how to get into a phd clinical psychology program

DEPARTMENT OF PSYCHOLOGY

• Undergraduate
• Graduate Studies in Psychology
• Areas of Specialization
• Considering Clinical Psychology

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

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

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

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

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

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

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

7 Tips for Applying to a Psychology PhD Program

The unwritten rules that i wish i knew.

Posted January 7, 2015

I just sifted through this year's batch of graduate student applications to the clinical psychology PhD program at George Mason University . Here are the emotions that I experienced:

Awe - reminded that if I was applying to graduate school with my 1998 packet, I would never get in. There are some psychology obsessed youngbloods out there.

Elevation - ignore the pessimism in the news, a vast number of hungry characters are coming through the pipelines to improve society. They are already making inroads and want a PhD to give them extra leverage.

Anxiety - the pressure to get near perfect grades, near perfect standardized test scores, and intensive research and clinical experience is palpable. I often wonder how many of these characters pause to enjoy their once-in-a-lifetime college years. I remember reading The Fountainhead on a bench in the middle of campus at 2am on a random Tuesday while the Ithaca snow rained down in slow-motion. Sitting across the quad from me was a muscular guy reading The Celestine Prophecy. The two of us talked about books, women, society's expectations, and the hero's journey for hours. This is the kind of intimacy that creates life long bonds, raising the bar for how strangers should communicate. Then there was the time [insert dangerous, naked, and/or drunken story #4-103]. I never thought about graduate school while attending Cornell University. I lived day-to-day, semester by semester. Not today's graduate school applicants....

Dismay - as someone who takes mentoring seriously, I am disappointed to read poorly constructed applications. Everybody should have a high quality mentor who points out problems before that submission button is pressed.

Inspired - I wish somebody offered me inside information on what professors really care about when they read an application. Because I have a natural distaste for authority, I feel compelled to provide this information to every student aspiring to be a psychologist.

With these emotions in tow, here are my seven concrete suggestions for those masochistic enough to apply to a PhD program in clinical psychology (this will also be relevant for other graduate programs that emphasize science). A strong clinical psychology program will reject more than 90% of applicants. The odds are against you. This post has been designed to improve your odds.

whatever manner works best for you.

Wisdom #1. You will not get an interview without direct research experience. This was not the case 10 years ago. We know that undergraduate courses are required and many universities allow you to retake courses until you get the desired grade. For this reason, grades matter little (get over a 3.2 GPA and I am ready to treat you no differently than someone with a 4.0). Now an honor thesis is optional. Completing one shows dedication, discipline, and devotion to science. Gaining research experience in a professor's laboratory is behavioral evidence that you know about sweat equity and the delay of gratification. My advice is that it is better to aim for an A- in your courses if it means that you can dedicate more time to assist in research with a scientist and eventually conduct studies under their guidance. Nothing in the classroom approximates the skills, knowledge, and psychological strengths that you develop with hands-on research. Nothing.

Corollary - Don't waste your time accruing a wide breadth of experiences unless you are doing it as an end it itself. I don't care if you are vice-president of Psi Chi, a volunteer fire fighter for 6 hours per year, and created the first cultural neuroscience book club at your local library. I am more impressed with hardcore dedication and deep penetration in one activity (where somebody can speak to your invaluable contributions) than a lengthy curriculum vitae (CV). In a similar vein, I don't care if you obtained authorship on multiple journal articles. To me, this says that you work with generous people. One first author poster presentation where you did the bulk of the writing, analyzing, and conceptualizing is all I need. Aim for quality and depth.

Wisdom #2 . It does not matter where you go to college. Ignore guidance counselors and well-meaning parents that argue for the edge afforded by those with an Ivy League education (and those schools that make the capricious top 25 in the latest US News and World Report rankings). I only care about what you did and whether you can hit the ground running in my research laboratory. This year alone, I sifted through applications from Armstrong Atlantic State University, Samford University, Wofford College, and Help University. I never heard of any of them. What I care about is that you can write, possess superior critical thinking skills, and know the agony and ecstasy of following through from a fetal research idea to the initial analytical tests to the interpretation of these results and finally, the dissemination of this work to the world. Don't spend extra money for badges and stars. Spend your time in a research laboratory to understand psychological science.

