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Doctor of Philosophy Psychology and Social Intervention

The Psychology and Social Intervention (PSI) doctorate prepares action scientists for diverse roles in academia and social research. You will be prepared to understand, transform, and improve the contexts and systems in which humans develop across the lifespan.

Degree Details

Official degree title.

PhD in Psychology and Social Intervention

Mission Statement

Our  mission is to train social scientists to (a) critically explore  the experiences of people in the contexts and systems in which they develop across the lifespan and (b) use knowledge to address  longstanding inequities in settings and systems. Our work is grounded in the belief that  empirically based knowledge about “persons in settings” is a key mechanism for achieving racial justice, social justice, and equity and for changing systems and settings as well as individuals. Training in PSI is actively interdisciplinary, drawing on theories and approaches from multiple  fields in  psychology (including developmental, community, political,  and social psychology) and other social and behavioral sciences. We conduct research and action in close partnership with key stakeholders while centering community voice and perspectives. Our training goals include fostering students’ abilities to:

(a) Conceptualize and measure (i) individual cognitive and psychosocial development and (ii)  the social settings, systems, and policies in which individuals are embedded;

(b) Understand the psychological impact of various forms of diversity, conflict, and structural inequity among individuals, groups, institutions, communities, and societies; and

(c) Design, improve, implement and evaluate prevention, intervention and policy strategies toward positive social change; and

(d) Utilize state-of-the art quantitative and qualitative and mixed-methods approaches to addressing individual and system-level phenomena.

PSI faculty and students study a wide range of contexts and systems (e.g., families, schools, neighborhoods, programs, juvenile justice systems,social movements,  intergroup contexts, policy contexts and macro-level economic and social structures) and interventions (e.g., psychological, social, educational and health programs and policies), locally, nationally and internationally. Our faculty also conduct research on how social psychological factors, cultural and racial identities, and marginalization influence and interact with people’s experiences of contexts, systems and interventions. New York University provides an ideal global network  for studying many kinds of communities in the US and other regions of the world, including Latin American countries, South Asia, the Middle East, and Sub-Saharan Africa.

PSI faculty collaborate closely with one another, as well as with other social, behavioral, health and policy scientists at NYU and other universities, and with service, community and policy organizations. PSI faculty direct or co-direct a number of affiliated institutes and centers at NYU, including the Institute for Human Development and Social Change, Global TIES for Children, the Metropolitan Center for Research on Equity and the Transformation of Schools (METRO), and A Research Center for Interconnected Approachs for Suicide Prevention (Arcadia).

You should apply to PSI if you…

• are committed to conducting applied research to promote justice and equity

want to develop conceptual and methodological skills to understand the interplay between people and settings/social systems

want to take an interdisciplinary approach to research

want to work in partnership with practitioners, policy makers, and community members

want to work in academia, industry, government, policy, program development and others!

Admissions Information

Degree components, degree goals and objectives, careers and outcomes, international students, primary research mentors:.

The doctoral program in Psychology and Social Intervention at NYU is a small training program; thus, we pay close attention to the match between the candidate and the program’s faculty and resources.  We seek to admit students whose perspectives align with the program as a whole and whose research interests are well-matched with those of one or more faculty members. Rather than admitting students to work with a particular faculty member, admitted students engage in a mutual matchmaking process with faculty at the start of their training to determine their initial mentor and are actively encouraged and supported to work with multiple faculty starting their 3rd year.

The following PSI faculty will be available to serve as primary research mentors for the Fall 2025 admission are:

• Rezarta Bilali
• Jorge Cuartas
• Diane Hughes
• Pamela Morris-Perez
• Michelle Twali

The following PSI faculty will be  unavailable  to serve as primary research mentors for the Fall 2025 admission. However, these faculty are potentially available to serve as additional mentors in later years of training, so we encourage you to write about your interests and experiences that demonstrate that you are a good match with the program as a whole. 

• J. Lawrence Aber
• LaRue Allen
• Elise Cappella
• Alejandro J. Ganimian
• Erin Godfrey
• Edward Seidman
• Hirokazu Yoshikawa
• Please note that the GRE test is optional. Applicants may submit GRE scores if desired, but there will be no disadvantage or consequence to not submitting them.

Funding: 

• NYU Steinhardt offers a competitive funding package for PhD students who study full-time.   Learn more about Steinhardt's funding opportunities .

Application Guidelines: 

• Please visit the How to Apply page for more information on application requirements. 
• Please review our FAQ page to find out more information about the PSI program and application process.
• If you have any additional questions about our degree, please feel free to contact us at [email protected] .

PSI is a research-intensive degree with a strong quantitative training component that places a strong emphasis on:

• understanding and assessing social settings, systems, and policies;
• creating/improving, implementing and evaluating prevention and intervention programs; and
• understanding various forms of diversity and structural inequality among individuals, institutions, communities, and societies.

Students work collaboratively with faculty mentors on a range of activities, including study design, data collection and analysis, manuscript preparation, conference presentations, policy briefs, and evaluation activities.

Program faculty study a wide range of ecologies (e.g., families, schools, neighborhoods, policy contexts, programs) and preventive and policy interventions (e.g., psychological, social, educational and health programs) locally, nationally and internationally. Our faculty also conduct research on how cultural factors and identities influence and interact with experiences of these ecologies and interventions. Our New York City location provides an ideal urban setting for studying many kinds of communities, combined with gateways to the world at large.

In the PSI program, we focus on providing the framework to help you:

develop methodological skills that enable analysis of change over time and within and across levels of human ecology

acquire abilities to apply psychological and social science principles to the understanding of social settings, social/cultural contexts, and social and policy interventions

develop abilities to conceptualize, interpret, evaluate and disseminate evidence-based social and policy interventions; and develop the ethical, interpersonal, organizational, and technical capacities to undertake high-quality professional work in psychology and social intervention

The PSI doctorate trains social scientists to work in a variety of settings so they understand the experiences of people in the contexts and systems in which they develop across the lifespan, and can transform and improve these contexts and systems. 

Our degree prepares students for diverse roles in academia and applied research. In the academic arena, our students are well positioned for jobs in psychology, human development, education, public health, and public policy. In the area of applied research, you will be prepared to obtain positions in research organizations, policy institutes, social service agencies, community-based organizations, and advocacy. 

Our rigorous theoretical and empirical training will position you extremely well to respond to the ever-increasing demand for evidence-based prevention and intervention strategies in health, education, and social services.

See what our Alumni are up to now!

If you’re an international student, you may be able to work in the United States after graduation for an extended period of time. Most students studying on F-1 visas will be eligible for 12 months of Optional Practical Training (OPT) off-campus work authorization. F-1 students in our program may also be eligible for the STEM (Science, Technology, Engineering, or Mathematics) OPT extension, allowing you to extend your time in the United States to pursue degree-related work experience for a total of 36 months or 3 years. For more information on who can apply for this extension visit  NYU’s Office of Global Services: STEM OPT .

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Admission Steps

Psychology - affective, social & cognitive psychology - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

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.

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 (including a minimum of 26 on the speaking section)

Minimum IELTS Score: 6.5 (including a minimum of 8 on the speaking section)

Minimum C1 Advanced Score: 176 (including a minimum of 200 on the speaking section)

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, standardized test scores, 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.

GRE scores are optional for admission to this program. Applications submitted without scores will receive full consideration. Every application undergoes a comprehensive evaluation, including a careful review of all application materials. If you choose to submit test scores, you may upload your Test Taker Score Report PDF, which is considered unofficial. Official scores must be received directly from the appropriate testing agency upon admission to the University of Denver. The ETS institution code to submit GRE scores to the University of Denver is 4842.

University Standardized Test Policy

Three (3) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

Please prepare approximately 2-3 pages of typewritten, double-spaced autobiographical material which will be considered confidential. Please be aware that the review committees may contain graduate student representatives. Indicate the source of your interest in psychology and the reasons why you wish to pursue graduate studies in your chosen area of specialization. If you have had practical experience (work or volunteer) in psychology, please describe it. If you have been in another area of academic study or employment, discuss your change. When and how was your attention directed to our graduate program? Indicate how the specific features of our training program would facilitate your professional goals.  In your autobiographical statement, please state which faculty member(s) you would like to do your research with. Explain why the faculty’s research interests represent a match with your own training goals and your career plans. Please type the name(s) of your proposed mentor(s) on a separate line at the end of your autobiographical statement so as to facilitate screening. Mentors can be from any program. So, for example, clinical child applicants may list a faculty mentor that is not a member of the clinical child faculty. If there is one person you are primarily interested in, name one; if there are two who you are interested in, name two. There is no advantage to naming just one person or naming two people. What is important is the rationale for your choice.

Diversity Statement Instructions

The University of Denver values diversity, equity, and inclusion, recognizing that its success is dependent on how well it values, engages, and includes the rich diversity of constituents. Diversity is defined broadly. Applicants are required to include an essay (maximum of one-page, double spaced) describing how their educational, professional, clinical, or personal (e.g. cultural, economic or social) experiences prepare them to contribute to diversity, equity, and inclusion during their graduate career at DU. Contributions to diversity, equity, and inclusion may come in the form of research topic, research population, clinical work (if applicable), professional service, personal perspective, and more. To learn more about diversity, equity, and inclusion at the University of Denver, please visit https://www.du.edu/equity .

Résumé Instructions

Please submit a résumé that includes publications, professional presentations, awards and scholarships, professional experience (both research and clinical), and membership in professional organizations.

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.

Applied Social Psychology

PhD in Psychology

The PhD in Applied Social Psychology trains you to conduct research that advances and applies scientific knowledge to address pressing societal issues that include social identity, group conflict, health behavior, and influence and social change.

Program Highlights

• The program emphasizes the development of methodological and statistical skills early on, which quickly positions students to excel as researchers.
• Research activity is diverse and includes attitudes, persuasion, and social change; self, social identity, culture, and community; group processes and intergroup relations; pro-social behavior; interpersonal and close relationships; and influence and persuasion.
• Our graduate students are encouraged to gain practical experience through projects, internships, or jobs, often at CGU’s research centers and affiliates, such as the Claremont Evaluation Center or the Health Psychology and Prevention Science Institute.
• All students who request financial aid receive fellowships. The Division of Behavioral & Organizational Sciences (DBOS) also regularly hires students for paid teaching assistantships.

Colloquia and Conference Series

The social psychology program hosts several colloquia and conference series, including:

• The Social Socials , a biweekly research colloquium
• The Stauffer Colloquium series, which hosts an annual speaker
• The Claremont Symposium on Applied Social Psychology series, an annual conference that is subsequently published as a book

Program At-a-glance

required units

degree awarded

Spring, Fall

program start

5-7 years | full time*

estimated completion time

Regina Burch

Assistant Director of Admissions

Where You Can Find Our Alumni

National Institute of Justice

Senior Social Science Analyst

The Advocacy and Learning Associates

CEO and Owner

Delaware Division of Alcohol and Drug Services

Deputy Director

University of Iowa College of Medicine

University of North Carolina, Chapel Hill

Distinguished Professor

Brigham Young University

Professor of Psychology

U.S. Department of State

Foreign Affairs Officer

Center for Brain Neuroplasticity/Psychological Well Being

Chief Scientist

Department of Psychiatry, UCLA

Project Coordinator

Eusebio Alvaro

Full Research Professor

Research Interests

Social Influence Processes, Health Promotion, Disease Prevention & Medicine

William Crano

Stuart Oskamp Chair of Psychology

Social Influence, Effects of persuasive information on drug addiction and HIV/AIDS, Minority and majority relationships to health information

Michael Hogg

Professor of Social Psychology

Self and Social Identity; Intergroup Relations and Group Processes; Influence and Leadership; Uncertainty, Radicalization and Extremism

P. Wesley Schultz

Environmental psychology, social psychology, conservation, sustainability, social influence, quantitative methods, big data

Jason T. Siegel

Social Psychology, Health Psychology, Persuasion, Survey Research

Anna Woodcock

Senior Research Fellow

Identity, Identity balance, Stereotypes, Diversity, STEM, Prejudice, Longitudinal Research, Quasi-Experimental Research, Intervention Evaluation, Theory-driven Interventions, Implicit Bias, Implicit identities

Extended Faculty

Mark costanzo.

Claremont McKenna College

Death penalty, expert testimony, non-verbal communication, social psychology

Jennifer Feitosa

Culture, Diversity, Organizational Psychology, Statistics, Teams, Teamwork, Workplace Issues and Trends

Steffanie Guillermo

Pitzer College

Racial/ethnic stereotyping, prejudice, and discrimination, Threat perceptions, Bias against immigrants, Racial/ethnic health disparities

Shana Levin

Social psychology

Allen Omoto

Social psychology; volunteerism and prosocial action; environmental concerns; lesbian, gay, bisexual, and transgender issues; sense of community; civic engagement and civil society

Adam Pearson

Pomona College

Social psychology of sustainability and climate change, social cognition, intergroup relations, disparities, stereotyping and prejudice

Piercarlo Valdesolo

Social psychology, moral judgment and behavior

Robin Vallacher

Florida Atlantic University

Dynamical social psychology, action identification, social judgment, self-concept, interpersonal dynamics, conflict and social justice

Social Psychology Core Courses (20 units) Directed Research: Social Psychology (4 units across fall and spring) Overview of Social Psychology (4 units) At least three courses (12 units) from the following:

• Attitudes & Social Influence (4 units)
• Group Processes & Intergroup Relations (4 units)
• Interpersonal Processes (4 units)
• Motivation, Cognition & Affect (4 units)

Social Psychology & Related Electives (28 units) Students are encouraged to take elective courses in social psychology and across the Division of Behavioral and Organizational Sciences. They also can take relevant elective courses that are offered by Claremont Graduate University’s other schools and departments.

Statistics & Methodology (16 units) Research Methods (4 units) Intermediate Statistics (2 units) Analysis of Variance (ANOVA) (2 units) Applied Multiple Regression (2 units) Categorical Data Analysis (2 units) PSYCH 315 Sequence: 4 additional units of Advanced Methodology

Field/Teaching Experience (4 units) Supervised Teaching Seminar (4 units) or Field Placement (4 units)

Transdisciplinary Core Course (4 units) All PhD students are required to enroll in a transdisciplinary core course from Claremont Graduate University’s “TNDY” course sequence.

Portfolio In addition to 72 units of coursework, all students must complete a portfolio that represents a cohesive set of experiences balancing training in their area of specialization. PhD Completion

• PhD qualifying exam
• Dissertation proposal
• Dissertation and oral defense

In the Field Opportunities Under the supervision of professionals with expertise in your particular areas of interest, you can participate in fieldwork, research, and paid internships at a range of corporations and organizations, including:

• Southern California Edison Company
• Kaiser Permanente
• Orange County Rapid Transit District
• Riverside County Department of Mental Health
• Claremont Evaluation Center
• Institute for Research on Social Issues

Application Guidelines

CGU operates on a priority deadline cycle. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.

Spring 2025 Priority Deadline – November 1, 2024 Final Deadline (International) – November 15, 2024 Final Deadline (Domestic) – December 1, 2024 Classes begin – January 21, 2025

Summer 2025 Priority Deadline – February 1, 2025 Final Deadline (International) – March 1, 2025 Final Deadline (Domestic) – April 1, 2025 Classes begin – May 19, 2025

Fall 2025 Priority Deadline – February 1, 2025 Final Deadline (International) – July 5, 2025 Final Deadline (Domestic) – August 1, 2025 Classes begin – August 25, 2025

Application Checklist

The Claremont Graduate University online application is hosted online by Slate Technolutions via a secure web server. You will create a username and password so that you can return to continue your application over several sessions and check your status after submission. After you submit your application, it is made available for review by our faculty and staff.

Begin your application

The application fee is non-refundable.

Applicants must submit a sealed, official transcript from every undergraduate and graduate institution that has granted the applicant a degree. Electronic transcripts sent to [email protected] are also accepted. For undergraduate coursework, applicants are required to submit proof of a completed bachelor’s degree from a regionally accredited college or university. Unofficial copies of transcripts are accepted for review purposes, but official copies will be required upon admission.

Applicants currently earning a degree that will be completed prior to attending CGU are required to submit a transcript showing work in progress for evaluation purposes. Once the degree has been granted, a final official transcript documenting the degree conferred must be submitted to CGU.

International applicants are advised to review the International Transcript Guidelines for additional information on submitting international transcripts.

Applicants must submit an up-to-date copy of their resume.

