodiagnostic, psychoeducational, and educational assess­ment, (b) interventions to address academic and social behavior issues, and (c) individual and group counseling of school-age students; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client problems. Objective 1b: Students: (1) will demonstrate knowledge of theory and research in regard to: (a) case- and consultee-centered consultation, (b) team-based support systems, and (c) systems-level consultation; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client or systems-level problems.

Sub-goal 2: Students will be able to provide evidence-based school psychological services in the context of a multicultural, pluralistic society such that inter-individual differences and differences in culture, ethnicity, gender, socioeconomic status and sexual orientation are understood and respected.

Objective 2a: Students will demonstrate knowledge of inter-individual differences (e.g., temperament, learning abilities, personality attributes, disability status) and knowledge of the influences of social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors on students’ development and learning. Objective 2b:     Students will apply knowledge of such differences in their assessment, consultation, counseling and other professional work in order to ensure effective, equitable, and respectful school psychological services to all of their clients and other service recipients.

Sub-goal 3: Students will develop identities as professional psychologists specializing in school psychology, and practice in accord with professional practice standards and a scientific knowledge base.

Objective 3a: Students demonstrate knowledge of the historical development of psychology and of school psychology in the context of current developments in the discipline. Objective 3b: Students will demonstrate professional identities as psychologists through their membership and participation in professional and scientific organizations, and through their expressed research and professional goals. Objective 3c: Students will demonstrate knowledge of, and adherence to, ethical and legal guidelines in all aspects of their professional work.

Goal: Students will understand, generate, and disseminate research in order to contribute to the scientific knowledge base.

Objective 1a: Students will have an ongoing involvement in all stages of the research process with increasing independence over time. Objective 1b: Students will engage in conducting original research and disseminating psychological science via completion of the master’s thesis, doctoral dissertation, and comprehensive requirements.

Research Labs

• Emotions, Equity, & Education Lab (Dr. Colleen O'Neal)
• Temperament & Narratives Lab (Dr. Hedy Teglasi) 
• Bullying Prevention and Mental Health Promotion Lab (Dr. Cixin Wang) 
• Risk, Resilience, and Culture Lab (Dr. Chunyan Yang)

Student Affiliates of School Psychologists (SASP) is a student-run organization that fosters growth and professionalism among the students in the School Psychology program at the University of Maryland. SASP facilitates an awareness and understanding in the school psychology profession by providing support and developmental opportunities.

Information on admissions and application to this program can be found on the University Graduate Admissions website. 

Admission Requirements           Guide to Applying

In addition to the Graduate School requirements, this program has the following:

• Letters of Recommendation (3)
• Supplementary Application
• Description of Research/Work Experience
• Writing Sample

**Graduate Record Examination (GRE) scores are not considered as a criterion for admission into the program.

Students entering this program are expected to have an adequate knowledge base in psychology, typically mastered through undergraduate coursework.

Although a psychology major is not necessary, the admissions committee must be satisfied that the applicant’s background knowledge is sufficient in the following areas: developmental psychology or child development, human learning, biological bases of behavior, and statistics.  Additional areas may include: social psychology, cognitive psychology, and personality psychology. It is preferred that at least one course includes a laboratory component. A newly admitted student who is lacking adequate background may be required to complete prerequisites during the first year of the program.

The admissions committee considers the overall strength of the application, based on the following information: (a) undergraduate GPA, (b) previous graduate GPA if applicable, (c) Graduate Record Exam (Verbal, Quantitative, and Writing), (d) applicant's goals and objectives in relation to those of the program, (e) undergraduate and/or graduate major–or demonstration of competence in the content areas listed below as prerequisites, and (f) letters of reference.

Applicants are selected on a competitive basis from those meeting minimum requirements. The program typically accepts around 20% of new applicants, depending on the size and characteristics of the applicant pool, and on available resources. These parameters vary somewhat from year to year. Undergraduate GPA's of accepted students typically range from about 3.3 to 4.0 with the last three years averaging 3.72. Average GRE scores were 158 for Verbal (ranging from 151-168) and 155 for Quantitative (ranging from 146 to 167). Psychology is the predominant undergraduate major of accepted applicants.