Wisdom #3 . If you suck at taking standardized tests, take them as many times as you can. This shows me that you are determined. This shows me you care about verbal, quantitative, and analytical intelligence and you are pissed off that the GRE fails to capture yours ( which is often the case ). Take it once, fail, quit and what I infer is that you are unequipped to handle setbacks. The life of a psychological scientist is littered with setbacks and failures. I want somebody who can be counted on when the stakes are high and the probability of success is unknown. Show me you are that person. Don't tell me, show me.

Wisdom #4 . Be interesting. When you sound like a walking, talking scientific article, you are uninteresting. Be a human first. The best way to be interesting is to live an interesting life. Exotic people. Exotic places. Cultural Immersion. A willingness to be vulnerable. Strange experiences. Anxiety provoking experiences. To be psychologically minded and ask great questions, you must truly live. I remember an applicant several years back who at the end of her CV listed the 18 countries she visited. That one bit of information gave the extra edge that landed her an interview. After all, that much travel should give you an interesting lens to view the complexity of human behavior.

Wisdom #5 . You don't need three amazing letters of recommendation, you need one. You must cultivate a relationship with one person who understands what you have done in psychology and more importantly, what you strive to become. Find a great mentor and work hard at forming a strong relationship. Show them what you can do. Ask for experiences and tasks that are beyond your skill level and then deliver - over and over again. You want one person to be able to say that you are one of the top 3 people they have ever mentored in an important skill set - writing ability, critical thinking, work ethic, creativity , teamwork , etc. Show somebody what you are capable of doing and make sure that it is visible to them. When I talk to my colleagues at conferences, I ask them about students who might be applying to work with me. Conversations with trusted colleagues are persuasive. I want you to know that these conversations happen. So be a good colleague. Be trustworthy. Be autonomous. Ask questions when you don't know something. Seize opportunities. Ask for opportunities. Repair relationships when needed. Be the type of person that somebody can speak highly of at all times. You never know when these backchannel conversations are going to happen.

Wisdom #6 . Showcase your uniqueness. Avoid clichés of how psychology is your life's passion (you are just getting started and don't know yet). If this is true, tell a story (show me, don't tell me). When asked what separates you from applicants with perfect GRE scores, a 4.0 GPA, and two years of research experience, do not state that you work harder (72 applicants will make the same claim). Do not mention that the origin of your interest in psychology was the psychological problems of relatives or the social difficulties faced during teenage years (we all need to be loved just like everybody else does so move on). You possess a configuration of strengths and weaknesses that inform a life history and perspective unlike any other human being. Learn how to tell a compelling, emotionally engaging story about how this informs your potential. I am more interested in your potential than your past. Do not be afraid of marketing yourself. Sell me on your potential.

Wisdom #7 . Do not lie. Almost every applicant says they want to be a scientist because they think this is what PhD programs want to hear. Pretend that you are uninterested in clinical practice and you will despise graduate school with me. Lying about your interests will hurt your experience in graduate school and the mentor that selected you from an impressive pool of applicants. Be honest and find the best mentor match. You only get trained once. Make it count. Show integrity. The field of psychology is small and relationships matter.

The goal of the admissions process is to find the best people for the exact mentors available at a specific program. The hope is that the relationships that develop will last far beyond the five years of graduate school. How you get trained and by who matters. I hope the information in this blog post will help your journey. Keep me posted on your accomplishments.

Dr. Todd B. Kashdan is a public speaker, psychologist, and professor of psychology and senior scientist at the Center for the Advancement of Well-Being at George Mason University. His new book, The upside of your dark side: Why being your whole self - not just your “good” self - drives success and fulfillment is available from Amazon , Barnes & Noble , Booksamillion , Powell's or Indie Bound . If you're interested in speaking engagements or workshops, go to: toddkashdan.com

Todd B. Kashdan, Ph.D. , is a professor of psychology at George Mason University and the author of The Art of Insubordination: How to Dissent and Defy Effectively .

• Find a Therapist
• Find a Treatment Center
• Find a Psychiatrist
• Find a Support Group
• Find Online Therapy
• United States
• Brooklyn, NY
• Chicago, IL
• Houston, TX
• Los Angeles, CA
• New York, NY
• Portland, OR
• San Diego, CA
• San Francisco, CA
• Seattle, WA
• Washington, DC
• Asperger's
• Bipolar Disorder
• Chronic Pain
• Eating Disorders
• Passive Aggression
• Personality
• Goal Setting
• Positive Psychology
• Stopping Smoking
• Low Sexual Desire
• Relationships
• Child Development
• Self Tests NEW
• Therapy Center
• Diagnosis Dictionary
• Types of Therapy

Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

• Emotional Intelligence
• Gaslighting
• Affective Forecasting
• Neuroscience

Students sit around a table and discuss with a professor nearby. Photo source: Sallie

PhD Admissions

The PhD program in Psychology trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program is characterized by close collaboration between students and their faculty advisors. 