A valid score on one of the following examinations TOEFL, IELTS, Pearson PTE, Duolingo English Test is required of all non-native English-speaking applicants. The examination is not required for the following applicants:

• Citizens or permanent residents of countries where English is the sole official language of instruction, e.g., Australia, Bahamas, Barbados, Canada (except Quebec), England, Ghana, Ireland, Jamaica, Kenya, New Zealand, Nigeria, Scotland, St. Vincent and the Grenadines, Trinidad, Tobago, Uganda, and Wales (see the CGU Bulletin for a complete list of accepted countries).
• Applicants who hold an undergraduate or advanced degree, or will have earned such a degree prior to enrolling at CGU, from an institution in the US or in countries where English is the sole official language of instruction (see above).
• Applicants who have successfully completed an academic English pre-master’s or intensive graduate bridge program from a nationally recognized, regionally accredited four-year college or university in the United States in the last two years, with submitted evidence of successful completion, and subject to curriculum approval.
• CGU allows for an English proficiency waiver if the applicant has received, or will receive prior to enrollment at CGU, an undergraduate or advanced degree from an institution where English is one of the primary languages of instruction for the majority of courses in the student’s program. To receive the waiver, documentation must be provided by the applicant to show that English is the language of instruction at their university/college.

CGU’s school code for the TOEFL exam is 4053 .

International applicants are encouraged to visit our International Applicants page for more information, including score requirements.

When filling out the online application, please enter references acquainted with your potential for success who will submit a written recommendation on your behalf. In most academic departments, references from faculty members who can speak to your academic ability are preferred; applicants with substantial work experience may request professional references. Please do not enter family members as references.

You will be required to input information for your recommenders (whether they are submitting online or not) in the “Recommendations” section of the online application. Please follow the directions in this section carefully before clicking on “Recommendation Provider List” to input the names and contact information for each recommender. You will have an opportunity to indicate if the reference writer will be submitting online. These reference writers will receive an email from CGU with instructions on submitting an online recommendation.

Recommenders who are indicated as offline will not receive an email from CGU with instructions to submit. These reference writers can submit via traditional mail and should use the supplemental New Student Recommendation Form. Recommenders can also email their letter of recommendation to the Office of Admissions at [email protected] .

Download the Recommendation Form

Please submit a 2-3 page statement of purpose that details your academic and/or professional achievements, your specific areas of research interest within your desired field of study, why you are a strong candidate for graduate studies at CGU, and your career goals.

ESTIMATED TUITION (CALIFORNIA RESIDENTS, NON-RESIDENTS, INTERNATIONAL)

*Based on 2024-2025 tuition rates.

STUDENT FEES (PER SEMESTER)

For estimates of room & board, books, etc., please download CGU’s  Cost of Attendance 2024-2025 .

Review General Costs

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Ph.D. in Psychology: Social-Personality

Wayne State's Ph.D. in Social-Personality trains students for research and teaching careers in a variety of settings. Coursework provides students with foundational knowledge about classic and contemporary issues in social and personality psychology, research methods and statistics.

Our research training philosophy is built on the apprenticeship model; students work closely on multiple research projects with one or more faculty members as they develop their research interests and methodological skills. Social and personality faculty members and doctoral students conduct theoretically rigorous research that addresses both basic and applied questions about human behavior at the intersection of individuals and their social environment.

View program faculty

View curriculum

Request info

See graduate admissions for more information.

Five key strengths of our program

Students become involved in many types of research, which provide opportunities to:

• Examine basic and applied research issues
• Work with a variety of research methods including experimental designs, survey research, interventions, behavioral observation, experience sampling, alcohol administration, hormone assays and implicit/automatic processing
• Participate in a multidisciplinary research team

Specialized minors

Students minor in quantitative psychology, health psychology or develop a specialized minor that meets their career goals.

Teaching skills

Students develop teaching skills, first as a teaching assistant and later teaching an independent course. There are multiple department and campus resources available to help students enhance their teaching effectiveness.

Students have a mentoring team of three faculty members (their primary advisor and two others they choose) who provide career guidance throughout their time as a doctoral student.

Professional development

Students participate in a weekly brown bag series that is organized by second and third-year students. Research presentations are made by students, program faculty and faculty from other institutions. Professional development sessions address a variety of topics including career options and research funding opportunities.

Faculty members in the social-personality area are broadly interested in motivation, goal conflict, close relationships, personality, sexual aggression, stress and health.

Some of the specific research questions that faculty members are currently examining include:

• What are the processes underlying romantic relationship satisfaction and stability?
• Is risk and self-defeating behavior a sign of self-regulatory failure or strategic pursuit of people's goals?
• How do interpersonal stressors affect health and behavior?
• How can personality trait standing be modified to improve health status?
• What psychological experiences mediate and moderate social status and racial health disparities?
• Do stress biomarkers mediate the relationship between risky family environments and negative health outcomes?
• What is alcohol's role in sexual assault?
• What risk and protective factors predict men's likelihood of committing acts of sexual aggression?
• How can the "in the moment" decisions that people make when intoxicated be examined in experimental research?
• How do insecurities affect people's willingness to settle for less in relationships?
• Why do some people have greater difficulty getting over their romantic ex-partners?
• To what extent do personality traits, social investment and self-regulation influence someone's probability of engaging in excessive alcohol consumption?
• How do people solve goal conflict?

Graduate students

Prospective graduate students should review faculty profiles and contact potential advisors directly prior to submitting an application to ensure the faculty member is currently accepting new students.

Some recent courses offered include:

• Social Psychology: Research and Theory
• Personality
• Social Cognition
• Close Relationships
• Health Psychology I: Theory and Basic Research
• Health Psychology III: Biobases of Health Psychology
• Social Psychology of Motivation
• Evolutionary Psychology of Emotions
• Seminar in Experimental Social Psychology (special topics)

Consult these materials when you first consider pursuing a doctoral degree. They provide some suggestions that should be initiated several years before you apply.

The Society for Personality and Social Psychology offers a comprehensive and user-friendly road map explicating the graduate school application process , from helping you decide which type of graduate program is right for you, to advice on how to craft personal statements and the interview process.

The American Psychological Association offers useful and very thorough guides on how to prepare for the graduate school application process , as well as some information about the factors that help you succeed once in graduate school.

Highlights of this guide include:

A series of 12 videos that offer information and instruction on each step of the graduate school application process: Preparing and Applying for Graduate School in Psychology

Detailed advice regarding important milestones students need to achieve during their undergraduate career in order to find their way into a graduate program: Before You Apply to Graduate Programs in Psychology: Knowing When You're Ready and Gaining Post-Baccalaureate Experiences

Career insights

This tool provides a broad overview of how major selection can lead to careers and is provided without any implied promise of employment. Some careers will require further education, skills, or competencies. Actual salaries may vary significantly between similar employers and could change by graduation, as could employment opportunities and job titles.

Alia Allen , academic services officer III [email protected] ,  313-577-2823

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Social and Health Psychology Overview

Program of Study

The Doctoral Program in Social and Health Psychology offers courses and research training leading to the degree of Doctor of Philosophy. This program is a good choice for students who are interested in a research career in social psychology, health psychology, or the interface between these two disciplines (e.g., application of social psychology theory to health problems). Social psychology focuses on topics such as social comparison processes, social support processes, prejudice and racism, stereotyping, the representation and processing of social experience, social cognition, and social neuroscience.  Health psychology focuses on identifying, evaluating, and enhancing the psychosocial and behavioral factors that promote health, prevent disease, or affect adjustment to disease. Students also have the opportunity to participate in a departmental close relationships concentration that includes faculty members and students in other areas. Students in our graduate program work collaboratively with faculty members on research projects of mutual interest.

A variety of courses are offered so that students can fulfill requirements by selecting the courses that best fit their interests and needs. Within the first three years, students are required to take Statistics.  They also select 3 courses within the Social and Health Area, and three departmental breadth courses. In addition, students have the opportunity to receive training in methodological and quantitative techniques such as structural equation modeling and meta-analysis and they may elect to complete a quantitative concentration . Students may also take courses in other departments of the university. Some students complete a Graduate Certificate in Women’s Studies. A noteworthy feature of the program is that considerable emphasis is placed on professional socialization. Seminars are offered on topics such as career issues, teaching methods, and grant writing.  Another important feature of our program is its cultural and ethnic diversity.  Every effort is made to recruit members of underrepresented groups.  We strive to integrate cultural and ethnic concerns into all aspects of graduate training.  Students also receive guidance and practice in teaching, including at least two semesters of direct instruction of undergraduates.  A second-year research paper is required. Students are expected to complete a Specialties Project (e.g., literature review, meta-analysis, grant proposal, or research project) and to advance to candidacy for the Ph.D. at the end of the third year. The dissertation is ordinarily completed in the fourth or fifth year (see Social and Health Area Requirements for further information).

The Faculty and Their Research

Areas of particular strength in the faculty’s research include the study of close relationships; prejudice, racism, and stereotyping; the representation and processing of social experience, motivation, and self-regulation; social rejection; lifespan development and ageing; the impact of stress and coping on health; women’s health issues, including breast cancer, pregnancy, and childbirth; and methodology.

Antonio Freitas, Professor; Ph.D., Yale, 2002. Social cognition, motivation, self-regulation.

Sheri Levy, Professor; Ph.D., Columbia, 1998. Development, maintenance, and reduction of prejudice among adults and children; social cognition and prosocial behavior.

Marci Lobel, Professor; Ph.D., UCLA, 1989. Stress, coping, and physical health; psychosocial factors in women’s reproductive health; social comparison processes.

Bonita London, Professor; Ph.D., Columbia University, 2006.  Social identity, stereotyping and prejudice, gender- and race-based marginalization, stress and coping, social and motivational factors in academic engagement.

Anne Moyer, Professor; Ph.D., Yale, 1995. Psychosocial issues surrounding cancer risk and treatment, women’s health, research synthesis, research methodology.

Stacey B. Scott, Associate Professor and Area Head; Ph.D., University of Notre Dame, 2009. Stress, emotions, health, lifespan development, longitudinal and intensive measurement designs and analysis.

Everett Waters, (Emeritus); Ph.D., Minnesota, 1977. Social and personality development, parent-child and adult-adult attachment relationships.

Harriet Salatas Waters, (Emerita); Ph.D., Minnesota, 1976. Social cognitive development, parent-child co-construction of event representations, representation of early experience in memory.

Camille Wortman, (Emerita) Professor; Ph.D., Duke, 1972. Reactions to stressful life experiences, particularly bereavement; role of social support and coping strategies in ameliorating the impact of life stress; others’ reactions to those who experience life crises. 

Associated Faculty in Other Stony Brook Departments

Barbara Burkhard, Ph.D., University at Stony Brook, 1976. Child abuse and neglect.

Judith A. Crowell, M.D., University of Vermont, 1978. Child and adolescent psychiatry; the attachment system across the life span; parent-child and adult-adult interactions.

Manuel London, (Emeritus) Ph.D., The Ohio State University, 1974. Performance management, career development, group learning.

Brittain Mahaffey, Ph.D., University of North Carolina, 2013. Perinatal stress and anxiety disorders; behavioral intervention development; telemedicine and e-health interventions.   

Joyce Sprafkin, Ph.D., University at Stony Brook, 1978. Child psychopathology; AHDH; tic disorders; effects of television on child behavior.

Sarah Sternglanz, (Emerita) Ph.D., Stanford University, 1973.  Gender and gender expression  development; including bidirectional associations with school experience, choice of major/career, and media representations. 

Research Facilities

The Social and Health Area maintains active laboratories with state-of-the-art facilities for research and graduate training. At present, researchers are conducting laboratory and field studies on attachment, reproductive health, close relationships, social neuroscience, stress and coping, social/cognitive development, prejudice, social cognition, academic engagement, volunteerism, meta-analysis, and medical decision making. Social and Health Area faculty members also have affiliations with a number of other departments in the university, including Stony Brook University Medical School.

Financial Aid

Ph.D. students who remain in good standing normally receive five years of financial support, which is currently $26,000 for the 9-month academic year . This funding is associated with teaching or research responsibilities. Social and Health students making good progress receive additional summer funding from sources such as summer teaching assignments, work-study programs, and faculty research grants; summer support currently averages $2,500.

Student Group

The Department of Psychology is one of Stony Brook’s largest graduate departments. More than 600 Ph.D. degrees have been awarded since the program began more than forty years ago.

Student Outcomes

The Social and Health program prepares students who are highly competitive for top research and teaching positions in academic institutions, research organizations, policy institutes, government agencies, and health-care settings. Most students graduate with publications in top journals, including Psychological Bulletin, Journal of Personality and Social Psychology, Health Psychology, and the Personality and Social Psychology Bulletin. Placements include assistant professor positions at Case Western Reserve University, University of Maryland, University of Vermont, Syracuse University, Cornell Medical School, Penn State University, SUNY Oswego, California State University,  Memorial Sloan-Kettering Cancer Center, Pace University, City University of New York, as well as postdoctoral or research positions at Ohio State University, Yale University, Mt. Sinai School of Medicine, Fred Hutchinson Cancer Center, University of North Carolina,  University of California, the National Institutes of Health, and other institutions.

Stony Brook is located on the North Shore of Long Island in a region of beaches and small historic villages. It is 60 miles east of New York City, conveniently connected by the Long Island Railroad (which stops at the edge of campus). Nearby research facilities at Cold Spring Harbor and Brookhaven National Laboratories provide additional advantages for the scientific community.

The University

Stony Brook University , flagship campus of the SUNY system, is a world-class, student-centered research university. Stony Brook is ranked in the top 1 percent of the world's higher education institutions by the  Times Higher Education World University Rankings . The University has more than 20,000 students, including nearly 8,000 graduate students.

The application deadline is December 15.  For more information, prospective students can visit.  https://www.stonybrook.edu/commcms/psychology/graduate/application_instructions  or  https://www.stonybrook.edu/commcms/psychology/graduate/admission_requirements .   Online applications are required.  They should be submitted to the Graduate School at  https://grad.stonybrook.edu/admissions/ . 

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Experimental Psychology, Ph.D.

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Saint Louis University’s multifaceted, full-time Ph.D. program in experimental psychology prepares students for academic teaching and research careers in cognitive neuroscience, developmental psychology, and social psychology.

Curriculum Overview

Thirty credits of coursework are required for the master’s degree, which counts toward the 56 credits required for the Ph.D. Students entering the SLU program with a master's degree may present course syllabi or other documentation from previous courses to the experimental psychology graduate program director to request substitutions for specific requirements.

The experimental psychology program includes three concentration areas: cognitive neuroscience, developmental psychology and social psychology. All areas integrate theory and research in courses, research and professional experiences.

Cognitive Neuroscience Concentration

This concentration focuses on the integration of cognitive psychology and neuroscience. It is designed to prepare students for research careers in basic and applied settings and teaching at the college level.

Coursework in the cognitive neuroscience concentration deals with fundamental issues in cognition and neuroscience, while specialty seminars address specific interests. In the laboratory, emphasis is placed on acquiring technical and practical skills in the instrumentation and research methodology associated with a specialization. Writing and presentation skills necessary for the communication of research are emphasized through course assignments, grant writing, presentations at regional and national meetings, and publications.

Students in the cognitive neuroscience concentration participate in the Brain and Cognition Lab, Cognitive Neuroscience of Stress Lab, Cognitive and Affective Neuroscience of Aging Lab and the Luking Lab.

Developmental Psychology Concentration

This concentration investigates developmental processes in childhood and adolescence, emphasizing the social aspects of development, such as parent-child interaction, gender cognitions and socio-moral reasoning. It prepares students to teach and conduct research in academic and research settings. Students complete survey courses exploring social and cognitive development issues and topical seminars more specific to faculty research interests.

Research training for this concentration follows an apprenticeship model. Students begin by immersing themselves in their mentor's research area, conducting collaborative and increasingly independent work throughout their tenure in the program. Many students begin teaching — from assistant duties or guest lectures to full responsibility for a course — to prepare for future academic appointments.

The Gender Cognitions and Development Lab, Child and Adolescent Social Development Lab and Child and Family Research Lab are associated with the developmental psychology concentration.

Social Psychology Concentration

This concentration examines the behavior of groups and individuals in a social context. Areas explored include self-concept structure, self-regulation, close relationships, stereotyping and prejudice, social justice, the social psychology of health, social exclusion, racial and social identification and attitudes.

The social psychology specialty offers academic and research training and an applied component that involves both coursework and professional experience. Students are trained in theoretical and programmatic research as those fields relate to both basic and applied issues. Graduates of the specialty will be prepared for research careers in academic and applied settings and teaching at the college level.

The Applied Social Psychology Lab, Social Justice Lab and Collective Identity Lab are associated with the social psychology concentration.

Fieldwork and Research Opportunities

During each term, students will actively participate in a research vertical team, including individual lab groups, concentration groups and/or full program groups. Through discussions, presentations and other activities, this team will help students stay involved in research and other professional development activities during the program.

This program prepares students for academic teaching and research careers in cognitive neuroscience, developmental psychology and social psychology.

Admission Requirements

All applicants apply to the Ph.D. program. Applicants who have earned a Master of Arts or Master of Science degree in psychology (or a closely associated field) may apply for advanced standing upon matriculation into the program. Students who have not yet earned a Master of Arts or Master of Science degree in psychology (or a closely associated field) with a completed research thesis will complete a Master of Science in Experimental Psychology within the program before advancing to doctoral candidacy. 

Admitted students typically have prior coursework and research experience relevant to psychology and/or neuroscience. Twelve or more credits in psychology or closely related fields are preferred, including coursework in research methods, statistics, and the area of our program in which you want to specialize (e.g., coursework related to cognitive psychology, neuroscience, developmental psychology, or social psychology).