Sharon Fries-Britt, Professor

The program is designed to integrate rigorous coursework, comprehensive fieldwork, and advanced research components, ensuring you have a strong foundation and advanced skills upon graduation.

For full details on curriculum and program requirements, view the handbook and manual. 

School Psychology handbook        

Program of Study

The curriculum requirements are designed to ensure adequate preparation in reference to the program's goals. A total of 74 coursework credits are required, with an additional 21-27 credits being required for research and fieldwork/internship. The program typically requires four years of full-time, resident graduate study in coursework and fieldwork prior to the year-long pre-doctoral internship. Students are required to have an approved dissertation proposal prior to beginning an internship. The Program Handbook includes a detailed listing of course requirements. Those entering the program with advanced degrees may have some requirements waived based on previous graduate work, as described in the Program Handbook.

The School Psychology Program provides a sequence of experiential coursework and field placements starting in the first year with pre-practicum laboratory experiences, practicum, fieldwork, and the pre-doctoral internship. Lab experiences and practicum courses have on- and off-campus components. Post-practicum fieldwork typically occurs during the fourth year and internship during the fifth year. Practicum experiences are closely supervised and directed by program faculty. Post-practicum fieldwork and the pre-doctoral internship allow for a greater degree of independent functioning by the student under field-based supervision, with oversight by the program faculty.

Typically completed during a student’s fourth year, fieldwork experiences call for an assignment of 10 hours per week gaining experience in school psychology science and practice in an education-related setting, with field-based supervision and support by a faculty member.  Students may choose a variety of activities, based on their interests. For example, a student may work in assessment or consultation in a school or school system; conduct program evaluations for school, school system, or educational agency programs; engage in consultation or research for a school system; or engage in an administrative or advocacy role in a school psychology-related organization.

A paid, pre-doctoral internship equivalent in length to full-time work for either one K-12 school year or one calendar year, totaling at least 1750 hours, is required after the completion of all coursework. The internship must be completed in no longer than a 24 month period. Internships must either be APA-accredited or conform to the CDSPP Internship Guidelines. Pre-doctoral internships are either: (a) a full-year, school-based internship, or (b) a full-year internship in a consortium arrangement in which at least half is in a school setting. Alternative internship placements are available for students who either: (a) have previously completed a 1200-hour specialist-level school psychology internship, or (b) whose combination of previous internship and work experience as a school psychologist are judged to be equivalent to the required specialist-level internship. Specific requirements for the internship, and policies and procedures pertaining thereto, are detailed in the Program Handbook.

Research involvement is an integral part of the School Psychology Program.  Accordingly, students become involved in research activities during their first semester, and continue their involvement continuously prior to their internship year. Students are required to make at least one presentation at a national conference and to submit at least one manuscript for publication prior to earning their Ph.D. 

The master's thesis is the culminating requirement for the master’s degree. All students must complete a formal master's thesis in order to earn the M.A. 

Doctoral students entering with a master's degree who have not completed an acceptable research project must demonstrate research competency in lieu of doing a master's thesis. This research competency project must be completed and approved by the Program prior to advancement to doctoral candidacy. The Program Handbook includes criteria for evaluating students’ previous research work.

The doctoral dissertation is a major research project designed to both demonstrate the student's research competence and to make a substantive contribution to the research literature. An approved dissertation proposal is due prior to beginning the pre-doctoral internship. 

Our program has four core full-time members responsible for administering the program, but other faculty members from the Department, College and University teach courses and serve on thesis and dissertation committees for our students. Core faculty members typically supervise research and practicum experiences as well as teach.

Emeritus Faculty

Emeritus faculty includes those who have been long-standing core members of the school psychology faculty, but who are now retired. They may continue to advise students who began their work with them, continue an active program of research and scholarship, and serve on thesis and dissertation committees, but they do not accept new advisees.