General Information

The Department of Psychology holistically reviews each candidate's complete application to assess the promise of a career in teaching and research. Consideration is based on various factors, including courses taken, grade point average, letters of recommendation, and the statement of purpose. Additionally, the Department of Psychology places considerable emphasis on research training, and admitted students have often been involved in independent research as undergraduate students or post-baccalaureate settings. Although there are no course requirements for admission, all applicants should have sufficient foundational knowledge and research experience to engage in graduate-level coursework and research.

We accept students with undergraduate degrees and those with both undergraduate and master's degrees. An undergraduate psychology major is not required; the Department welcomes applicants from other academic backgrounds.

Our application portal will open for the AY25-26 admissions cycle on September 15, 2024.

How to Apply

Application and deadline.

Our 2025-26 Admissions application will open on September 15, 2024.

Applications will be due on November 30, 2024

The deadline for letters of recommendation will be  November 30, 2024 . 

Once an applicant submits the recommenders' information, the recommenders will receive an automated email with instructions for submitting the letter. Late letters should be sent directly to psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Staff will add them to the application file if the review process is still underway. Still, the faculty reviewers are not obligated to re-review files for materials submitted after the deadline.

Generally, students will hear from us by the end of January. 

The status of submitted applications can be viewed anytime by logging in to the   application portal . 

The deadline to apply for the '25-26 PhD cohort this year is  November 30, 2024 . Applicants who are admitted to the program will matriculate in Autumn 2025. 

Our next admissions cycle will open in September 2025 and have a November 30, 2025 deadline.

In addition to the information below, please review the  Graduate Admissions  website prior to starting your application. The Department of Psychology does not have rolling admissions. We admit for the Autumn term only.

Requirements

• U.S. Bachelor's degree or its  foreign equivalent
• Statement of Purpose (submitted electronically as part of the graduate application). You will be able to specify three  Psychology Department faculty members , in order of preference, with whom you would like to work. 
• Three  Letters of Recommendation  (submitted electronically). A maximum of six letters will be accepted.
• Unofficial transcripts from all universities and colleges you have attended for at least one year must be uploaded to the graduate application. Applicants who reach the interview stage will be asked to provide official transcripts as well; Department staff will reach out to these applicants with instructions for submitting official transcripts. Please do  not  submit official transcripts with your initial application.
• Required for non-native English speakers: TOEFL (Test of English as a Foreign Language) scores, submitted by the Educational Testing Service (ETS) electronically to Stanford. 

Application Fee

The fee to apply for graduate study at Stanford is $125. Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

Application Review & Status Check

The Department of Psychology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

To check the status or activity of your application, please log into your  application account . You can also send reminders to recommenders who have not yet submitted their letter of recommendation.

Due to limited bandwidth, the Department of Psychology staff will not answer any phone or email queries about application status, including requests to confirm the receipt of official transcripts.

Our faculty will interview prospective students before making final admission decisions. Candidates who progress to the interview round will be informed in January. Interviews are generally conducted in February.

The Department of Psychology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

• Diversity and Engagement in Psychology PhD Programs 
• Vice Provost for Graduate Education
• Stanford IDEAL
• Graduate Application Fee Waiver Information

For More Information

Please see our  list of Frequently Asked Questions  and  psych-admissions [at] stanford.edu (contact us)  should you have additional questions.

Applying to Graduate School

Graduate psychology programs can have different admission requirements, training specializations, and financial resources. Find the program that is the best fit for you.

Get your questions answered

FAQ: Graduate education

Find answers to commonly asked questions about pursuing graduate education in psychology.

FAQ: Online education

Learn more about how the advantages and disadvantages of online education in psychology.

FAQ: PSYCAS application process

Understand what to expect from the PSYCAS application process if your graduate program uses this service.

Choose your program

Finding fit: A roadmap to graduate school

Webinar series that breaks down the graduate program application process.

Researching psychology graduate programs

Search and compare admissions information for more than 900 masters and doctoral programs.