While the criteria listed above are most typical of successful applicants, we invite applications that may fall below any of the criteria, as strengths in some areas may compensate for weaknesses in other areas.

Application Requirements

• Application form (no fee required)
• Academic transcript(s)
• Professional Goal Statement (should describe why you want to enroll in the Experimental Psychology Ph.D. program in your chosen concentration; your relevant prior research, academic, and/or professional experience; your research interests; career goals; and the faculty member(s) with whom you are most interested in conducting research)
• Résumé or Curriculum Vitae (CV)
• Three letters of recommendation
• GRE scores are not required or expected 

Requirements for International Students

All admission policies and requirements for domestic students apply to international students. International students must also meet the following additional requirements:

• Demonstrate  English Language Proficiency
• Courses taken and/or lectures attended
• Practical laboratory work
• The maximum and minimum grades attainable
• The grades earned or the results of all end-of-term examinations
• Any honors or degrees received.
• WES and ECE transcripts are accepted.
• A letter of financial support from the person(s) or sponsoring agency funding the student's time at Saint Louis University
• A letter from the sponsor's bank verifying that the funds are available and will be so for the duration of the student's study at the University

Assistantship Application Deadline

Students who want to be considered for an assistantship must submit their application by Dec. 31.

Review Process

Applications are reviewed by a committee of experimental psychology department faculty members representing the concentration to which a student has applied.

Because the program operates on an apprenticeship model, the applicant's research interests must match the expertise of one or more program faculty members, as reflected in their professional goal statement.

Three to four students are accepted into the program each year with each concentration accepting one new student a year, on average. GPA, GRE scores (if submitted), TOEFL scores (if applicable), letters of recommendation, experience and the fit between the applicant's research interests/career goals and program offerings are all considered.

Additional charges may apply. Other resources are listed below:

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Information on Tuition and Fees

Miscellaneous Fees

Information on Summer Tuition

Scholarships, Assistantships and Financial Aid

For priority consideration for a graduate assistantship, apply by the program admission deadlines listed. Fellowships and assistantships provide a stipend and may include health insurance and a tuition scholarship for the duration of the award. 

Explore Scholarships and Financial Aid Options

• Graduates will be able to demonstrate competency in the conceptualization, design, conducting, analysis and reporting of psychological research.
• Graduates will be able to demonstrate broad professional knowledge in the field of experimental psychology and more specialized knowledge in their area of concentration (i.e., cognitive neuroscience, developmental psychology, social psychology) and in their topic of research expertise.
• Graduates will be able to demonstrate an understanding of diversity and ethics issues as they apply to psychological research, teaching and professional development as experimental psychologists.
• Graduates will be able to demonstrate professional development by acquiring skills in the areas of written and oral communication, teaching and general professionalism.

Continuation Standards

Students must maintain a cumulative grade point average (GPA) of 3.00 in all graduate/professional courses.

Non-Course Requirements

Successful completion of the written preliminary and the oral qualifying exams.

Optional Secondary Concentration Requirements (six additional hours)

For all three secondary concentrations, only one of the extra classes taken to fulfill the secondary concentration course requirements may replace an existing (program or concentration) elective taken as part of the overall degree/primary concentration.  As a result, in order to earn a secondary concentration, students will need to take at least one extra course beyond the minimum required for earning only a primary concentration in the program (i.e., for a total of 59 credit hours rather than 56). In addition to these course requirements, at least one faculty member representing the secondary concentration area must serve on the student’s doctoral oral examination committee in order to fulfill all secondary concentration requirements.

Whichever course was not taken to fulfill the program core.

Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.  

Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.

This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.

Offered in alternate fall semesters; taken in semester one by students in the cognitive neuroscience concentration

Offered in alternate fall semesters; taken in semester one by students in the developmental psychology concentration 

Taken in semester one by students in the social psychology concentration 

Students in the cognitive neuroscience concentration only

Students in the developmental neuroscience concentration only 

Students in the social concentration only 

Students in the developmental concentration must take PSY 5250 Cognitive Development (3 cr) or PSY 5260 Social Development (3 cr) in semester three (offered in alternate fall semesters) 

The program is designed such that all coursework, including thesis ( PSY 5990 Thesis Research (0-6 cr) ) and dissertation ( PSY 6990 Dissertation Research (0-12 cr) ) credits, may be completed in three years; however, semesters seven and eight may be used to finish any coursework or credits that were missed in previous semesters; students should continue enrolling in PSY 6990 Dissertation Research (0-12 cr) (once the 12 required credits are completed) and in PSY 5840 Experimental Psychology Research Vertical Team (0-6 cr) for 0 credits every semester, including summers, until the degree is completed.

Program Notes

Students may replace PSY 5990 Thesis Research (0-6 cr) or PSY 6990 Dissertation Research (0-12 cr) in any of the summers with three methods/statistics, program elective, or concentration elective credits if offered. However, because such courses are only rarely offered in the summer, students are advised not to complete thesis or dissertation credits during fall or spring semesters (particularly in semesters 1-3) unless they have verified that alternative courses that meet degree requirements will be offered in the upcoming summer, especially if they have tuition scholarship credits available in the summer.

Program or concentration electives may be selected from the following:

The above roadmap applies to students entering the program without a master’s degree, and is designed to culminate in the Ph.D. degree, as we do not offer a terminal master’s degree.  Students who are admitted with a pre-existing master’s degree in psychology from another university (i.e., who are admitted directly to the Ph.D. program) must meet the same course requirements (with the exception of the six credits of PSY 5990 Thesis Research (0-6 cr) , which are not required).  However, because several of the course requirements may be met by courses taken as part of the previous master’s program, the roadmap may be accelerated relative to the one shown above, and will be individualized depending on the equivalent courses that a given student has already completed prior to entering the Ph.D. program.

For additional information about our program, please contact:

Jill Waring Associate professor Coordinator of graduate admissions, experimental psychology [email protected]

• College of Public Health

Dr. Scott Walters

Regents professor, department of population & community health.

Education & Experience: I received my BA from Biola University, MA from San Diego State University, and PhD in clinical psychology from the University of New Mexico. I completed a clinical internship at the Boston Consortium in Clinical Psychology. Prior to joining UNT Health Science Center, I held positions as Assistant and Associate Professor at the University of Texas College of Public Health.

Teaching Areas & Public Health Interests: I have been teaching college and graduate level courses for more than 25 years. At the graduate level, my courses have included addictive behavior, thesis preparation, theories of individual and community health, practice in health behavior change, motivational interviewing, and health communication. My classes often weave research and practice into course material, including important issues of equity, diversity and access to care. I have received teaching awards from the University of New Mexico, the UTHealth College of Public Health, and the University of North Texas Health Science Center, and a Consortium Research Fellowship with the US Army Research Institute starting in 2019.

Professional Activities & Awards: I have led a number of initiatives to help providers, agencies and systems adopt evidence-based practices. This has included organizational and community assessments, practitioner tools and supports, and training in evidence-based practices. In this arena, I have conducted more than 250 trainings for criminal justice workers, counselors, social workers, and healthcare professionals in motivational and brief intervention strategies. I have published three books specifically for practitioners, written several op-eds and blogs , and helped to commercialize programs for a variety of health behaviors.

Scholarly Interests: My research over the past 20 years has focused on developing better ways of helping people change. This has included developing, implementing and evaluating interventions for drug and alcohol abuse , mental health , interpersonal violence , cancer risk , and other health outcomes . Many of these projects have centered on health equity and improving health outcomes for underserved populations. My recent projects include: 1) development and evaluation of a “just-in-time” adaptive smartphone intervention to reduce drinking among adults experiencing homelessness; 2) development and evaluation of communication skills training for US Army operational units; 3) evaluation of online vocational training program for veterans with justice involvement; 4) dissemination and implementation of strategies to address pain, opioid use, and overdose deaths; and 5) development, dissemination and implementation of substance use interventions for adolescents, young adults, and people with developmental disabilities. I also serve as the Steering Committee Chair for the HEALing Communities Study , a large implementation science research study that is testing the impact of evidence-based practices across health care, behavioral health, justice, and other community-based settings on reducing opioid-related deaths in 67 highly-impacted communities. Finally, I am a member of the leadership board for the newly-funded HEAL Connections Research Dissemination and Engagement Center , which will disseminate the results of more than 1000 research studies in user-friendly and culturally appropriate ways to people most affected by the pain, opioid, and overdose crises.

Link to Dr. Walters’ Curriculum Vitae :

Link to Dr. Walters’ Research Profile :

This page was last modified on June 9, 2024

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PROGRESS WILL ALWAYS REMAIN BOTH NECESSARY AND POSSIBLE =A blog by Coert Visser=

19 Wise interventions from social psychology

All our problems are (partly) psychological problems 

All our problems are never exclusively psychological problems, but always partly psychological problems. This has to do with the fact that how we interpret situations always influences how we feel and how we behave and thus how our circumstances will develop. 

Changing ineffective interpretations 

We are constantly interpreting what is happening in our lives. These interpretations deal with questions such as: Is something good or bad? Can things change? Who am I and what can I become? and How can I understand other people and relationships? Some interpretations are ineffective. They can make us feel bad, despair, or stop trying. Changing ineffective interpretations of situations can cause individuals to behave differently and thereby function and feel better. Wise interventions aim to achieve this. 

Overview of 19 wise interventions 

Here is an overview of the 19 wise interventions detailed in the handbook. Interventions 1 to 7 are mainly about education, 8 to 12 mainly about health and well-being, 13 to 17 mainly about conflicts and relationships and 18 and 19 about sustainability.

• Growth mindset interventions about intelligence : growth mindset interventions provide students with the information that their intellectual capacities are not fixed but can be developed through effort, effective strategies, and help and input from others. In addition, the intervention resonates with the student's own experience. The intervention consists of three elements: 1) scientific credibility (by pointing to findings about neuroplasticity), 2) a catchy metaphor (for example, of the brain as a muscle that gets stronger through (examples: statements by older students, writing assignments, and having students describe how a smarter brain could help them achieve what they want in their lives). ( Read more ). 
• The social belonging intervention : intervention aimed at making people feel at home in a new educational environment. This intervention is especially important for people who are under-represented in that new environment and / or who belong to a stereotyped group. The intervention often takes the form of stories from people from the same group who have previously successfully become part of the organization or training. These stories contain three elements: 1) normalization: it is normal to wonder if you belong, 2) the problems you experience do not mean that you do not belong, 3) over time and with effort you will normally feel at home in the new environment. ( Read more ). 
• Self-affirmation interventions : an intervention that gives people confirmation that they are moral and adapted persons at times that are threatening to their self-esteem. The intervention means that (for example) students are asked to reflect in writing for about 10 minutes on a number of values ​​that they can choose from a list and that are important to them personally. The intervention protects self-esteem and reduces the stress of the situation. ( Read more ). 
• Utility-value interventions : intervention that helps students make the connection between what they are learning in the classroom and their own lives. The intervention increases the interest, learning performance and persistence of students, even among lower performing and insecure students. ( Read more ). 
• Difference education (theory-of-difference interventions): intervention aimed at underprivileged students to help them overcome psychological obstacles. The intervention aims to exchange success stories of students from different backgrounds and teaches students that different backgrounds can bring different experiences and obstacles, that these should not hinder you from achieving your goals, and that you can overcome obstacles. ( Read more ). 
• The pathways interventions : intervention consisting of several workshops spread over several weeks. The intervention allows students to form a picture of their desired future adult identity and then devise strategies to realize this. Among other things, use is made of the identification of role models and possibly obstructing people in their environment. Time paths and obstacles are then mapped. Then attention is paid to developing relevant skills and beliefs (such as that difficulties, mistakes are normal). ( Read more ). 
• The strategic resource use intervention : intervention (often online) that aims to get students to reflect on how to effectively use the resources they have to study for exams. They learn what they can use and why, as well as when, where and how. ( Read more ). 
• Happiness interventions : interventions aimed at making people feel happier. Examples include: expressing gratitude, performing acts of kindness, focusing on your strengths). 
• Stress-mindset interventions : intervention aimed at shifting people's belief that stress is something undermining towards the belief that stress can lead to improvement. This intervention can contribute to better health, well-being and functioning. ( Read more ).
• Stress reappraisal interventions (stress reappraisal interventions): intervention that aims to improve the response to stress that leads to better functioning, better realization of goals and even better health. For example, the intervention teaches people that physical signals of stress (such as a higher heart rate) are effective ways to deal with stress. ( Read more ). 
• Values-Alignment interventions : intervention aimed at converting 'musts' ('I must exercise more', 'I must lose weight', etc.) into behavior that already corresponds with the values ​​that the person has. ( Read more ). 
• The taste-focused-labeling interventio n: intervention aimed at promoting healthy eating behavior by focusing on the good taste of the good food and other pleasurable characteristics of the food. The intervention helps to change the reason for the healthy eating, so that it is perceived as less heavy and instrumental and the person is more behind it. ( Read more ). 
• The incremental theory of personality intervention (mindset interventions focused on personality): intervention aimed at making people see that their socially relevant personal characteristics can be changed. The intervention leads to social problems being perceived as less threatening. The intervention can contribute to better stress management, mental health and school performance. ( Read more ). 
• The empathetic-discipline intervention : intervention that aims to make teachers think differently about difficult behavior in the classroom, so that they can respond more empathically. The change from a punitive mindset to an empathetic mindset helps teachers to appreciate the student's perspective more, assist in student growth and maintain good relationships with the student. This intervention uses self-belief techniques (by asking teachers to explain how they manage to respond empathetically to misbehavior and the benefits of this). ( Read more ). 
• The group-malleability intervention : These interventions teach members of groups that groups can change. This intervention can contribute to resolving intergroup conflicts. ( Read more ). 
• The reappraising emotions interventio n (for couples): intervention aimed at maintaining the quality of marital relationships. Part of this intervention is to view couples conflict with their partners from a third person perspective. The intervention helps to interpret emotions differently in conflicts and to deal with them better. ( Read more ). 
• The abstract reframing intervention : intervention aimed at strengthening certainty among partners about their relationship. Partners are asked to remember and view a compliment from their partner as a meaningful and significant example of how their partner admires them in a broader sense. ( Read more ). 
• The social norms approach : intervention that tells people that other people exhibit certain desired behavior and will appreciate them if they also exhibit that behavior. ( Read more ). 
• Dynamic norms intervention s: intervention used in situations where most people contribute to the problem (for example, waste, pollution, etc.). The intervention works by informing people about positive changes in other people (eg: X% of people eat meat less often ”). ( Read more ).

Description of the wise interventions 

The authors describe each intervention in a standardized and detailed manner. They describe what the intervention is based on, evidence for the effectiveness of the intervention, how it works, what long-term effects there are and for whom and when the intervention is particularly suitable. They also describe with which other interventions the relevant intervention is related, how it can be carried out exactly and what nuances and misconceptions there are about the intervention. Finally, they describe implications for practice and theory and make recommendations for future research. 

Two caveats 

A first caveat to the overview of wise interventions discussed below is that none of them are miracle remedies that always work for everyone. A second caveat is that the list is based on the current state of knowledge in social psychology. Since science is a self-correcting and improving process, this list should be seen not as a definitive overview but as a work in progress.  

Psychology and Social Intervention (PhD)

Program description.

The PhD Program in Psychology and Social Intervention prepares action scientists to work in a variety of settings in order to understand, transform, and improve the contexts and systems in which humans develop across the life span. The program places a strong emphasis on understanding and assessing social settings, systems, and policies; creating/improving, implementing and evaluating prevention and intervention programs; and understanding various forms of diversity and structural inequality among individuals, institutions, communities, and societies. This is a research-intensive program with a strong quantitative training component.

Program faculty study a wide range of ecologies (e.g., families, schools, neighborhoods, policy contexts, programs) and preventive and policy interventions (e.g., psychological, social, educational and health programs), locally, nationally, and internationally. Faculty also conduct research on how cultural factors and identities influence and interact with experiences of these ecologies and interventions, and collaborate with other social, behavioral, health and policy scientists at NYU, other universities, and service, community, and policy organizations. Students work collaboratively with faculty mentors on a range of activities in these research areas, including study design, data collection and analysis, manuscript preparations, conference presentations, policy briefs, and evaluation activities.

Admission to graduate programs in the Steinhardt School of Culture, Education, and Human Development requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

See  NYU Steinhardt's Graduate Admissions website  for additional information on school-wide admission. Some programs may require additional components for admissions.

See How to Apply for admission requirements and instructions specific to this program.

Program Requirements

Research experience, additional notes.

Students with a Master’s degree will complete a minimum of 51 and a maximum of 66 credit hours, based on their primary mentor’s advice, while students with a Bachelor’s degree must complete a total of 66 credit hours.

Students should enroll in this course in their first year in the program.