For more information, please contact:

Dr. Cixin Wang Program Director [email protected]

Laura Kelly Graduate Assistant [email protected]

Carol Scott Coordinator [email protected]

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Phd program admission info, apply for phd program admission, we're glad you're interested in applying to one of our doctorate programs in the department of psychology. applications must be submitted through the tulane graduate admissions application portal, which is linked below. to be considered for admission, all materials must be received by the school of science and engineering by december 1st. , psychology phd admission information.

Prospective and current students should review the Tulane University Catalog for policies and procedures related to graduate study.

A complete application means you have submitted: 

• A completed application form using the online system
• Three (3) letters of recommendation.
• Transcripts from all undergraduate institutions attended and of any previous graduate work completed [Note: Unofficial transcripts are accepted for admission consideration; enrollment at the University is contingent upon official transcripts]
• The Graduate Record Examination is not required.
• Test of English as a Foreign Language (TOEFL) scores, or the equivalent, for applicants whose native language is not English.
• Commitment to diversity statement
• Statement of experiences and interests ("personal statement")

If you are applying to the Ph.D. program in School Psychology, additional data and admission information can be found on the program page here . 

Students who completed an undergraduate major in psychology and who have satisfactorily completed courses in general psychology, statistics, and research methods are preferred. Applicants to the School Psychology Program should, in addition, have taken psychological testing. Exceptions may be made for outstanding students in other disciplines. 

In most instances, minimum criteria for consideration for financial aid are an overall undergraduate GPA of 3.2, as well as a major GPA of 3.4; as indicated in the profile of our current students (see stats by scrolling down the page), most admitted candidates exceed these minimum qualifications. Evidence of research experience in psychology is highly desirable. The primary concern in selection is that the applicant show scientific and professional promise as well as evidence of successful graduate performance. Students are accepted only for full-time graduate study.

Tulane University is an Affirmative Action/Equal Opportunity institution, and consequently its policy of nondiscrimination includes recruitment, employment, retention, and promotion of the most qualified students, faculty, and staff, regardless of an individual's race, sex, color, religion, national/ethnic origin, age, citizenship, marital status, sexual orientation, handicap, or veteran status. Tulane University does not discriminate in its provision of services and benefits and in its treatment of students, patients, and employees. This commitment is made by the University as required by federal, state, and local laws and regulations, including the Civil Rights Act of 1964, Title IX of the Higher Education Act Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Inquiries regarding this policy should be referred to the Affirmative Action Office.

The degree of Doctor of Philosophy in Psychology is awarded for superior scholarly achievements and demonstrated scientific research ability, not simply for accumulation of course credits. Qualified students are invited to work toward the Ph.D. after fulfilling all of the requirements for the M.S. degree.

The Master of Science in Psychology requires a minimum of 24 hours of coursework. The student must complete three of the following core courses: 7000, 7010, 7020, 7030, 7040, 7050, 7060, 7070, 7080, 7090 (Psychology Courses). Core courses and Psychology 6110 should be completed within two years of first registration in the psychology graduate program. Any student with prior graduate training may, with the permission of the professor teaching a required course in that area, petition the faculty that he/she be considered to have satisfied the requirement in that area. The seminar on Professional Issues (Psychology 7230) must be completed by the end of the second year.

The student must present an acceptable thesis to the faculty of the Department of Psychology and successfully defend the thesis in an oral examination. Following defense of the thesis, the Department faculty will decide whether or not the student is to be invited to continue work toward the Ph.D.

The minimum additional requirements for the Ph.D. degree include:

• A total of 48 hours of graduate course credits.
• Completion of a Master's thesis in psychology including the production of at least one empirical study.
• Satisfactory performance of a comprehensive preliminary examination.
• Proposal and completion of an original dissertation research project.
• Successful defense of the written doctoral dissertation through an oral examination.

The requirements for the degree of Doctor of Philosophy in Psychology with a specialization in School Psychology are similar to those noted above except that students complete a minimum of 62 didactic hours, 24 practicum hours, and a one-year pre-doctoral clinical internship. Please review the School Psychology program page for further information.