Paying for graduate school

Funding for dissertations, graduate school, and research can come from many sources.

Submit your application

Apply to multiple graduate psychology programs with a single application.

PSYCAS participating programs

List of all graduate psychology programs that currently accept PSYCAS applications.

PSYCAS application instructions

Get an overview of the PSYCAS application process and learn about important deadlines.

Training and webinars

Advice and tips from experts on navigating the application process.

Becoming a psychological scientist

The application process for doctoral programs for psychological science has several steps. This eight-part video series offers advice for navigating the process, discusses important considerations for selecting a program, and highlights resources for funding your graduate education.

Watch the series

Strategies for applying to psychology graduate school

Expert panelists discuss how prospective students can strategically approach the graduate school application process and highlight APA resources to help students find and apply to the program that best meets their professional goals.

Watch the video

Preparing and applying for graduate school in psychology

This series of 12 videos takes prospective graduate students step-by-step through the preparation, application, interview, and admission processes. The presenters combine decades of advising experience and research findings with evidence-based and anxiety-reducing strategies for mastering each step.

APA publications

Your Complete Guide to College Success

Own Your Psychology Major!

Training and Education in Professional Psychology

Journal of Counseling Psychology

Internships in Psychology, 4th ed.

You’ve applied to graduate school and been accepted...now what?

Explore APA’s resources to help students succeed in graduate school, including tools for academic success, information about how to get involved as a student, and helpful resources guides.

Succeeding in graduate school

Clinical Psychology PhD

Ph.d. in clinical psychology.

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

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

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

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

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

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

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

Teachers College Resilience Center for Veterans and Families

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

Dean Hope Center for Psychological Services

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

Admissions Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall
• Enrollment Formats: Full-Time

Application Deadlines

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

Application Requirements

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

The Program requires the following:

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

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

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

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

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

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

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

Second Year

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

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

Fourth and Fifth Year

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

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

• View Other Degrees

Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

Phone: (212) 678-3267 Fax: (212) 678-8235

Email: shulevitz@tc.columbia.edu

Ph.D. in Clinical Psychology

Our mission.

The Clinical Psychology Ph.D. Program at the University of Central Florida educates graduate students “to generate and integrate scientific and professional knowledge, attitudes, and skills to further psychological science, professional practice, and human welfare. Graduates are capable of functioning as a scientist and a practitioner, and may function as either or both, consistent with the highest standards in psychology” (National Conference on the Education and Training of Scientist-Practitioners for the Professional Practice of Psychology, 1990). The program is a generalist program with a strong emphasis on assessment and treatment in adults. We do not have any formal tracks within the program (e.g., child, neuropsychology). Our program is committed to the inclusion of students, faculty, and staff from different backgrounds (e.g., racial, ethnic, sexual orientation). In addition, we infuse the latest empirical knowledge related to clinical treatment, research, and pedagogy with diverse individuals in our curriculum and clinical/research experiences. Consistent with our departmental mission , we aspire to provide high quality education to include “the dissemination of state-of-the-field theoretical and empirical information, training in the methodological, statistical, and technical skills necessary to conduct psychological research, and practice in the application of psychological knowledge to real-life problems” (National Conference on the Education and Training of Scientist-Practitioners for the Professional Practice of Psychology, 1990). Our program aspires to achieve excellence in research and clinical training and to contribute to and perpetuate science and practice in the field of Clinical Psychology through faculty and graduate student involvement in scholarly and professional activities. We are active contributors to research in Clinical Psychology. We advocate for initiatives that improve the profession of psychology and the welfare of individuals, families, and groups. We also are active members of professional organizations.

Degree Requirements

The Clinical Psychology Ph.D. Program is designed to be completed in six years of full-time study (with summer enrollment expected), regardless of whether the student enters with a Bachelor’s or Master’s degree. The program includes a one-year predoctoral internship to be completed off-campus at an APA accredited internship site. There are a total of 90 semester hours of courses, practica, and research requirements as detailed in our handbook (linked below). A Master’s Thesis and a Dissertation, which represent significant contributions to the field, are both required. Successful completion of the Qualifying and Comprehensive Examination is required prior to initiation of dissertation research.

Program Admissions

Application deadline is december 1st.