Students will declare a substantive area of specialization during their course of study (e.g., feminist studies, school-based/educational issues, women’s health, and criminal justice). The area is based on student interest, is flexible, but the course must create a coherent area of specialization and must be approved by the advisor. Students must complete three doctoral-level courses worth nine credits total that enhance their expertise in their chosen area of specialization. These courses may be taken in any program/school at NYU or via the Inter-University Doctoral Consortium.

Students enroll for six credits in a year-long sequence during their third or fourth year and gain experience with action-oriented approaches to research.

Students should enroll in this course for three credits one semester per year for each of their first and second years, in preparation for their 2nd-year paper.

All students are required to attend the advanced seminar and present their own work annually.

Students are required to participate on the research team of a PSI faculty member (or another Applied Psychology faculty, by program approval), beginning the first semester of their first year. Students are expected to allocate at least half of their time (20 hours per week) to this activity. By year 3, in line with our training expectations to be exposed to more than one project, students should spend a minimum of 5 hours (of the 20 hours per week) working with another research mentor (within or outside of the program by approval of primary research mentor). Students are free to transition onto new research teams throughout their doctoral training. 

Students entering the program with prior graduate education, or other relevant experience, may appeal to the faculty to opt-out of selected courses or requirements if they have previously had the equivalent experience. The appeal needs to be in writing and should include a rationale, evidence of comparability to current program requirements (e.g., a course syllabus; a workshop curriculum), and confirmation of support from the students’ advisor. Faculty make these decisions on a case-by-case basis in conjunction with the student's academic advisor, appropriate NYU course instructor(s), and the psychology and social intervention program faculty. Students with a masters degree judged by the PSI Faculty to be equivalent to our own can be considered on a case-by-case basis to successfully complete as few as 51 credits to meet the requirements for the PhD.

Sample Plan of Study

Following completion of the required coursework for the PhD, students are expected to maintain active status at New York University by enrolling in a research/writing course or a Maintain Matriculation ( MAINT-GE 4747 ) course.  All non-course requirements must be fulfilled prior to degree conferral, although the specific timing of completion may vary from student-to-student.

Learning Outcomes

Upon successful completion of the program, graduates will:

• Build context knowledge base to understand and improve human development in social context.
• Develop methodological skills that enable analysis of change over time and within and across levels of human ecology.
• Acquire abilities to apply psychological and social sciences principles to the understanding of social settings, social/cultural contexts, and social and policy interventions.
• Develop the ethical, interpersonal, organizational and technical capacities to undertake high-quality, professional work in psychology and social intervention.
• Develop abilities to conceptualize, interpret, evaluate, and disseminate research that might inform social policies.

STEM OPT Benefits for International Students

Nyu policies, steinhardt academic policies, program policies.

If you’re an international student, you may be able to work in the United States after graduation for an extended period of time. Most students studying on F-1 visas will be eligible for 12 months of Optional Practical Training (OPT) off-campus work authorization. F-1 students in this program may also be eligible for the STEM (Science, Technology, Engineering, or Mathematics) OPT extension, allowing you to extend your time in the United States to pursue degree-related work experience for a total of 36 months or 3 years. For more information on who can apply for this extension visit NYU’s Office of Global Services: STEM OPT .

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found the  Steinhardt academic policies page . 

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40 Best Clinical Practice Doctorates for Social Work

Both degrees grant huge advantages for clinicians desiring to get better at what they do and better their professional situation accordingly. Our unique ranking considers all DSW programs in the country and all PsyD programs with a clear emphasis on social justice. Our methodology employs three primary criteria: overall academic quality (65%), tuition cost (20%) and quality of financial aid (15%). While it is crucial to first and foremost know what you are looking for out of a given program, we hope this list helps narrow your search in finding just the right program for your needs.

#1  University of Notre Dame (South Bend, IN)

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The APA accredited program in clinical psychology at Notre Dame provides excellent research and clinical training for students looking to make a difference in the world of clinical counseling. The Clinical area trains academically oriented psychologists who appreciate how science and practice mutually inform one another to advance the discipline and to enhance human functioning. The program has a strong commitment to cultural and individual diversity in the research and clinical training provided to students and in the atmosphere in which training takes place. The program seeks to recruit students who share a perspective of inclusiveness and interpersonal respect and who wish to become culturally and research-informed clinical psychologists.

All students in good standing are completely funded for at least five years, including tuition, stipend, and health care. Students are encouraged to become involved with issues of social justice and inclusiveness and the program infuses material on cultural and individual diversity throughout the curriculum and both research and clinical training. Faculty research interests span a wide variety of contemporary topics in psychology, including: cognitive processes, stress, and emotion regulation in anxiety and depression; developmental psychopathology: effects of child maltreatment on development, translational research interventions, resilience and polyvictimization; effects of honesty, deception, and impression management on social relations and health.

Annual Tuition/Fees : Full Scholarship Guaranteed

#2  University of Georgia (Athens, GA)

The PhD in Counseling Psychology at UGA helps students develop advanced competency in both research and applied practice. The program prepares graduates to pursue careers as health service psychologists in teaching, research, and/or the provision of health services guided by an integrated biopsychosocial model of care. UGA’s program emphasizes a strengths-based approach to understanding human and social experiences that can help prevent and/or solve the biopsychosocial problems of individuals, couples, families, groups, and organizations. Coursework focuses on the core discipline of psychology and the applied discipline of counseling psychology.

Students explore human and behavioral psychology across the lifespan and learn to facilitate individual and systemic change, multiculturalism, and social justice. The program uses a scientist-practitioner model that integrates science and practice through courses, clinical training, assessment, service, and research. The program is fully accredited by the American Psychological Association. Upon graduation, students will be license-eligible as a psychologist in all states. The PhD program includes: Supervised clinical training in psychotherapy; Training in psychological assessment; Training in the biopsychosocial framework; Both a publishable paper project and a dissertation; and a full-year internship.

Annual Tuition/Fees: $8,704 (in-state)

#3  St. Thomas (& St. Kate’s) University (Minneapolis)

The online DSW (Doctorate of Social Work) Program at St. Thomas/St. Catherine’s is a collaborative project between the two liberal arts universities in Minneapolis, MN. Their DSW program is designed to fill a gap in social work doctoral education as the first online DSW program to focus on preparing social work faculty specifically for university-level teaching and leadership in higher education. Strong social work practitioners with an MSW degree will gain the skills and credentials to teach and lead in the social work profession and become stewards of the discipline. The online delivery format makes this program accessible to working professionals from throughout the country.

The PhD is a research degree and PhD students are trained in rigorous research methods and pedagogy. Research-intensive universities will likely require tenure-track faculty to have a PhD, as this is the standard research degree and the expectation of their faculty is that they will be doing large-scale research. Hallmarks of the program include: three-year curriculum; 45 semester credits (15 courses) required; cohort model: Students move through the program as a group, forming strong personal and professional connections; online synchronous and asynchronous instruction; on-campus residency each summer in St. Paul, MN (2 weeks); Fall and Spring semesters each comprised of two successive, 8-week sessions; and the “Banded” dissertation.

Annual Tuition/Fees: $16,965

#4  Xavier University (Cincinnati, OH)

Xavier’s Psy.D. in Clinical Psychology program is rooted in the university’s strong commitment to the service of others. Accordingly, the program is designed to educate students to become skilled general practitioners of clinical psychology, involved in a variety of ways in the delivery of services. Ethics and values play a significant role in the program. Students start by taking courses in the basic science of psychology, psychological assessment and basic interviewing. In their second year, students take six hours in Professional Development and Practicum. Students expand upon the skills learned during the second year, apply for practicum placements in applied settings, and work with the professional staff in their third year. Students expand their clinical/professional skills through advanced practicum experiences in their fourth year, followed by a fifth and final year of fieldwork.

The Psy.D. program provides the highest standard of educational experience to enable graduate students to become practicing clinical psychologists who have a solid appreciation of the role of science in all aspects of professional activity, a clear understanding of the ethical demands of such a position, and who hold the value of contributing to the lives of others, especially those in our society whose needs have been traditionally underserved. The practitioner-scientist model recognizes the continued dependence of the profession on a scientific foundation, the importance of practitioners being skilled consumers of research, and the development of applied skills that will allow the graduate to contribute to the field of clinical psychology, serving as a local clinical scientist.

Annual Tuition/Fees: $22,120

#5  City College of New York (CUNY)

The aim of the Clinical Psychology doctoral program at City College is to train clinical psychologists who are competent to work with mental health problems on all levels, from the individual to the community. This aim is implemented through training in theory, research and practice, which includes assessment, diagnosis, individual and group psychotherapy. Students are trained to work with children, adolescents, and adults, as well as with community groups and agencies. The Clinical Psychology doctoral program is based on a scholar practitioner model. This model emphasizes the mutual and reciprocal influence of scholarship and practice and aims to generate new theories, new research, and new modes of clinical work.

The program has a strong commitment to psychodynamic thinking and social justice, although many other theoretical points of view are represented and studied carefully. City College is a diverse community that fosters a high standard of open-mindedness. Interdisciplinary thinking is valued in the program, and the faculty have notably broad and wide-ranging interests. An important emphasis for the program is the integration of a psychodynamic perspective with other theoretical approaches and modalities and with research in areas such as developmental psychology, personality, cognition, neuropsychology and neuroscience. The program is accredited by the Commission on Accreditation of the American Psychological Association (APA).

Annual Tuition/Fees: $9,350

#6  Georgia State University (Atlanta, GA)

The PsyD program at Georgia State University has a Clinical-Community (CLC) concentration that trains students in both clinical and community psychology. Dual enrollment is thus designed to provide a strengths-based, culturally competent approach to mental health and healthy development that emphasizes theory, research and practice at multiple levels of analysis – psychological, sociopolitical, and ecological. Dually enrolled CLC students receive training that is informed by the traditions of prevention and social justice in community psychology and by the focus on assessment and individualized mental health interventions in clinical psychology.

In addition to being qualified for clinical licensure, dually enrolled students will receive training in the range of indirect services necessary for interventions at the institutional and community levels: consultation, program development and evaluation, social policy, and action research. Students accepted for dual enrollment participate in both the Clinical Psychology and Community Programs. Research centers include: Center for Latin American and Latino/ a Studies; Center for Human Rights and Democracy; Center for Research on School Safety; and the Partnership for Urban Health Research.

Annual Tuition/Fees: $11,488

#7  University of Southern California (Los Angeles)

USC’s online Doctor of Social Work (DSW) program is an online advanced practice degree program geared toward working professionals who want to have a greater impact in their practice. In addition to live classes online, students are required to attend two in-person residencies, which take place during their third and sixth semesters. Each residency is six days, running from Sunday evening to Friday. Residencies are held in Los Angeles and Washington D.C. The program brings social workers into the greater public discourse as they explore and construct ways to deliver basic human rights to people and build a just society.

Graduates of the program will be positioned to participate in and lead conversations on sweeping topics such as gun violence, foster care, and homelessness. DSW@USC brings together students from diverse professional backgrounds to tackle the 12 Grand Challenges, an initiative led by the American Academy of Social Work and Social Welfare. Each challenge is linked to an issue that drives social workers such as social justice, economic inequality, and family and child welfare. Students meet these challenges with coursework, residencies, and a capstone project dedicated to finding a viable solution to one of the challenges. Students formulate a strategic plan and budget and pitch their big ideas to a panel of experts comprised of thought leaders, faculty, and venture capitalists.

Annual Tuition/Fees: $25,200

#8  George Mason University (Fairfax, VA)

The PhD in Psychology (clinical psychology concentration) at GMU is committed to the clinical science model. The program’s goal is to train clinical psychologists who are capable of integrating research and applied clinical activities. The program is unique in approaching clinical psychology from social psychological and contextual perspectives. A social psychological approach uses theory and research from social psychology to understand emotional, cognitive, behavioral, and interpersonal functioning. A contextual perspective stresses the impact of social and cultural factors on the individual and vice versa. Most faculty members employ cognitive-behavioral and interpersonal approaches to research and clinical practice, but students also receive exposure to humanistic, existential, and psychodynamic perspectives.

Students pursuing this concentration must complete 76 graduate credits comprised of doctoral course work and at least 12 credits of dissertation research. The number of credits required may be reduced for a prior master’s degree as described in the requirements for the PhD in psychology. In addition to satisfying the requirements for all doctoral degrees, students must successfully complete 72–76 credits of required course work chosen in one of five concentrations. Each concentration consists of four educational components: core courses, upper-level specialty courses, supervised practica, and dissertation. Students complete a full-time, 12-month clinical psychology internship at a site accredited by the American Psychological Association.

Annual Tuition/Fees: $14,280 (in-state)

#9  University of Massachusetts (Boston)

The University of Massachusetts 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. The school’s 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. Among the many skills students learn in the program is 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. Within a broad understanding of sociocultural factors, coursework highlights systemic oppression and privilege, power dynamics, and social and cultural approaches to clinical psychology.

Annual Tuition/Fees: $17,730 (in-state)

#10  Loyola University Maryland (Baltimore)

Loyola Maryland’s Psy.D. program employs a unique, service-oriented educational method and trains doctoral students to become innovators and leaders capable of meeting the evolving demands of mental health service providers. The program is accredited by the American Psychological Association, adheres to the scholar-practitioner model of education, emphasizing the integration of a comprehensive knowledge base, appropriate attitudes and clinical skills. The first program of its kind in Maryland, this full-time, five-year course of study (four years for those who hold a qualifying master’s degree) leads to licensure in any state. Psy.D. students take four/five courses per semester and devote approximately 20 hours per week to clinical training.

Other program requirements include both written and oral comprehensive examinations and a dissertation. Applicants with a master’s degree and appropriate course work will be considered for admission to the second year of the curriculum. The first through fourth years of course work and clinical experience are completed at Loyola’s campus in Baltimore and at area field placement sites. The fifth year is a full-time clinical internship, which may or may not be located in the Baltimore area. The total minimum number of field placement hours is 1410. Students are expected to spend an average of one-half of their total field placement hours in direct service to clients, including individual counseling or therapy, psychological assessment, group therapy, and crisis intervention.

Annual Tuition/Fees : $31,060

#11  Indiana State University (Terre Haute, IN)

The ISU Clinical Psychology Doctoral Program is based on a practitioner-scientist model. Students interested in a doctoral program that provides rigorous training in clinical skills as well as research opportunities may be particularly suited for this program. The Psy.D. Program at ISU adheres to the belief that thoughtful training in diversity issues is crucial in developing a professional identity that values and pursues excellence in clinical practice. In addition, the school is committed to creating a culture of acceptance and inclusion that values the contribution of diverse perspectives such as those influenced by gender, ethnicity, race, culture, sexual orientation, age, religion, disability and personal experience.

The primary goal of the program is to prepare individuals to become competent professional psychologists through balanced training in clinical competencies and research, to contribute to the science of psychology. The program strives to develop in students a professional identity grounded in an active sense of social responsibility combined with an appreciation and respect of cultural and individual differences. Over the past 3 years, graduates have had 100% placement among students that participated in the Internship match and 96% were matched to APA-accredited internship sites. The program currently has seven clinical and four experimental faculty members that teach in the Psy.D. program and approximately 30-35 students on campus each year.

Annual Tuition/Fees : $12,700 (in-state)

#12  Philadelphia College of Osteopathic Medicine

The Clinical PsyD program at PCOM trains practitioner-scholar psychologists to work in a broad range of clinical settings, with an emphasis on a holistic approach to interdisciplinary care and service to diverse and underserved populations. In the American Psychological Association accredited program, highly credentialed faculty present a curriculum oriented in cognitive-behavioral theory and empirically supported treatments addressing the most current developments in psychology, while enhancing learning through practical clinical applications. The program emphasizes professional self-reflection, attention to diversity, advocacy and social justice. The learning in the first two years of the program is through didactic courses that cover the scientific and clinical foundations of the discipline, with inclusion of experiential components, and labs for skills training.

Use of standardized patient actors provides a means for gaining formative feedback on the integration of didactic and clinical skills. Fieldwork and seminar experiences in the third and fourth years enable the student to integrate knowledge of theory and research with practicum experience. During this time, students are also mentored through the dissertation process. The internship provides the clinical psychology doctoral student with an intensive, yearlong, supervised work experience to develop, practice, and integrate new clinical skills. It represents the culmination of the doctoral experience, the last practical training step before earning the doctoral degree.

Annual Tuition/Fees: $24,000

#13  University of Pennsylvania (Philadelphia)

The DSW program at Penn prepares clinical experts, inspired teachers, and real-world scholars for leadership in advanced social work practice and teaching. Students earn the doctorate in three years through a combination of online, interactive learning and limited campus immersion experiences. The hybrid distance learning program offers all of the advantages of a world class Ivy League learning community in a highly interactive, relational, accessible, and convenient format. Balancing the rigor of doctoral education with the practical considerations of busy working professionals, students complete the coursework and dissertation simultaneously, earning the degree without career disruption.  Graduates are sought after social work doctors – highly trained and respected experts, educators, and leaders who engage in fulfilling, rewarding work and make important contributions to the profession.