Applicants may request consideration for financial support when they apply for admission. Doctoral level students can be considered for any of the following mechanisms of annual financial support:

• Available to the majority of entering students for the first five years of study. 
• A full teaching assistantship involves teaching duties of 12-15 hours per week, including instruction of laboratory sections or assisting in lecture courses. 
• Such a position includes full tuition remission and a modest stipend.  
• Stipends for 2024-2025 are $27,100 for 9 months. Stipend rates increase periodically in response to changes in cost of living. 
• For students who adopt the university health insurance plan, the School or Department provide partial support (currently 50%) for the individual's own coverage.
• Selected students may be funded by research assistantships from internal or extramural grant sources. 
• Research assistantships carry both a tuition waiver and stipend commensurate with the level of a teaching assistantship.
• Additional annual summer support is available in the form of research and teaching awards. 

Research awards of $2500 are granted to all PhD students during their first four years in the program. These grants are intended to help students make progress on their research during the summer. These awards are made possible by our long-time benefactor, Mr. Robert E. Flowerree.  Selected students may receive additional summer research stipends through extramural research grants. In addition, several teaching assistantships are available during the summer sessions that range from $1500 to $2800 each.

Additional funding is available for advanced doctoral students through myriad of fellowship opportunities, dissertation research awards, and through adjunct teaching positions. Students who do not receive other aid may be eligible for graduate work-study positions within the Department. Information concerning long-term loans may be obtained through Tulane University's Office of Financial Aid.

Information on tuition and fees can be found on the Tulane Students Accounts Receivables Website ; tuition for students supported on research or teaching assistantships or fellowships is waived during the first five years of study. All of our current full-time Ph.D. students in their first five years of study hold tuition waivers. Although PhD students studying fulltime receive a tuition waiver, they are responsible for student fees. 

Profile of Current Graduate Students

Number of PhD Students in 2023-2024

Number of students identifying as BIPOC

Number of students identifying as women

Average entering student GPA 

Percentage of students funded by teaching assistantships 

Number of students funded by research assistantships

Number of students supported by fellowships

Graduate Studies

Why tulane psychology.

Why pursue graduate studies in psychology at Tulane? 

The Department was founded in 1911 and awarded its first doctoral degree in 1949. Currently, the Department offers the PhD in School Psychology and Psychological Science. The PhD in Psychological Science offers specializations in two areas: Social Psychology and Brain, Cognition, and Developmental Science. Beginning in 2017, Psychological Science students may also choose to complete additional coursework to earn a certificate in Health Psychology. The PhD in School Psychology began in 1980 and has been fully accredited by the American Psychological Association since 1995. As a result of the last accreditation review in 2017, the Committee on Accreditation voted to reaffirm accreditation through 2027. Beginning in 2012, School Psychology students may choose to complete additional coursework to earn a certificate in Trauma-Focused School Psychology.

Admission Frequently Asked Questions

A: No GRE test is required. However, if you were not a psychology major or if you attended a university or college that is not well known, a high score on the psychology area subject test may help verify your preparation for the Ph.D. curriculum.

A: No. Students do not need a master's degree to be admitted into the PhD program. 

A: It depends. Faculty who teach similar courses will examine your syllabi and make a recommendation to our Graduate Training Committee. If you receive an offer of admission, you are welcome to ascertain what will transfer prior to making a decision about entering our programs.

A: No. You may wish to examine the APA publication Graduate Study in Psychology to find universities that offer these degree programs. Our School Psychology Program has a strong emphasis on developmental psychopathology (child and adolescent mental health) with a training and research focus on assessment and clinical intervention.

A: No. Students are admitted to the Ph.D. program, and earn a master's degree en route.

A: Some courses, especially those with practica, are restricted to students in our programs. But many are open to students with the appropriate background. If you are interested in taking a graduate course, you probably should contact the instructor in advance to be sure that you have the background and that the course meets your needs. For information on reduced tuition for non-degree students, see the School of Science and Engineering's website.