The UCF Psychology Department coordinates the admission process with the UCF Graduate Studies office. In order to enroll in graduate classes, students must have obtained a baccalaureate or higher degree in Psychology, prior to the start of the term for which the student is admitted, from a regionally accredited institution or from a recognized foreign institution. Students without a baccalaureate or higher degree from an accredited institution (or equivalent) are not admitted to graduate degree programs, graduate certificate programs, or graduate nondegree status. If the baccalaureate degree does not include a major in Psychology, students must have completed at least 18 credit hours of Psychology courses at the undergraduate level or above. These courses must include Intro/General Psychology, Research Methods/Statistics, Abnormal Psychology, and Personality Theory/Psychology. The following courses are strongly encouraged: Social Psychology, Cognitive Psychology, Biological/Physiological Psychology, and Developmental Psychology.

Note for all applicants : Our program requires that History and Systems of Psychology is completed at the undergraduate level with a grade of at least a “B.” This can either be completed prior to starting our program or as an undergraduate course during our program.

We will not accept or consider GRE scores for a start date of Fall 2025.

Successful applicants typically have both strengths and relative weaknesses in their applications, and it is important to view one’s application as a portfolio.  The components of the application are as follow:

• Educational history/grades
• Letters of recommendation: Three letters written by people who can speak to your work ethic, range of professional interests, and what it is like to work with you.
• Personal essay: An essay about your research and clinical interests and faculty you may be interested in working with while enrolled in our program.
• Content training: Information about career and research experiences should be highlighted on the CV and personal statement and are often described in an applicant’s letters of recommendation.

At UCF, the applicant’s fit with the goals of the program are a critical component. It is very rare that an application is positively distinguished on all four of the areas described above. To be considered for admission, the program requires having some hands-on research experience outside of a course (e.g., as a research assistant/coordinator) preferably in a topic area which overlaps one of our faculty members who you would like to work with on research. In your essay, you need to highlight that experience in relation to what you’d like to conduct research on if accepted to our program, along with which faculty mentor(s) you’d like to work with for research.

For the submission deadline of 12/1/2024, only the following faculty will be recruiting a student: Dr. Amie Newins, Dr. Jeffrey Bedwell, Dr. Kimberly Renk, Dr. Robert Dvorak, Dr. Jacqueline Woerner, and Dr. Jeffrey Cassisi. Please only apply for this cycle if you’d like to work with one or more of these individuals as your primary research mentor(s), conducting research that is compatible with their laboratory and line of research.  

Note Regarding National Program Rankings:

Some applicants to doctoral programs in Clinical Psychology may consider national rankings when deciding where to apply for graduate school. Applicants are encouraged to carefully review the  methodology  used by any national ranking system. For example, the approach used by the U.S. News and World Report relies simply on rankings of programs by the chairs of psychology departments and directors of clinical training ( click here for their methodology ). As such, their rankings rely purely on the subjective estimation of the reputation of programs by the individuals completing the survey; no specific metrics or objective data are used in the rankings (see additional critiques of these national ranking systems by  Malcolm Gladwell  and  John Byrne ).

Only 18% of chairs and directors completed the last iteration of this reputational survey, the lowest of any health profession. As such, the rankings are not representative of the opinions of chairs and directors. The low rankings are due, in part, to the training council representing scientist practitioner and clinical scientist doctoral programs in clinical psychology, the Council of University Directors of Clinical Psychology ( CUDCP ), passing a resolution in 1995 encouraging programs  not to participate in the survey. Given these concerns, we strongly encourage applicants – and others – to  ignore  national rankings when considering the quality of a doctoral program in Clinical Psychology.

Even with improved methodology, national rankings are likely to be of little use to applicants in identifying  their  best programs. Instead, applicants need to consider if a program’s goals and objectives align with their goals and objectives. A national ranking system will never be able to capture the individualized strengths and weakness of programs for unique applicants.

Please note that every clinical psychology program accredited by the American Psychological Association must post data on their program website about admissions and outcomes, including time to completion, program costs, internship placement, attrition, and licensure. CUDCP programs are also encouraged to provide information on their selectivity/yield (e.g., # of applicants, offers, matriculated students) and number of students with funding.