The program uses a combination of campus immersion experiences and videoconferencing that works for working professionals, wherever they live. Students enjoy an unparalleled educational experience, coming together to interact and learn on an Ivy League campus during the campus immersion experiences. Technology is used to connect, not to distance. Penn recognizes the importance of relational learning and all of their online course delivery and educational strategies are chosen with an eye toward building knowledge in community. Renowned faculty from all over the world teach cutting-edge courses on the latest in clinical practice, research, and teaching. Graduates’ successes prove that the DSW is a gateway to fulfilling careers as social work practice leaders and educators.

Annual Tuition/Fees: $38,333

#14  Yeshiva University (New York, NY)

The School-Clinical Child Psychology Program at Yeshiva University provides doctoral-level training that integrates school and clinical psychology. While this training focuses primarily on children, adolescents, and families, students also work with adults in individual, parenting or couples treatments. Graduates are competent to deliver psychological and psychoeducational services in schools, medical centers, mental health settings, early childhood centers and other related environments. The Program requires students to understand and adhere to ethical and professional standards while applying their knowledge of developmental psychology, psychotherapy, education, assessment, developmental disabilities, family and systems theory, psychopathology, measurement, individual differences, neuropsychology, and school psychology.

Required practica experiences include: year-long psychodynamic psychotherapy treatment, year-long CBT treatment through our clinic and conducting psychological, psychoeducational and neuropsychological evaluations. In addition, students complete 3500 hours of externship and internship experiences in educational and mental health settings across the New York-New Jersey-Connecticut area. Program alumni work across the lifespan in schools, medical centers, mental health facilities, related agencies and in private practice. More than 900 students have graduated from the program. They work in medical centers, hospitals, community-based mental health settings, early childhood, rehabilitation, residential treatment centers, schools, private practice, and academia. They remain professionally active while also publishing, presenting to professional and lay audiences and teaching.

Annual Tuition/Fees:  $37,200

#15  New York University

The DSW program in clinical social work at NYU prepares licensed social workers for leadership roles in academic and agency settings. Building on the NYU Silver School of Social Work’s recognized excellence and history in clinical training, the DSW program will enhance students’ clinical knowledge as it pertains to advances in theoretical and practice models, clinical research, and policies that directly impact practice. This executive-style program structure allows students to continue working full-time. Students will take 19 courses or workshops for eight semesters over a 3-year period conveniently scheduled on Wednesday evenings during the fall and spring semesters, and Monday and Wednesday evenings during a compressed summer session. Elective courses may be taken in other NYU schools in addition to NYU Silver.

All classes contain an online component. In lieu of a dissertation, the graduation portfolio requirement consists of writing two publishable papers under the direction of an adviser and committee, as well as presentation of the student’s work at a professional conference. The DSW program is fortunate to have an outstanding core faculty renowned for their clinical, theoretical, policy, and research expertise. While both the PsyD and DSW foster the development of practitioner-scholar graduates, the DSW is reserved for advanced social work practitioners who hold a MSW or equivalent graduate degree in social work. Additionally, the NYU DSW program is focused on the development of clinical leadership in academic and agency-based settings. There is a great need for clinically oriented faculty members who can assume academic and organizational leadership in colleges and universities, the non-profit sector, and governmental agencies.

Annual Tuition/Fees: $30,144

#16  Adelphi University (Garden City, NY)

Adelphi’s Doctor of Psychology in School Psychology degree program is designed to prepare students for advanced careers in a variety of settings, where graduates will positively impact the lives of students, their families, their schools and their communities. The Doctor of Psychology in School Psychology degree provides students with exemplary training in clinical, diagnostic and consultative skills. Committed to community engagement and social justice, our program’s ecological approach addresses school-based inequities and the challenges of delivering effective services to children and adolescents within a multicultural context.

Under the direction of a core faculty that has worked in clinical and community settings, students will develop applied skills, pursue research projects, and become familiar with multiple theoretical approaches, with the opportunity to concentrate in a single area. Program graduates will be eligible for careers in: elementary, middle and high schools; agencies; hospitals; community-based organizations; and colleges and universities. Full-time faculty members are thought leaders and published scholars with extensive experience as school psychologists, psychotherapy teachers or behavior specialists in school settings. A full-time field placement coordinator works to place students in internships in school districts across Long Island.

Annual Tuition/Fees: $45,940

#17  Adler University (Chicago, IL)

The PsyD program at Adler University (Chicago) bills itself as the nation’s only Psy.D. program centered on social justice. Students specialize in one of six emphases: military clinical psychology, advanced Adlerian psychotherapy, child and adolescent clinical psychology, primary care psychology and behavioral medicine, substance abuse treatment, and traumatic stress psychology. The Doctor of Psychology in Clinical Psychology program prepares students to be socially responsible clinicians who empower individuals and strengthen communities around the globe. Adler trains students to promote health among society’s most vulnerable and marginalized populations. The school offers an innovative curriculum that integrates diversity and individual difference, blending four years of coursework, practicum experiences, and dissertation with a one-year full-time internship.

The scholar-practitioner model trains clinicians in a collaborative environment with world-class faculty committed to students’ professional success. Students learn from leading scholars, researchers, clinicians, and educators who provide individualized mentorship and connect them to unique professional development opportunities. Students gain practical training through practicums and internships with the University’s network of hundreds of community partners, including clinics, hospitals, mental health centers, and government agencies. Interns provide clinical psychological services through local agency sites to children, adolescents, adults, and families in underserved communities. The program trains students to further the mission of Adler University by utilizing clinical knowledge and skills to strengthen communities, and become leaders of social change.

Annual Tuition/Fees: $35,280

#18  Wright Institute (Berkeley, CA)

The Wright Institute’s Psy.D. program is carefully designed so that students systematically acquire progressively more sophisticated knowledge and clinical capabilities. This developmental approach to learning builds on a solid foundation of research, assessment techniques, and theoretical knowledge. The orientation in all cases is toward applying what students have learned to the clinical realm. This innovative Psy.D. program immerses students in the broad body of psychological science and asks them to think critically while using subjective and objective sources of knowledge in their clinical work. The Psy.D. curriculum at the Wright Institute emphasizes the interdependence of observer and observed, of clinician and client. The Psy.D. coursework at the Wright spans three years of study.

Throughout the Psy.D. coursework from the study of lifespan development, research, and psychological testing to the clinical process, even the learning process itself – the student is asked to sharpen her/his awareness of the complex system of interpersonal forces that come into play in the clinical setting. The curriculum continues the school’s long tradition of rigorous, in-depth clinical education. Students get a broad exposure to both theory and research. Respect for a wide range of theoretical approaches is highly valued at the Wright Institute; faculty have special strengths in the areas of contemporary psychoanalytic, cognitive behavioral, family systems, social justice, brief treatment and relational approaches. They hold the conviction that theory and research are intimately interrelated elements that are most useful to the practitioner when taught in a clinically relevant way.

Annual Tuition/Fees: $35,150

#19  University of Tennessee (Knoxville)

U of Tennessee’s DSW program in Clinical Practice and Leadership prepares graduates for advanced clinical practice and leadership. Geared toward working professionals, the DSW is an intensive accelerated program that enables students to satisfy all degree requirements in three years, without career disruption. Part of the unique nature of the DSW program is that it is a professional practice degree – designed to prepare students for advanced clinical practice and advanced practice leadership. This curriculum is offered in an online format where students who are full-time working clinical social workers can continue in their on-going clinical practice while studying to earn their doctorate. Courses are taught online through synchronous and asynchronous models.

The Doctor of Social Work program is a way for social workers to develop as advanced practitioners and leaders in their fields of clinical practice. Students are engaged in providing services to at-risk populations in a variety of settings. While in the program, students complete two classes per semester across eight continuous semesters. All DSW students come to campus for one week each summer for a period of on-campus focused study. This on-campus requirement is generally scheduled during the last week of June. Due to the structure of the program, attending part time is not an option. UT sees this program as a growing recognition of the importance of practice doctorates, which are seen in other fields such as nursing, physical therapy, speech, and audiology.

Annual Tuition/Fees: $31,502

#20  Point Park University (Pittsburgh, PA)

Point Park University’s Psy.D. program in clinical-community psychology uniquely integrates community psychology with clinical psychology, equipping students with diversified skills to pursue a variety of career paths. This is one of only a few doctoral-level programs in the nation to teach humanistic psychology, which seeks to better understand and explain human experience and behavior through empathic understanding and appreciation of diverse ways of living in the world. Unlike many other clinical psychology doctorate programs, Point Park’s Psy.D. program emphasizes evidence-based community research and applications. Students will graduate prepared to manage established clinical and community programs — or start their own.

In Point Park’s Psy.D. program, students are taught to understand human suffering in its larger social and cultural context, with particular attention to social justice and ethical implications of clinical theory and treatment. Psychology is understood within a framework that serves to preserve the dignity of the persons served. This 90-credit Psy.D. program is a full-time program comprised of day-time, weekday courses. The Psy.D. program is designed to be completed in four years, including the dissertation and one-year, full-time clinical internship. The Psy.D. curriculum is comprised of a variety of theoretical, research, and clinical courses, including four clinical practicums and a community practicum.

Annual Tuition/Fees: $19,823

#21  Widener University (Chester, PA)

Widener’s Doctor of Psychology program is the longest-running PsyD program in the United States. The Institute’s doctoral program trains students to use science to inform practice and become outstanding clinicians and leaders in the field. Students have the option of specializing in one of seven areas of practice: Child, adolescent, and family therapy; Cognitive-behavioral therapy/acceptance and commitment therapy; Consulting psychology; Cross-cultural and diversity psychology; Forensic psychology; Health psychology; or Psychoanalytic psychology. Students get to learn from psychologist-practitioner-researchers who love to teach and are committed to training the next generation of clinical psychologists.

In accordance with the “scholar–practitioner” model, students in this program learn a wide range of contemporary, evidence-based approaches to assessment and intervention (e.g., acceptance and commitment therapy, cognitive-behavioral, family/systems, and psychodynamic). Students may pursue a dual degree in the following: Business; Criminal Justice; and Human Sexuality. The school also offers certificate tracks in the following sub-specialization areas within clinical psychology: Biofeedback; Neuropsychology; and School Psychology. Every faculty member has an active clinical practice and teaches courses related to their specific areas of professional interest.

Annual Tuition/Fees: $27,168

#22  Institute for Clinical Social Work (Chicago, IL)

ICSW’s PhD in Clinical Social Work, offered onsite or distance, is a three year course of study designed for working clinicians. The curriculum is strategically designed to blur the lines between the classroom and students’ own practice settings, enabling students to use their own cases as a basis for learning. Coursework incorporates advanced clinical practice, theoretical study, and research experience. After coursework, students experience support at every step of the dissertation process.  Highlights of the timeline: Three years of coursework for full-time students (total of 76 semester credit hours); Classes meet on alternating weeks; Students take courses in a small cohort model; Fall, Spring, and Summer semesters; Part-time option available with the approval of the Dean.

ICSW offers their accredited PhD in Clinical Social Work program in a Distance Learning format. In the Distance Learning program, students meet in real-time with their fellow classmates and instructors via live video. Students are also required to come to ICSW’s Chicago campus twice a semester for weekend classes. The program aims to advance the student’s capacity to apply psychodynamic theories and relevant techniques to the practice of clinical social work and the diversity that it encompasses. The Research component of the program develops the student’s capacity to rigorously and ethically conceptualize and critically examine problems and issues relevant to clinical social work, and to conduct and defend an original project of scholarly research.

Annual Tuition/Fees: $20,000

#23  Spalding University (Louisville, KY)

Spalding’s doctoral program in clinical psychology was among the first Psy.D. programs in the U.S. and has been continuously accredited by the APA since 1989. Students engage in generalist training in clinical psychology, using a scholar-practitioner model based on scientific principles grounded in evidence-based practice, and learn in a collaborative and cooperative setting. Students choose to specialize in adult psychology, child/adolescent/family psychology, forensic psychology or health psychology and will become a trained and licensed professional prepared to practice with a diverse range of clients.

The programs carries an emphasis on critical thinking, ethical decision-making and the promotion of social justice. Students complete four years of practicum training focused on psychological assessment and the delivery of evidenced-based psychological treatments to a diverse range of clients. Highlights include: The Center for Behaviorial Health, Spalding’s community-based psychological services center; Opportunity for assessment and treatment to under-served populations as part of the curriculum; Data-driven research and critical thinking skills during the dissertation phase that can be applied to future practice; Participate in faculty-led Research Interest Groups (RIGs), where students earn authorship on publications and presentations.

Annual Tuition/Fees: $17,550

#24  University of San Francisco

The University of San Francisco PsyD program trains students to translate thought into action, through practice-oriented training that emphasizes the mental, emotional, and physical health needs of underserved communities. Stressing clinical practice, the program prepares doctoral students to work as health service psychologists in a variety of community health settings. Graduates will be proficient in the empirical and theoretical underpinnings of integrated, behavioral health interventions while sensitive to contextual, cultural, spiritual, and socioeconomic environments of individuals and communities.

The USF PsyD program is founded on values of social justice, health equity, and cultural responsiveness in teaching, clinical work and research endeavors. The program is full-time. Courses are offered during the day, and most practicum placements occur during the weekday during business hours. There are a limited amount of scholarship opportunities available to graduate students. Although the program provides the training necessary for a graduate to go into private practice, it is not the focus of the program. The USF PsyD Program is focused on training clinicians who want to work in integrated behavioral health with underserved populations.

Annual Tuition/Fees: $31,080

#25  Boston College

BC’s Counseling Psychology Ph.D. program trains future Counseling Psychologists to advocate for social justice through their clinical work, research, teaching, leadership, and outreach. The program achieves its mission and aims/learning outcomes by remaining steadfastly committed to providing outstanding training in the scientist-practitioner model. Degree candidates have access to a breadth of top-notch practice opportunities in diverse mental health settings, including universities, schools, hospitals, and outpatient community mental health facilities. Students are exposed to areas of research spanning school, workplace, community, and international concerns, including immigration, trauma resiliency and recovery, domestic violence, the psychology of working, bias-based bullying, culture, race, and gender issues, youth mentoring, and positive youth development.

While the program aims to produce outstanding scientist-practitioners, they also emphasize the importance of training in a context that develops well-rounded individuals. To this end, the school provides an intimate setting of safety, diversity, and mutual respect that encourages self-exploration and personal growth, as well as meaningful involvement in the school’s own community and the wider society. Together, with students, the program aims to advance knowledge and engage in practice that will build relationships beyond classrooms, create synergies among diverse disciplines and connect colleagues to create new scholarship and models for change, all with the ultimate goal of enhancing the human condition.

Annual Tuition/Fees: $25,560

#26  Rutgers University (New Brunswick, NJ)

The Rutgers DSW Program transforms social work clinicians into scholars by challenging students to contextualize their practice using theories and research drawn from multiple disciplines. Because multidisciplinary knowledge and social justice intertwine at the heart of social work scholarship, students are challenged to grow beyond loyalties to one modality or perspective. The DSW builds on seasoned clinicians’ practice experience by cultivating their ability to present, publish, and create multimedia projects to disseminate their practice-relevant scholarship. The successful student tolerates ambiguity, engages with scholarly critique, thinks critically and creatively about clinical practice, and shares their insights in a professional manner.

Each year consists of nine on-site residencies and two online residencies. The on-site residency sessions will include lectures, seminars, writing workshops, case presentations, meetings with faculty and advisors, and participation in research interest groups. The program’s modular approach provides the flexibility to calibrate instruction to the subject matter and objects of study, and, in this way, students learn from a multitude of faculty with a broad array of expertise. This system allows faculty (drawn from across the disciplines) to focus instruction on what they do and know best. Instructors are deep thinkers from a variety of fields who have attained considerable influence in their areas, and thus serve as aspirational role models for experienced practitioner doctoral education.

Annual Tuition/Fees: $16,085

#27  Tulane University (New Orleans, LA)

The Tulane University Doctorate in Social Work is ideally suited for social work professionals seeking rigorous training in advanced practice, professional leadership, and applied research. It is the only program of its kind in the Gulf South, and one of only a small number of DSW programs nationwide. With its intensive, accelerated curriculum and experiential learning model, students can satisfy all degree requirements in three years, without career disruption. The DSW program operates at Tulane University’s New Orleans and Gulf Coast (Biloxi, MS) campuses. The DSW primarily prepares students for continued employment in the social work field as administrative leaders or high-level practitioners, although the DSW will still qualify graduates for university-level teaching and may, in some cases, be considered equivalent to a PhD for hiring purposes.

The DSW curriculum emphasizes independent, self-directed study within a small cohort of fellow students. During their first two years, students take two courses a semester during the fall, spring and summer. In their last year, students have a single course per semester and work primarily on their advanced clinical project. Class sessions meet primarily on weekends, with occasional evening sessions following the first year of coursework. Students also work closely with faculty mentors beyond class sessions to develop unique research agendas that correspond with their professional experience. The DSW program also utilizes an experiential approach to learning that incorporates apprenticeship, mentoring, active learning, and immersion in a community of scholars.

Annual Tuition/Fees: $23,333

#28  Florida Atlantic University

Florida Atlantic’s DSW program is a 3-year part-time cohort model for working professionals. The School is committed to maximizing human potential, alleviating human suffering, enhancing the vitality and caring capacity of communities, and promoting the ideals of a humane and just society. Students stay closely connected with their admitted cohort while completing the course requirements. The program is offered as a hybrid model, with classes delivered online as well as in the live traditional classroom format. Classes are scheduled during the evenings and weekends at the Boca Raton campus. The FAU DSW program is intended to train “Scholarly Clinicians”. Graduates of DSW programs around the country assume positions of leadership in the field in a myriad of roles and settings such as academia, clinical practice, and administration.

In accordance with the Florida Atlantic University Strategic Plan, the School of Social Work focuses all endeavors on the themes of “Contemporary Societal Challenges” in addressing issues that the region and State of Florida experience first, including health and aging, children welfare, healthy environments, disaster preparedness and response, immigration, culture and diversity, ethics, health disparities, and social and economic inequities. While FAU’s focus is local, they also view local issues as interconnected with national and global ones, and they promote learning, research, and community engagement at all levels. Given the complex nature of human well being and social problems in today’s world, they encourage intra-professional and interdisciplinary collaboration in all aspects of their mission.

Annual Tuition/Fees: $7,289 (in-state tuition)

#29  Aurora University (Aurora, IL)

The Doctor of Social Work (DSW) program at Aurora University offers an innovative program for clinical social workers who desire to advance in their clinical careers as well as those who would like to teach advanced clinical theory and practice content in any type of undergraduate or graduate program. The DSW program is delivered using an executive-style format, with courses meeting on Saturdays. Throughout the DSW program, students will develop and foster meaningful relationships with their peers and faculty. Students develop lifelong relationships with colleagues, mentors, and experts in the field. The DSW program is offered on a part-time basis with courses on the weekends on the Aurora campus. Most students complete the program within five years.

In the DSW program, students complete a total of 64 semester hours, including: 48 academic semester hours; 12 internship semester hours; and 4 dissertation supervision hours. Students complete a clinical preceptorship of eight hours per week, including one hour of weekly consultation, beginning in the spring semester of the first year in the program and running for four consecutive semesters. At the end of the four-course sequence, students develop an initial preceptorship paper that presents a clinical case. After completing the first two years of coursework, students need to pass a written comprehensive exam on that material. Finally, students will then be accepted into doctoral candidacy and may begin their research course sequence and progress toward the dissertation.

Annual Tuition/Fees: $18,000

#30  Carlow University (Pittsburgh, PA)

The PsyD in Counseling Psychology at Carlow University is designed to train psychologists who promote psychological wellness in individual, couples, families, groups, and larger social systems. Even from its very inception as a place to educate along Mercy values, Carlow University has been dedicated to Social Justice. The purpose of the Counseling Psychology program at Carlow University is to prepare doctoral level generalists for the practice of Psychology. Training includes strong preparation in assessment and intervention for behavioral health disorders. A unique feature of the program is its emphasis on training psychologists who recognize, understand and act upon the oppressive social structures that often play a role in the experience of distress among those unequally advantaged within society.

This emphasis is in keeping with the long-held value of social justice within the discipline of Counseling Psychology, and in fact is an attempt to move the field forward by actualizing this value within a training program.counseling psychology is characterized by a solid foundation in theory, research and practice including skills in assessment, diagnosis, and treatment for application in a wide-range of practice settings and for use across the full spectrum of adjustment and psychological disorders. The program strives to train psychologists who will make a difference in the communities in which they work through reflective practice, scholarship, teaching, activism and research.

Annual Tuition/Fees: $23,256

#31  Radford University (Radford, VA)

Radford’s PsyD in Counseling Psychology program focuses on rural mental health with additional emphases on cultural diversity, social justice, and evidence-based practice in psychology. The Psy.D. degree in Counseling Psychology is designed for persons interested in careers as psychologists in mental health settings and institutions where clinical supervision and the direct application of counseling, therapy, and psychological assessment are required. The program follows the practitioner-scholar model with an emphasis on clinical training and the application of research to practice. Students complete a 2,000 hour internship approved by the program faculty.

In the past, all admitted students received graduate assistantships and tuition remission provided they were enrolled full-time in classes on campus, maintained good academic standing, and received positive assistantship evaluations. Radford’s goal is to train students who can: work with people across the lifespan and present with a broad spectrum of issues and severity of psychological conditions; who can provide counseling, assessment, and educational services to individuals, couples, families, and groups in a variety of settings; and who can collaborate with other professionals in their community and region.

Annual Tuition/Fees: Full Scholarship Anticipated

#32  Chatham University (Pittsburgh, PA)

Chatham University’s PsyD in Counseling Psychology program is distinguished by: The practice of counseling grounded in the science of psychology; Emphasis on promoting sustainable health and well-being; Focus on clients’ assets and strengths; Strong commitment to diversity, inclusion and social justice; and access to a broad range of training opportunities on- and off-campus. The Doctor of Psychology in Counseling Psychology program invites applications from students holding a Bachelor’s or Master’s degree in psychology, counseling, or a related field. The PsyD is a full-time program, admitting students each Fall.

A limited number of Graduate Assistantships and Fellowships are available to full-time graduate students. These positions provide students with the opportunity to conduct research with a faculty member, assist with teaching responsibilities, or participate in and organize departmental or campus projects. Assistantships and Fellowships are awarded in the form of tuition remission and can provide a student with significant cost savings, depending on the number of credits taken per term. Chatham’s PsyD program in Counseling Psychology has adopted the practitioner–scholar model of training. This means that students will receive training in both research and practice, but that there will be greater emphasis on practice.

Annual Tuition/Fees: $20,358

#33  Capella University

Capella offers a Doctor of Social Work program designed around national doctoral social work guidelines, offering a strong focus on leadership, advanced practitioner skills, and the growing use of technology to expand the reach and effectiveness of social service programs. The program includes coursework, in-person residencies, and a capstone project. The curriculum teaches critical thinking, research methods, and the integration of degree knowledge with practical experience. As part of the program requirements, students complete two doctoral research seminars. These seminars are designed to prepare students for their capstone early in the process. Each begins with an online course, followed by an in-person residency, where students engage with faculty and peers to develop a research plan.

A doctoral capstone is intended to extend or apply research to solve a real-world problem and advance the practice in the field. Students learn to: Apply differential theoretical approaches to practice, and demonstrate the ability to recognize and respect other perspectives; Use leadership skills to effectively advocate for and advance ethical social work policy and practice; Integrate the ethical use of technology into clinical and policy practice; Evaluate policy, programs, practice, and the use of technology at the micro, mezzo, and macro level in social work; Advocate for social justice and policy change for the betterment of humanity and the global community; and Communicate professionally and effectively with diverse individuals and groups through written, verbal, and electronic formats.

Annual Tuition/Fees: $995 per credit

#34  Antioch University New England (Keene, NH)

Antioch University New England’s PsyD program utilizes the practitioner-scholar model to prepare reflective clinicians who undertake multiple roles in their professional careers. Graduates approach their practices with disciplined inquiry, taking on the role of “local clinical scientists” who view their work as a socially responsible action. The program offers rigorous academic challenge and thorough clinical training. The program prepares graduates for multiple roles in the expanding world of clinical psychology that includes not only therapy and assessment, but also supervision, management, applied research, administration, consultation, and public policy.

Antioch University New England is renowned for its community of active, engaged, and socially conscious faculty and students. The academic community emphasizes a social vision of clinical psychology committed to diversity and social justice, and responsive to the needs of the region and larger society. Students join a small cohort of classmates in an environment that fosters collaboration. The Department of Clinical Psychology operates three unique centers that benefit students: The Psychological Services Center; The Multicultural Center for Research and Practice; and The Center for Behavioral Health Innovation. The PsyD Program in Clinical Psychology is a five-year, full-time program that includes four years of coursework plus the completion of a year-long internship (which may be done half-time over two years).

Annual Tuition/Fees: $29,552

#35  Alliant International University (Los Angeles)

Alliant’s PsyD in Clinical Psychology program provides advanced education and training for practitioners of health service psychology, with a focus in clinical psychology. The program addresses the societal need for multiculturally competent psychology professional practitioners who effectively integrate scientific evidence with practice to respond to human problems of developmental deprivation, dysfunction, and trauma. The overarching goal of the program is to educate new generations of clinical psychologists who are able to intervene effectively, using multiple methods of evidence-based assessment and intervention with diverse populations, across many settings, in changing and evolving contexts.

All core and elective course materials integrate multicultural perspectives, including areas of diversity such as race, ethnicity, gender, sexual orientation, disability, age, socioeconomic status, family composition, religious practice, medical and health conditions, international issues, and inherent psychometric-intelligence variances, among others. The rich diversity of the Los Angeles area also offers a wealth of clinical placement opportunities where students in the PsyD degree program develop multicultural competencies to enhance their clinical skills. The program offers three emphasis areas that provide a specialized learning focus: Family/Child and Couple Emphasis; Clinical Health Psychology Emphasis; and Multicultural Community-Clinical Psychology Emphasis.

Annual Tuition/Fees: $46,880

#36  College of St. Elizabeth (Morristown, NJ)

The PsyD in Counseling Psychology program at College of St. Elizabeth is a practitioner preparation program intended for qualified applicants interested in pursuing the highest level of applied learning and practice within counseling psychology. The doctoral program specializes in training mental health professionals committed to working with disadvantaged populations as an outflow of the College of Saint Elizabeth’s mission to promote and effect social justice and positive community change. As an intensive professional development program, the Psy.D. is designed to prepare students for careers in the practice of counseling psychology, and is structured to allow graduates to apply for licensure as psychologists in New Jersey.

Utilizing the practitioner-scholar model, the Psy.D. trains practitioners who are skilled in psychotherapy, assessment, counseling, supervision, teaching, consultation, and program evaluation services in community, forensic, agency, and academic settings. Students acquire doctoral education and training with an emphasis on the foundational value of social justice and a focus on empowering underserved populations. The Psy.D. is a four-year, full-time program with courses being offered in the fall, spring and summer. In order to facilitate a more supportive learning environment, the doctoral program utilizes a cohort model.The Psy.D. is housed in the Psychology Department, within the Professional Studies Area, and is supported by a wide range of resources.

Annual Tuition/Fees: $19,236

#37  Kutztown & Millersville Universities (Kutztown, PA)

The Joint Doctor of Social Work (DSW) program between Kutztown and Millersville University prepares students to lead, and leaders who are able to teach. In a hybrid-online format, students pursue their passion for social justice through enhanced leadership, and the transformative opportunity to explore and develop themselves as scholars and practitioners. Kutztown University and Millersville University have partnered to offer their DSW program focused on preparing leaders and educators for career advancement in agencies, government, and higher education. Social Work practitioners with an MSW will be prepared to take on the challenges the industry will face in practice and in preparing future experts in the field.  The DSW is an applied degree.

A hybrid program with a residency component at the Pennsylvania campuses, the DSW program is designed with the working professional in mind.  Research topics are directly related to the needs of the practice community and an optional field work or praxis experience is part of the program. Students complete the program in 3 years. The praxis is an optional, elective field work opportunity for students to work in an academic or agency setting of the student’s choice. Students complete an approved project that is needed in the setting.  Each semester begins with an intensive weekend residency, which is an opportunity to meet faculty and classmates, to learn about program expectations, to gain assistance in meeting personal expectations and to begin studies with a face-to-face classroom experience for each of that semester’s classes.

Annual Tuition/Fees: $10,832 (in-state tuition)

#38  University of Indianapolis (Indianapolis, IN)

UIndy’s PsyD program gives students a solid foundation of core knowledge, along with the assessment, intervention and research skills necessary to successfully practice in the field. The PsyD program is taught in a traditional classroom setting, using a combination of lecture and hands-on coursework.The PsyD without MA (3+1) is 111 credit hours and can be completed in four years. The PsyD with MA (4+1) is 120 credit hours and can be completed in five years. To complete the program in the minimum amount of time, students must attend full-time during the academic year and summers. The final year of each program option consists of an internship and dissertation research (if not completed by that point).

The PsyD curriculum develops a solid foundation of core knowledge and assessment, intervention, and research skills through a structured sequence of classes and experiences. As students progress through the curriculum, they are exposed to more applied, broad-based, and sophisticated course content. In the final year, students have the opportunity to develop expertise in a concentration area and to select elective courses. Although individual courses focus on different aspects of the professional practice of psychology, recurrent themes such as the integration of theory and practice, the relationship of assessment to intervention, respect for individual and cultural diversity, scholarly inquiry, ethical practice, and professional problem solving are consistent across the curriculum.

Annual Tuition/Fees: $25,530

#39  Pacifica Graduate Institute (Santa Barbara, CA)

The Psy.D. Program at Pacifica prepares clinical psychologists who bring depth psychological approaches to working with diverse communities as well as community mental health values into depth psychology work. Those with Psy.D. degrees most often work in community-based agency settings, in private practice, in integrative health care settings, organizational settings, health service, and as faculty in professional psychology programs. A Psy.D. education stresses self-reflective practice along with interpersonal skills and the capacity to engage with others in interprofessional frameworks.

Clinical skills, projective and objective assessment, and treatment are the main application areas in addition to theory and research. Both foundational and functional knowledge are focused on. At Pacifica Graduate Institute, in addition to providing the broad and general educational context that is required in the field of psychology, depth psychology is honored for its long life of clinical effectiveness, its relational focus, and its value on expanded understandings of developmental complexity, self-organization, and individual and collective consciousness. The program embraces a practitioner-scholar model where the emphasis is on the practical application of theoretical material to specific settings in which psychologists work.

Annual Tuition/Fees: $28,100

#40  Saybrook University (Oakland, CA)

Saybrook’s PhD in Clinical Psychology program is specifically focused on the knowledge and practical skills needed to enter professional practice. Through hands-on training at residential conferences and close mentoring from faculty with years of field experience, graduates of the Ph.D. in Clinical Psychology program will be prepared to bring about positive change through service and leadership. Going beyond the mechanics of the body and brain, graduates learn to focus on a holistic view of their clients in a broader social and system context—directing their efforts toward the person-centered and interpersonal dimensions of psychotherapy that are at the heart of therapeutic effectiveness.

According to the Bureau of Labor Statistics, the job outlook for qualified psychologists is expected to grow much faster than average. As public awareness builds regarding the connection between mental health and overall health, licensed clinical psychologists may find careers in education, nonprofit, social agencies, and private-sector organizations. They will be challenged to address the needs of many populations, including seniors, military personnel, veterans, prisoners, parolees, first responders, and those suffering with chronic illness and substance abuse. Areas of focus include: Data analyses and meta-analyses; Psychotherapy; Developmental psychology; Child and adolescent psychology; Multi-cultural psychology; and Humanistic-integrative psychology.

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Annual Tuition/Fees: $30,420

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Psychology—BS

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If you are intrigued by the inner workings of the psyche, a Bachelor of Science in Psychology from Michigan Tech will allow you to mold that curiosity into a meaningful career.

Psychology is the scientific study of human behavior and cognitive processes. This broad discipline seeks to understand the human condition and explain behavior using scientific methods, with the fundamental goal of improving the well-being of individuals and our overall society.

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Psychologists can apply their training to help preserve or rehabilitate people's interpersonal relationships and mental health, and to help businesses safeguard assets such as time, finances, and human resources. From health practitioners who manage and treat psychological disorders, to business professionals who foster a healthy and productive workplace, to researchers who solve practical problems—psychology offers diverse applications and career pathways that attract many students to the discipline.

Flexible Degree, Countless Opportunities

A degree in psychology paves the way for a myriad of careers in countless settings, including government, industry, law, sports science, engineering, communications, and computers/technology. New psychology graduates entering the job market may qualify for entry-level positions in mental health, social/human services, and business administration.

Data crunching is the next big thing and a psychology grad is equipped to go beyond the numbers to interpret meaning, track trends, and gather insights. Scientific research, another growing field, requires the use of case study, content analysis, lab and field experiments, and surveys—research approaches that you gain experience with as a psychology major. In a more traditional vein, the demand for counseling and therapy services is expected to continue rising along with awareness of mental health as a component of overall well-being.

Concentrations

Psychology is a broad discipline. Focusing your effort on a concentration allows you to specialize and align with a future career interest, increasing your chances of securing graduate school acceptance or a job post-graduation.

Clinical/Counseling Psychology

The Clinical/Counseling Psychology concentration focuses on theories that inform how people function both personally and in their relationships at all ages; the emotional, social, work, school, and physical health concerns people may have at different stages in their lives; and the assessment and treatment of mental, emotional, and behavioral disorders. Students gain in-depth knowledge of normal development, psychological disorders, psychological theories, and treatment techniques.

Cognitive Psychology

The Cognitive Psychology concentration focuses on brain, perception, attention, memory, thinking and decision making with additional courses in the application of cognitive theory to work (e.g., industrial/organizational psychology), social media, and design (e.g., human centered design, cognitive task analysis).