Mailing Address UCF College of Graduate Studies Millican Hall 230 PO Box 160112 Orlando, FL  32816-0112

Institution Codes GRE: 5233 GMAT: RZT-HT-58 TOEFL: 5233 ETS PPI: 5233

For more information on the application process, please contact:

Dr. Jeffrey Bedwell Professor, Department of Psychology Clinical Psychology Ph.D. Program Director Director of Clinical Training [email protected]

Our Program Handbook contains a wealth of information about our program, covering topics such as:

• The Program Overview
• The Scientist-Practitioner Model
• Training Emphasis
• Program Goals
• Curriculum Goals
• Expectations of Doctoral Students
• Development of Competencies
• Practicum Training
• Internships

Accreditation

The Clinical Psychology Ph.D. Program in the Department of Psychology received initial accreditation by the American Psychological Association (APA) in 2003, for a period of five years. The program then was re-accredited in 2008, 2013, and 2024, and remains accredited with the next re-accreditation process scheduled for 2033.

For information about our accreditation status, you can contact the Commission on Accreditation of the American Psychological Association.

Contact Information Commission on Accreditation Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 Phone: 202-336-5979 TDD/TTY: 202-336-6123 Fax: 202-336-5978 [email protected]

Licensing Disclosure

For information regarding how this program meets the educational requirements to obtain a license as a Psychologist, please see: https://apq.ucf.edu/document/clinicalpsychphd-disclosure/ .

One aspect of obtaining a license as a Psychologist in the United States is to achieve a passing score on the national Examination for Professional Practice in Psychology (EPPP), which is typically taken after obtaining a PhD in the field. According to the most recent report from the Association of State and Provincial Psychology Boards, our program’s pass rate across only our first-time test takers (alumni) between Jan 2019 to Dec 2023 was 86% (n = 29 alumni).

The Clinical Psychology Ph.D. Faculty adhere to the belief that research activities are an integral part of being a Clinical Psychologist. Consistent with this belief, the majority of our graduates seek academic- and research-oriented positions after they complete our program. Even for those who take other types of positions and who work in more applied settings, however, Clinical Psychologists must be able to locate and evaluate research literature relevant to evidence-based interventions and best practice in the field of Clinical Psychology.

Clinical Psychology Research Laboratories

• Children’s Learning Clinic – IV
• The Health Psychology Laboratory
• Mood, Personality, and CogniTion (MPACT) Lab
• Psychology Clinic
• Health, Expectancies, & Addiction Laboratory (HEAL)
• Risk, Eating, and Addiction Longitudinally Examined Through In situ Momentary Experiences Laboratory (REAL-TIME Lab)
• Designing Research & Education for Addiction Management Laboratory (DREAM Lab)
• UCF RESTORES
• Understanding Children & Family Laboratory

Faculty in Ph.d. Clinical Psychology

The Clinical Psychology doctoral program (PhD) has been accredited by the American Psychological Association since 1949 and is also accredited by the Psychological Clinical Science Accreditation System (PCSAS) since 2017 through 2027.

We emphasize training in clinically-informed research and evidence-based clinical work and recognize that students have varying career aspirations that may evolve over the course of graduate training. Our program offers two tracks: Adult and Child/Family . Read more about our Student Admissions, Outcomes and Other Data.

We are strongly committed to promoting diversity and training early career scientists of diverse backgrounds. We encourage students from backgrounds historically underrepresented in the sciences to apply, including but not limited to BIPOC, LGBTQIA+, first generation college students, and those of low socioeconomic status.

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 (APA) 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 | Email: [email protected] Website: www.apa.org/ed/accreditation

Psychology Clinical Science Accreditation System (PCSAS) Joseph E. Steinmetz, Ph.D. Executive Director 1101 E 10th Street, Bloomington, IN 47401; Phone: 479-301-8008 | Email:   [email protected] Website: https://pcsas.org/pcsas-accredited-programs/

Recent News

• Amanda Haik Awarded the Wadden Award for Training in Behavioral Medicine and Health Psychology
• Maku Orleans-Pobee Named 2023 Community Engaged Scholar Fellow
• Esmeralda Navarro and Yolanda Yang Selected as 2023 LEAD Fellows
• Thank you to all those who came last night, we had a blast and will miss our internship-bound students!
• Congratulations to our 2022 Award Winners!
• Dr. Mitchell J. Prinstein testified in front of the US Senate on the Mental Health and Substance Abuse
• Dr. Andrea Hussong Q&A on the impact of COVID-19 on adolescents’ mental health
• Dr. Andrea Hussong Selected for Thorp Faculty Engaged Scholars Program
• Dr. Margaret Sheridan Named APS Fellow
• April Highlander Receives Gray-Little Diversity in Research Honorable Mention
• Carrington Merritt Receives Davenport Diversity in Research Honorable Mention

• Undergraduate
• Raimy Clinic
• Student Admissions, Outcomes, and Other Data

Other ways to search:

• Events Calendar
• Psychology and Neuroscience Home

Graduate Program

All students are admitted to work toward the PhD degree. We do not offer a terminal Master's Degree, though all our students fulfill the requirements for and receive a Master of Arts degree in the course of working toward the PhD.