Social Psychology

The Social Psychology concentration focuses on how individuals interact with, and are affected by, each other and their environments. Thematic areas include social and intergroup relations; social justice and perception; social influence; attitude and attitude change; motivation; emotion; industrial/organizational psychology; personality; and social cognition.

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• 3 concentration options
• 100% of psychology students participate in research or a field experience
• 90% graduate school acceptance rate—higher than the national average of 20%

Tomorrow Needs Professionals Who Understand The Human Condition

In a fast-moving and increasingly more stressed society, the need for mental health professionals will continue to grow. And psychology graduates can apply their deep understanding of human behavior, motivation, and cognitive processes to various roles in today's tech-driven business world, like customer service, human resources, management, marketing, and sales. With knowledge in psychology, you can help predict employee and customer behavior which leads to better decision-making and more effective strategies.

Career Opportunities for Psychology Majors

Those with a BS in Psychology work in some of the most satisfying jobs. Mental Health Counselor is #100 , School Psychologist is #94 , and Psychologist is #80 of the 100 Best Jobs according to US News and World Report. Some of the other career paths open to you with a BS in Psychology:

• Account Manager
• Behavior Analyst/Technician
• Case Worker
• Child Protection Worker
• College Admissions Counselor or Recruiter
• Community Recreation Coordinator
• Corrections Officer
• Drug/Substance Abuse Counselor
• Employment Counselor
• Family Services Coordinator
• Group Home Coordinator
• Health and Wellness Coach
• Hospital Patient Services Representative
• Marketing Researcher
• Marketing Specialist/Manager
• Occupational Analyst
• Program Manager
• Public Relations
• Residential Youth Counselor
• Social Service Director
• Training Specialist
• Youth Development Leader

Michigan Tech's Psychology Program: The Perfect Preparation for Graduate Studies

The growing list of graduate schools that have enrolled Michigan Tech psychology graduates includes:

• Boston College
• Brandeis University
• Canisius College
• Central Michigan University
• Florida State University
• Kansas State University
• Marquette University
• Minnesota State University
• Montana State University
• Northern Michigan University
• St. George's University
• Southern Illinois University
• University of Denver
• University of Massachusetts
• University of St. Thomas
• University of Wisconsin-Madison
• University of Wisconsin-Stout
• Western Michigan University

Ready to take the next step?

Learn more about studying psychology at Michigan's flagship technological university.

"The program is really small and it's a really close relationship with the faculty. There are a lot of chances for research and building those important connections with people in your field." Hannah DeRuyter '23, BS Psychology

Study Psychology at a Technological University

A rapidly changing world demands professionals who think critically, communicate clearly with a variety of audiences, and engage with empathy and understanding in diverse workplaces. Put your keen understanding of how and why people think, feel, and behave the way they do to make a difference in people's lives and impact the way humans live, work, and play.

• Get personalized attention : 6:1 student to faculty ratio. Nearly every major class is taught by one of our core faculty. Your instructors will take the time to get to know you and help you explore career possibilities. Faculty are doing interesting research in a variety of domains; you can join their lab or develop your own research ideas with them.
• Customize your education : Our programs are flexible by design, allowing you to create a personalized program of study to explore your interests and build a unique portfolio of skills and experiences that sets you apart on the job market. Choose a concentration in clinical psychology and counseling, social psychology, or cognitive psychology. You can also use your free electives to pursue a minor without increasing your time to graduation. Many of our students choose minors in areas that complement psychology, including pre-health professions , business , public health , diversity studies , math , and computer science .
• Engage in research : As an undergraduate, work on research with a faculty mentor in one of our labs or research groups . Gain hands-on experience with state-of-the-art research methods and tools. Research experiences give students a competitive advantage when applying for graduate school and for research-based jobs in industry. All psychology students gain foundational research skills through a two-semester research course in which they work in teams to design, conduct, and present the results of a study of their choice.
• Gain hands-on experience through internships : You can complete an internship to explore job possibilities and build your skill sets in real-world settings without needing to take a semester off to do so. Past internship locations have included the Center for Student Mental Health and Well-being, the Copper Country Intermediate School District, U.P. Kids foster and adoption services, The Barbara Kettle Gundlach Shelter for Domestic Abuse, and many others.

Undergraduate Majors in Psychology and Human Factors

• Human Factors

Not sure which major is the right fit? No problem. Just declare the General Sciences and Arts major , give yourself time, and decide when you arrive on campus. To learn more speak to an academic advisor .

Undergraduate Minors

Specialize in a secondary discipline outside of or complementary to your major, expand your knowledge base, and boost your potential career options with a psychology minor . Want a future career in law or medicine? A minor in a pre-professional program such as Law and Society  or Pre-Health prepares you for graduate school. Or choose any of the other 80+ minors . Although you can declare a minor anytime, we recommend that you begin your minor studies as early as possible in your academic career. To learn more speak to an academic advisor .

Tomorrow Needs You

Supercharge your understanding of people. Apply your knowledge to help preserve or rehabilitate people's interpersonal relationships and mental health, or to help businesses safeguard assets such as time, finances, and human resources. You'll join the ranks of health practitioners who manage and treat psychological disorders, business professionals who foster a healthy and productive workplace, or collaborative researchers from a variety of fields who work together to solve some of the most important social problems through innovative solutions. Diverse applications and career pathways await.

"Being curious is part of the culture, because we are so research driven." Katie Ulinski '23, BS Psychology, BS Human Factors

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Nav-main-mobile, vanguard university, header-utility-container, drawer trigger, nav-sub-horizontal, nav-breadcrumb, master of science in clinical psychology.

A t Vanguard University, we are known as one of the leading clinical psychology master’s programs in California.

Our Master of Science (MS) in Clinical Psychology program is designed to provide you with a strong foundation in varying theoretical and clinical modalities that will help you choose and develop your clinical and professional identity. Throughout your studies, you’ll gain the tools and techniques to work with those who struggle with behavioral, cognitive and emotional challenges. 

Designed with working professionals in mind, the clinical psychology master’s program is offered on campus or online. In the on-campus program, located at our convenient Santa Ana campus , take coursework in tracks varying from two to four years, with classes available in the late afternoon and evening. In the online program, you’ll learn from the same experts who teach our on-campus courses while having the resources and support to find success. 

This program meets the education requirements for licensure as a Marriage and Family Therapist (MFT) and/or Professional Clinical Counselor (PCC) in the state of California.

• Application Deadline: Fall - July 1st Spring - October 1
• Number of Units:  61-66
• Cost per Unit: $840
• Time to Degree: 2-4 years

Pricing is based on the current academic year and is subject to change. Scholarships or partner discounts may be available. 

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Why earn your ms in clinical psychology from vanguard university.

The MS in Clinical Psychology program equips its students to serve with excellence as Christian mental health professionals by providing the highest quality of rigorous academic training, guided professional development and integrative faith-based learning in a collaborative and supportive environment.

Practicum & Licensure

A culture of mentorship, program learning outcomes, program formats, christ-centered education, hands-on experience.

During the program, you will complete a practicum placement at sites such as college counseling centers, substance abuse treatment centers, community counseling centers or others such as the  Journeys at Vanguard  counseling center, located on the campus. The program will support and assist you in securing a placement at one of our more than 60 partner sites. If you are interested in becoming a partner site, please see our colleague resources for more information. 

Clinical Skill Development & Practicum

• You will gain practical experience beginning your first semester in our clinical psychology degree as you meet with Vanguard University undergraduate volunteers and practice the clinical skills you’re learning in class. This applied experience will prepare you for your practicum placements and help you grow as a clinician.
• You will complete supervised field experience at your practicum placement and begin earning hours towards licensure.
• Required personal therapy will give you the opportunity to be engaged in the therapeutic process as a client.

Accreditation/Program Approval

Our degree fulfills all academic requirements that are set forth by the California Board of Behavioral Sciences for licensure as a Marriage and Family Therapist (MFT) (Business and Professions Code of California Section 4980.36). The program also offers additional coursework for students interested in dual licensure as both an MFT and a Professional Clinical Counselor (LPCC). With this additional coursework, the degree also fulfills all academic requirements that are set forth by the California Board of Behavioral Sciences for both licenses (Business and Professions Code of California Section 4980.36 and 4999.33). You can see our most recent pass rates for the licensing exams on the  BBS website .

Vanguard University is accredited by the Western Association of Schools and Colleges (WASC).

American Psychological Association (APA) Accreditation – APA only accredits doctoral level programs in psychology. Since our program is a Masters level degree APA does not accredit us.

The program emphasizes mentoring and individual attention from faculty and staff in an environment that facilitates development of a cohesive and supportive community. We continue to support students in their career journey after Vanguard and maintain alumni groups and resources . 

Upon completion of the MS in Clinical Psychology  program, you will be prepared to:

• Core Knowledge of Psychotherapy.  Apply fundamental knowledge within the field of clinical psychology and psychotherapy to the treatment of individuals, families and groups.
• Diversity.  Demonstrate and apply cultural competency and sensitivity in the psychotherapeutic process.
• Integration of Faith.  Demonstrate and apply the integration of faith in the psychotherapeutic process.
• Clinical Skills.  Demonstrate effective clinical techniques within a therapeutic relationship.
• Communication.  Demonstrate effective written and oral communication skills as it specifically pertains to the field of psychotherapy.
• Professional/Personal Qualities.  Develop the professional and personal qualities that are intimately related to effective psychotherapy, including competence, acceptance, curiosity, caring, integrity, sensitivity, flexibility, insight, compassion, and personal presence.

Whether you’re studying on campus or online, our MS in Clinical Psychology is designed with the purpose of providing you with personalized attention. Both track schedules are convenient for working professionals with tracks varying from two to four years, and courses are offered in the late afternoon and evening. You’ll greatly benefit from our small class sizes which average 12 students.

In addition, you will have opportunities to connect and network with classmates, faculty and staff outside of class time. We offer an environment that facilitates the development of an inclusive and supportive community—giving you a strong support system and sense of community throughout your studies.

Online Track

Our online Master’s in Clinical Psychology program is available for residents of the state of California. Most courses are eight weeks long. Learning online will give you the best of both worlds—flexible online coursework and live class time with other students and faculty on a weekly basis.

On Campus Track

Our on-campus program offers 16-week courses on our Santa Ana Campus. Learning in person provides ongoing interaction with your faculty and classmates, and allows for spontaneous discussions, meals together, and making connections in between classes.

What Will My Class Schedule Look Like?

The 3-year track is the most popular with our students and consists of 7.5-10 units per semester, in both the afternoon and evening. For all track options and sample schedules, see our Sample Curriculum Schedules page . 

At Vanguard University, you will experience personalized instruction paired with a strong spiritual foundation that fosters knowledge, cultivates character and deepens faith. Our Christian professor-mentors will prepare you to make meaningful contributions in your profession and community, equipping you to lead a Spirit-empowered life of Christ-centered leadership and service.

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My favorite part of the clinical psychology degree program was the small class sizes; you get to have a close relationship with your professors and peers. Wherever you see yourself in the mental health field, Vanguard will prepare you for the journey. And if you’re looking for integration of faith in the classroom, this is the program for you. Now in private practice—not too far from campus—I am constantly being reminded of lessons and clinical skills that I learned at Vanguard.

Jacqueline Islas, MS '12 Alumna

Featured Courses in the MS in Clinical Psychology Program

Clinical foundations i.

Clinical and theoretical foundations of the field of clinical psychology are presented with an emphasis on Client-Centered therapy and the development of beginning level skills. Course includes  supervised experience which will be used in assessing eligibility for trainee status.

Psychodynamic Theory and Treatment

A study of the theories and processes of therapy based on the psychodynamic modality. Emphasis is placed on understanding a client's internal dynamics. Application is made in relation to theoretical and DSM diagnoses, assessment and treatment of individuals as well as an understanding how this approach can be utilized in multiple settings and with multiple populations.

Cognitive-Behavioral Theory and Treatment

A study of the theories and processes of therapy based on the cognitive-behavioral modality. Focus is placed on how belief systems interface with behavior and emotion. Application is made in relation to theoretical diagnosis, assessment and treatment of individuals, particularly with anxiety based or related conditions.

Psychology, Theology and Spirituality

Explores the integration of psychology, theology, and spiritual formation and how it affects the mental health of the client. Consideration given to the role of the therapist and the therapeutic relationship with an emphasis on the Christian faith.

Where can I Work with a MS in Clinical Psychology?

Our clinical psychology graduate program will help you pursue a fulfilling career as a Licensed Marriage and Family Therapist and/or Licensed Professional Clinical Counselor. Graduates of our master’s in clinical psychology program work as mental health clinicians, providing assessment, diagnosis, case management and therapy. You may also want to read this helpful article on career outlooks  for clinical psychology. 

Community Counseling Centers

County Mental Health Agencies

Foster Care/Adoption Agencies

Substance Abuse Treatment Centers

Private Practice

Psychiatric Hospitals

Rehabilitation Centers

Group  Homes

We recognize that our clinical education is rigorous, and we ensure that you have faculty who are dedicated to supporting you as soon as you begin your graduate coursework. Our program respects diversity and promotes an inclusive community. We focus on the therapeutic relationship, understanding counter-transferential and transferential data and learning in an experiential manner.

Brenda Gesell, PhD Program Director

Meet more Clinical Psychology Faculty

MS in Clinical Psychology Admissions Requirements

Application & admissions info, what to expect, admissions requirements - domestic applicants.

The university requirements for program admission below must be met before an application is considered complete.  

• Online application for admission
• Non-refundable $45  application fee  
• Request Official Transcripts from  any  colleges or universities attended. Vanguard graduates need only request transcripts from institutions attended after Vanguard.
• Any program-specific supporting materials (see below)

Required Supporting Materials

Applicants for the MS in Clinical Psychology  should also submit the following:

• References: (3) letters of recommendation from people who can speak about various aspects of your suitability, such as academic ability (professor), professional performance (i.e. work performance), clinical/leadership/relationship ability, or other relevant experience. The recommender cannot be a family member or friend.
• Personal Statement (750 words): Provide a detailed statement describing your significant life experiences and how they have lead you to pursue a degree in Clinical Psychology. In addition, discuss your future plans and professional goals as a result of obtaining this degree.
• Resume/Curriculum Vitae: Provide a detailed resume or curriculum vitae listing all employment, experience, education, training, etc.

Prerequisite Courses or Requirements

Applicants should also have completed:

• Introduction to Statistics
• Psychopathology or Abnormal Psychology
• Developmental Psychology or Human Development
• Counseling Theories or Theories of Personality

It is required that all prerequisite courses have been completed with a grade of B- or better. For assistance with questions regarding prerequisite requirements or whether any exceptions would apply, please email [email protected] .

Submission Instructions

All supporting documents should be submitted to the Graduate & Professional Education Office:

If possible, please submit transcripts electronically (e.g. Parchment). Unofficial transcripts and test scores* (with student name, test date and subscores), may be scanned and emailed to  [email protected] . 

• Electronically through Parchment
• Email:  [email protected]
• Mail/Drop-Off: ATTN: Vanguard University Graduate & Professional Education 55 Fair Drive Costa Mesa, CA 92626

*GRE Test scores are not required for admission into programs and are not considered in evaluating applications.

Admissions Requirements - International Applicants

To apply for a degree program at Vanguard, the following requirements must be fulfilled in addition to meeting the domestic applicant and any program-specific admission requirements specified above.

• Evalution of Official Transcript(s):  All transcripts reflecting prior coursework must be submitted. Transcripts must be evaluated, not just translated, by an official agency.
• Official TOEFL ( Test of English as a Foreign Language ) Scores:  The minimum TOEFL score requirement is 80 on the web version. If English is the primary spoken language and medium of instruction at the institution(s) attended and at least two years of full-time study occurred at such institution(s), the TOEFL may be waived.
• Affidavit of Financial Support: If supported by personal and/or family funds, submit this form with an original bank statement in U.S. currency reflecting bank balance availability of the total amount listed below. If sponsored by a government or other official agency, an official letter stating that the funding and/or scholarship is valid for use at Vanguard University must be submitted. Please contact [email protected] to obtain the Affidavit of Financial Support.
• Copy of Valid Passport
• Students applying within the U.S. must submit copies of their visa , I-94 , and if on a student visa, copies of their I-20 A-B Form .

All materials must be received in the Admissions Office by the appropriate deadline:

• Fall semester - June 1  |  Spring semester - October 1

International students must be enrolled full-time within their program. For information on specific unit requirements, please contact the Graduate & Professional Education Office at [email protected] . International students are not eligible for any financial aid with the exception of institutional talent scholarships.

For current tuition rates and fees, please visit Account Services .

Scholarships

Vanguard University offers graduate academic scholarships for the biotechnology, clinical psychology, education, leadership studies, organizational psychology, and theology programs. These 10-15% tuition scholarships are based on cumulative undergraduate GPA calculations.  You will automatically be awarded a scholarship if you qualify. Vanguard University also offers a colleague discount for the MSN and post graduate certificate programs and the Ministry Grant for applicants working full time in ministry as ordained or licensed ministers or missionaries. Please ask your admissions counselor for more information.