Graduate students choose a research mentor who will oversee their progress in research training. Students may sample from a variety of research topics currently represented among the clinical faculty. Applicants are encouraged to specify members of the faculty whom they view as having interests most compatible with their own and in whose labs they would most like to work. In clinical training, students are exposed to a variety of theoretical orientations, including acceptance-based, behavioral, cognitive, couple, family, and mindfulness-based approaches. The program provides training in its own clinical/research facilities. In addition, there are approximately 42 faculty members and 94 graduate students in the Department of Psychology and Neuroscience. Students work closely with their faculty mentors and interact extensively with each other. Interdisciplinary study is encouraged and facilitated by several interdepartmental institutes:  the Institute for Behavioral Genetics ,  the Institute of Behavioral Science , and  the Institute of Cognitive Science .

Values Statement

The mission of the University of Colorado Boulder’s Clinical Psychology PhD program is to train clinical scientists who will produce and apply scientific knowledge in understanding, assessing, preventing, and treating emotional and behavioral problems. As a program, we strive to be a just, welcoming, and inclusive community. We have four primary goals towards which we are continually working that guide the overall structure of our program. These include:

• Maintaining a curriculum of cutting-edge courses and clinical training experiences that cover a broad knowledge base of psychology, clinical psychology, interdisciplinary training, and multicultural awareness/perspectives.
• Providing a training environment that values and fosters reproducible, representative, justice-oriented, and ethical conduct of research.
• Training clinicians who can skillfully apply scientifically-based principles of assessment and intervention, including how to apply these principles in a culturally competent way that respects client characteristics and preferences.
• Attending to diversity and inclusion in program policies and practices, which we believe is essential in addressing the above program goals to offer a cutting-edge curriculum, conduct responsible research, and train clinicians in conducting empirically supported assessment and intervention.

Our program is committed to offering a training and mentorship model that emphasizes the support and well-being of students in the program, and to fostering diversity, including in the graduate student body. Please see the  Clinical Student Handbook  for more information on the program.

Commitment to Diversity

The Colorado Advantage Graduate Preview Weekend provides an opportunity for underrepresented students to preview the doctoral programs of Psychology and Neuroscience and other CU Boulder Science, Technology, Engineering and Math departments.  For more information, see the  Colorado Advantage web site.

McNair Scholars and Project 1000 applicants are eligible for application fee waivers.  

To learn more about what the University of Colorado has to offer to underrepresented students, please visit the following websites:

• Cultural Unity & Engagement Center
• Office of Diversity, Equity, and Community Engagement
• Center for Student Involvement  and the Office of Precollege Outreach and Engagement

The University of Colorado Boulder is an affirmative action/equal opportunity institution. The department encourages applications from underrepresented students.

• Current Students
• Current Student Resources

Prospective Clinical Area Applicants

Note to Prospective Clinical Area Applicants:

In the UCLA clinical psychology program, admissions decisions are made by an admissions committee, not by individual faculty members. However, admissions decisions do take into consideration the match between the interests of those faculty and the relevant interests and experience of applicants and which faculty have openings for new students.  It is strongly recommended that applicants visit the  Faculty  page to learn more about faculty interests as well as the  Student Admissions, Outcomes and Other Data  page to review GRE and GPA statistics for students who successfully entered our program in recent years.

Interview dates for the upcoming 2024 admissions cycle are January 16, 2024 through January 19, 2024. Department Recruitment Day: February 23, 2024

The following Clinical Area faculty anticipate having an opening for new students in their labs for Fall 2024 Admission:

Denise Chavira, Ph.D. Bruce Chorpita, Ph.D. Michelle Craske, Ph.D. Tiffany Ho, Ph.D. Katherine Karlsgodt, Ph.D. Anna Lau, Ph.D. Lara Ray, Ph.D.

Clinical Area Application Requirements

Consistent with the policy of the UCLA Department of Psychology, applicants to the clinical psychology doctoral program at UCLA will not be required to take the GRE.

• GRE General Test:  Applicants for admission to our graduate program are not required to submit a GRE score report as part of their application package. Applicants may voluntarily submit GRE test scores and they will be reviewed as one part of the holistic application consideration. The applications with GRE scores will not be given greater weight than those that do not include scores. During the 2020 and 2021 admission cycles combined, 25% of applicants to the UCLA Psychology graduate program submitted GRE General Test scores. The number of applicants that applied, submitted GRE scores, and the percentage of applicants that submitted GRE scores, organized by Area, can be found in the table below.

• GRE Psychology Subject Test:  The GRE Psychology Subject Test is not required and will not be used to make admissions decisions. However, students who score above the 70 th  percentile can use the GRE Subject Test to partially fulfill Discipline-Specific Knowledge requirements (e.g., cognitive, social) that are part of accreditation by the American Psychological Association. In this way, admitted students may be able to reduce the amount of, or more flexibly select, coursework needed to complete program requirements. Students may elect to take the GRE Subject Test after their admission into our program and all program requirements can be fulfilled without taking the test.
• Please note that your admission to the program is conditional on your passing  Live Scan background check , which is required for your participation in clinical practica and internship. We can help facilitate the process when you arrive at UCLA.

Skip to Content

Current Students

Interested in more? Search Courses

• Search Input Submit Search

Admission Steps

Professional/clinical psychology - psyd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Prerequisites

Additional standards for non-native english speakers, additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Final submission deadline: December 2, 2024

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Program GPA requirement: The minimum undergraduate GPA for admission consideration for this program is a cumulative 3.0 on a 4.0 scale. Please visit for more details on the program specifc GPA requirement.

Applicants WITHOUT a psychology background (major or minor), must meet the department's psychology prerequisite prior to matriculation.  The psychology prerequisite can be met either through psychology coursework or by obtaining a score of at least 660 or higher on the psychology subject GRE exam. Applicants should state how they plan to meet the psychology prerequisite in their application. For the psychology coursework prerequisite, applicants must complete four (4) psychology courses earning a 'B' or better in these classes from a regionally accredited institution. Applicants offered admission should be aware that all psychology classes must be completed before registration in September.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Two (2) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Essay instructions.

Please respond to both essay prompts below and upload one PDF document, which should include your two essay responses, to your online application. The word limit for each essay is 500 words. Please number or label your essays. • We do not require a personal statement. • Both essay responses are required. **Note: Please read the essay prompts carefully and be sure to align your response with what is requested in the prompts.** Essay 1 Describe someone you know, other than a parent or guardian, about whom you have strong ambivalent or conflicting feelings. Describe the person in such a way that they “come alive” for the reader. How do you understand your reactions to this person? How might your personal history influence how you react? Essay 2 What life experiences and personal motives have most influenced your decision to pursue graduate study in psychology in GSPP’s PsyD Program? *This question is about your personal motives and requires a degree of self-disclosure. *Avoid writing about the wish to help others or about how you want to contribute to society. *There is no need to list your credentials or professional experience (this is already on your CV/resume which will be read).

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Faculty review completed applications December through early February.  We will notify applicants via email with an admissions status update sometime in late January/early February.  If invited to interview, interviews will be held online in late February. For more information about the programs that the Graduate School of Professional Psychology (GSPP) offers, please refer to GSPP's admissions webpage.  If you have any questions or concerns regarding admission requirements, deadlines, and late application materials, please contact [email protected] or call (303) 871-3736.

Start the Application

Online Application

Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.

Department of Psychology

Prospective Graduate Students

We offer an outstanding research-oriented Ph.D. program in the following areas:

• Behavioral Neuroscience
• Cognition and Cognitive Neuroscience
• Developmental Psychology
• Social/Personality Psychology

We also offer specialized training in the following subfields of study:

• Quantitative Psychology
• Health and Well-Being Psychology
• Diversity and Inequality Psychology

Our graduates secure positions in academic institutions, research institutes, government health and social service agencies, and corporate research and consulting companies.

Please note that we do not offer a terminal master’s degree, nor do we provide training in Clinical, Counseling, Educational, or School Psychology. Applicants interested in Educational or School Psychology should consult the  Graduate School of Education .

Currently, our students are admitted for the Fall quarter only. The Application Portal opens in early September for the following fall quarter. The deadline to submit your application and all supporting documents for the Psychology Graduate Program is December 1st.