Financial Aid

Financial aid is offered through the FAFSA application. Please see the  Financial Aid  page for further information and talk to your admissions counselor. 

Once an applicant’s file is complete, with all required items submitted, the file is forwarded to the department for review and potential admissions interview invitation.

From there, the Office of Graduate & Professional Education will inform the applicant of their admissions decision via email with a) a program acceptance to the university, or b) a program denial with recommendations for improving their file for potential resubmission. 

Admissions Deadlines

Applications are accepted year-round. Priority and standard deadlines for specific academic terms can be viewed on the graduate admissions page . 

Have Questions?

Fill out the request information form or reach out directly to one of our team of dedicated admissions counselors. 

Office Hours: Monday-Friday 8am-5pm

Phone: 714.966.5499

Email:   Graduate Admissions Email

Campus Locations

The Office of Graduate and Professional Admissions is located on Vanguard's main campus in Costa Mesa. 

The Clinical Psychology program's administrative and faculty offices and on campus classes are located on Vanguard's Santa Ana campus at  3000 W MacArthur Blvd, Ste 200, Santa Ana, CA 92704 .

You May Also Want to Explore

See All Degrees & Programs

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• University of Pittsburgh
• Friday, November 1

Formulating Psychosis in the context of Trauma with Craig Steel, PhD

Friday, November 1, 2024 9:30am to 5:00pm

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About this Event

Fifth Ave at Bigelow, Pittsburgh, 15213

Join us for the ISPS-US 2024 Pre-Conference Workshop with Professor Craig Steel,  Oxford Health NHS Foundation Trust | University of Oxford

Description:

This workshop will be based on a cognitive behavioral approach to understanding psychosis. The first session will focus on a developmental formulation and how early stressful life events contribute to the development and maintenance of psychotic symptoms. The second session will build on this approach to consider the overlap between the symptoms of PTSD and psychosis, and the extent to which varied psychotic presentations can be understood as complex reactions to trauma. The afternoon sessions will highlight the different possible treatment approaches for working with trauma in psychosis. These will include adapted interventions such as ‘reliving’ and ‘imagery rescripting’ as well as a ‘voice dialogue’ approach to working with voices. The aim of the workshop is to ‘demystify’ these approaches to treatment and to signpost to further available training.

Event Details

• CEs:  Six continuing education credit hours are available for APA, ASWB and ACCME.
• Location:  Floor and room number in the Cathedral of Learning, as well as parking details for the University of Pittsburgh will be emailed to you nearer the date. This event is in-person only, lunch will be provided.
• Additional Date:  An additional training date on Thursday, October 31st will be added, if demand exceeds capacity for this course.
• Conference Attendee Discount:  Attendees of the ISPS-US Conference will receive a 20% discount to this course in the form of a coupon code. Please use the discount code on checkout or email [email protected] if you have questions.
• Scholarships:   Low-income individuals , including students, may use the discount code  SCHOLAR24  to access registration for $50. If this code does not work, these limited spaces have sold out. Additionally, a highly limited number of $25 tickets are available to those in need. To apply visit: https://forms.gle/rxoM1py4iHPFphiG7
• Full conference:  To see details and register for the ISPS-US 2024 Conference visit www.isps-us.org/conference conference attendees receive $50 off the pre-workshop registration

Presenter Bio

Craig completed a PhD at King’s College London (1998) and qualified as a clinical psychologist (2000) at Royal Holloway, University of London. His clinical and research work has focused on the development and evaluation of psychological treatments for psychosis. He has a particular interest in developing models than enable us to ‘make sense’ of psychotic symptoms within the context of the reaction to traumatic life events. Current research includes developing a ‘voice dialogue’ approach to working with distressing voice hearing experiences, working with a London refugee service to help evaluate trauma interventions and working with colleagues across Europe and the UK to evaluate an imagery-based intervention aimed at helping people diagnosed with bipolar disorder better regulate their mood.

He is a member of the Scientific Committee of the British Association of Behavioural and Cognitive Psychotherapy and Associate Editor to the Journal Behavioural and Cognitive Psychotherapy. He is a Chartered Clinical Psychologist, a member of the Division of Clinical Psychology and a member of the Health and Care Professionals Council. He is also an accredited Cognitive Behavioural Therapist.

Target Audience

University Unit

Please let us know if you require an accommodation in order to participate in this event. Accommodations may include live captioning, ASL interpreters, and/or captioned media and accessible documents from recorded events. At least 5 days in advance is recommended.

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How To Determine Someone’s True Character

Group of business people standing in hall

How can you determine someone's true character? Is it possible for someone to hide something from you without it being reflected in their behavior or facial expressions? originally appeared on Quora : the place to gain and share knowledge, empowering people to learn from others and better understand the world.

Answer by Dr. Abbie Maroño, PhD in Psychology and Behavior Analysis, on Quora :

Determining someone's true character can be complex, especially because people are capable of faking behavior, at least temporarily. Nonverbal cues, such as facial expressions and body language, can offer valuable insights into a person's emotions within the context of an interaction. These cues can reveal how someone feels at a particular moment—whether they are anxious, confident, or uncomfortable—but they do not necessarily provide a full picture of a person's character. Emotions are situational and can change rapidly, whereas character is a more stable and enduring aspect of a person. Hence, consistency in behavior over time is key to understanding someone's true character.

The Role of Nonverbal Cues

Nonverbal behavior can be quite telling in the short term, as they can indicate a person’s immediate emotional state. For example, facial expressions, posture, and gestures can all reveal how someone feels in a specific moment. However, these expressions are influenced by the context and the individual's emotional regulation strategies. For instance, someone might smile politely during a stressful situation, masking their true feelings of anxiety or frustration.

What’s more, while nonverbals are powerful indicators of what someone might be feeling in the moment, they are not reliable measures of deeper, long-term traits like honesty, integrity, or kindness. A person can exhibit confident body language in a job interview but still lack integrity, or they might seem nervous during a public speaking event yet be highly competent in their field.

Faking Behavior: Short-Term vs. Long-Term

In the short term, individuals can fake behaviors and emotions, often successfully, especially if they are aware of what is expected of them in a particular situation. For example, during a negotiation, someone might consciously display openness and agreement through nodding and smiling, even if they do not truly feel that way. However, research suggests that sustaining such deception over time is challenging. As people continue to interact and face various stressors, their true emotions and behaviors are likely to emerge, revealing inconsistencies.

Determining True Character Through Consistency

To assess someone's true character, it's crucial to observe their behavior over time and across different situations. True character is revealed through consistent patterns rather than isolated actions. For instance, someone who consistently demonstrates kindness, honesty, and reliability is likely reflecting their true character. In contrast, if a person shows different behaviors in different contexts—such as being generous in public but selfish in private—this inconsistency may indicate that they are hiding aspects of their true self.

The Limits of Hiding True Character

While it is possible for someone to hide aspects of their character temporarily, it is difficult to do so completely and indefinitely. Over time, stress, fatigue, and unexpected situations can cause slips in their controlled behavior, allowing their true character to surface. Even skilled individuals at masking their true selves may eventually reveal inconsistencies in their actions or expressions, providing clues to their genuine nature.

In conclusion, while nonverbal behavior can give you insights into a person’s emotions in the moment, it is not sufficient to determine their true character. Observing behavior over time and in different contexts is essential to understanding who someone truly is.

This question originally appeared on Quora - the place to gain and share knowledge, empowering people to learn from others and better understand the world.

Damian Milton, PhD

The double empathy problem reframed autism research and how we can understand autistic sociality

Suggested instructions

This profile can be shared with students to enhance the visibility of psychologists of diverse backgrounds. As an additional activity, students can be asked to conduct research to learn more about the psychologist and their work. An alternative assignment could be to ask students to find other psychologists of diverse backgrounds whose work falls into this content pillar. Keywords highlight how psychological scientists study concepts within and across pillars.

Dr. Milton (he/him) is an autistic social psychologist and sociologist on faculty at the University of Kent. He previously served as a consultant for the National Autistic Society in the United Kingdom.

Contributions

Dr. Milton, an autism researcher and advocate, has consistently challenged theories of autism, including the theory that autistic people lack empathy. Dr. Milton has advanced social psychological science with his concept of “double empathy,” which suggests that autistic people and non-autistic people may have trouble empathizing with each other because each have their own unique life experiences.

Notable publications

Milton, D. E. M. (2012). On the ontological status of autism: The ‘double empathy problem’. Disability Society, 27 (6), 883–887. https://doi.org/10.1080/09687599.2012.710008

Milton, D. E. M. (2014). Autistic expertise: A critical reflection on the production of knowledge in autism studies. Autism, 18 (7), 794–802. http://dx.doi.org/10.1177/1362361314525281

Social, Autism, Emotion, Mental Health, Psychological Treatment

The development of resources to broaden diversity and representation in the teaching of high school psychology resources is an APA Committee of Teachers of Psychology in Secondary Schools initiative supported by funding from the American Psychological Foundation David and Carol Myers Fund. This resource was developed by Kara Ayers, PhD; Emily Lund, PhD; Erika Sanborne; and Allison Shaver.

• Resources to Broaden Diversity and Representation in the High School Curriculum
• Race and Racialized Identity: Social and Personality Pillar
• Disability and Neurodiversity: Social and Personality Pillar

310 Psychology Research Topics all School College Students

Psychology is a diverse and complex field that explores human behavior, emotions, and mental processes. This compilation of 310 research topics is categorized across various levels of academic study, including PhD, postgraduate, undergraduate, and high school, as well as specialized areas like parenting, social media, and dreams.

Table of Contents

Also See: Consumer Behavior Research Topics For Students

Each category delves into unique aspects of psychological study, ranging from cognitive development to the impact of social media on self-esteem, and offers valuable insights for aspiring researchers. These topics provide a foundation for further investigation, supporting a deeper understanding of the human mind and its multifaceted nature.

PhD Psychology Research Topics (Advanced)

• Neuroplasticity and its role in cognitive development.
• Impact of trauma on neural pathways.
• Psychopathology of eating disorders in adolescence.
• Cognitive-behavioral interventions for PTSD.
• The role of genetics in schizophrenia.
• Mindfulness-based therapies for chronic pain.
• The impact of social isolation on mental health.
• Neuroscience of empathy and social cognition.
• Virtual reality for anxiety treatment.
• Cognitive decline in Alzheimer’s disease.
• The neurobiology of addiction recovery.
• Psychological effects of long-term meditation.
• Impact of early childhood trauma on adult mental health.
• Cross-cultural studies in emotional intelligence.
• The influence of genetics on personality traits.
• Role of neurotransmitters in mood regulation.
• Psychophysiology of stress responses.
• Neuroimaging studies of ADHD.
• Psycho-oncology: Mental health in cancer patients.
• Autism spectrum disorders and cognitive therapies.

Postgraduate Psychology Research Topics

• The role of attachment styles in adult relationships.
• Emotional intelligence and leadership effectiveness.
• Gender differences in coping with stress.
• The impact of social support on mental health recovery.
• The psychological impact of the COVID-19 pandemic.
• Cognitive-behavioral therapy for depression in teenagers.
• The role of cultural beliefs in mental health treatment.
• Online therapy vs. in-person therapy: A comparative study.
• Psychological effects of climate change anxiety.
• The impact of socioeconomic status on childhood mental health.
• Personality traits and job satisfaction.
• Role of mindfulness in reducing workplace stress.
• Influence of diet on mental well-being.
• Emotional regulation in people with borderline personality disorder.
• Impact of video games on attention and focus.
• Effectiveness of group therapy for social anxiety.
• Psychological effects of sleep deprivation.
• Role of exercise in improving mental health.
• Burnout and coping strategies in healthcare workers.
• Emotional resilience and academic performance in students.

Also See: Best English Speech Seminar Topics For Students

High School Psychology Research Topics

• How does peer pressure influence decision-making in teens?
• The role of social media in shaping self-esteem.
• The effects of music on concentration and learning.
• Bullying and its psychological effects on teenagers.
• The role of extracurricular activities in emotional development.
• How does sleep affect memory retention?
• Can positive thinking improve academic performance?
• Impact of social media addiction on mental health.
• The relationship between stress and physical health in students.
• Role of pets in reducing teenage stress.
• The impact of video games on aggressive behavior.
• How does social anxiety affect teenage friendships?
• Effects of family dynamics on emotional well-being.
• The influence of advertisements on body image in teenagers.
• Do extracurricular activities improve mental health in teens?
• How does part-time work affect student academic performance?
• Role of mindfulness in reducing test anxiety.
• Impact of social networks on teenage loneliness.
• How does social media impact body image in adolescents?
• Role of personality traits in friendship selection.

Undergraduate Psychology Research Topics

• The relationship between stress and academic achievement.
• Social media usage and its effect on sleep quality.
• How does procrastination affect mental health?
• The impact of childhood trauma on adult relationships.
• Role of self-esteem in academic success.
• How does social isolation affect mental health in college students?
• The influence of group behavior on decision-making.
• Cognitive development and its impact on problem-solving skills.
• Emotional intelligence and its effect on conflict resolution.
• Influence of parental expectations on student mental health.
• The role of optimism in mental well-being.
• How does meditation affect concentration in college students?
• Role of peer support in managing depression.
• Effects of social media on loneliness in college students.
• The role of personality in career choices.
• Impact of part-time work on student well-being.
• The relationship between mental health and academic motivation.
• Role of sports in enhancing self-esteem in students.
• How do learning styles affect academic performance?
• Psychological impact of living away from home for the first tim e.

Also See: 150 Best Chemistry Seminar and Presentation Topics

Parenting Psychology Research Topics

• The role of parenting styles in shaping children’s behavior.
• Influence of parental involvement on academic success.
• Impact of helicopter parenting on children’s independence.
• The role of fathers in early childhood development.
• How do parental expectations affect child self-esteem?
• Impact of divorce on children’s emotional well-being.
• How does parental discipline affect children’s social skills?
• Parenting styles and their impact on children’s mental health.
• Role of positive reinforcement in child development.
• The impact of parental stress on child behavior.
• How does parenting affect childhood anxiety?
• Role of parenting in preventing teenage substance abuse.
• The influence of maternal mental health on child development.
• How does sibling rivalry impact emotional development?
• The role of fathers in shaping children’s academic performance.
• How does authoritative parenting affect children’s emotional intelligence?
• Parenting and its impact on adolescent self-esteem.
• How do parenting practices influence children’s social competence?
• Role of parent-child communication in emotional regulation.
• Parenting in the digital age: Managing screen time.

Also See: Best Seminar Topics for Youth

Social Media and Psychology Research Topics

• How does social media use affect self-esteem?
• The role of social media in the development of social anxiety.
• Cyberbullying and its psychological impact on teenagers.
• Effects of social media on body image dissatisfaction.
• Role of social media in shaping political opinions.
• Social media addiction and its mental health implications.
• Influence of influencers on consumer behavior.
• How does social media usage affect attention span?
• The psychological impact of social media validation.
• Effects of excessive social media use on loneliness.
• How do online friendships impact real-world relationships?
• Role of social media in promoting mental health awareness.
• The relationship between social media usage and sleep quality.
• Impact of social media on romantic relationships.
• Role of social media in developing a false sense of reality.
• How does social media affect stress levels in teenagers?
• The impact of online communities on self-esteem.
• Social media and the fear of missing out (FOMO).
• Influence of social media on impulsive buying behaviors.
• Psychological effects of “likes” and “comments” on social platforms.

Dreams and Psychology Research Topics

• The role of dreams in emotional processing.
• How does REM sleep affect dream recall?
• The psychological significance of recurring dreams.
• Can lucid dreaming improve mental health?
• Role of dreams in problem-solving.
• The relationship between stress and nightmares.
• The influence of sleep disorders on dreaming.
• Can dreams predict emotional challenges?
• Role of culture in dream interpretation.
• Impact of trauma on dream patterns.
• How do dreams reflect subconscious fears?
• Cognitive theories of dreaming and memory consolidation.
• Influence of external stimuli on dream content.
• How do medications affect dream recall?
• The role of dream journaling in self-discovery.
• Freud’s theory of dreams and modern interpretations.
• How do personality traits influence dream content?
• Impact of alcohol and drugs on dream experiences.
• The relationship between sleep paralysis and lucid dreaming.
• The connection between dream content and waking life stress.

Also See: 310+ Physics Seminar and Presentation Topics

Social Psychology Topics

• Role of group dynamics in shaping attitudes.
• How does conformity affect decision-making?
• The impact of social roles on behavior.
• Social influences on individual identity.
• Role of authority figures in shaping behavior.
• Impact of cultural differences on social behavior.
• Social perception and stereotyping.
• How does groupthink influence decision-making in teams?
• The influence of social identity on prejudice.
• Social comparison and its impact on self-esteem.

This extensive list of psychology research topics serves as a valuable resource for students and researchers at various academic levels. By exploring these areas, scholars can contribute to advancing psychological knowledge and addressing real-world mental health issues, fostering a better understanding of human behavior.

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