college of charleston clinical psychology phd

A major in Psychology consists of 44 hours including the Liberal Arts Core requirement of Psychology 110    and requires a minor. Required courses in the psychology major may not be challenged. This major is available on-ground (Experiential) and completely online (Contemporary). For admissions, financial aid,  and tuition information for online students, refer to our  Enrollment Services    page.

Psychology (44 hours) + Liberal Arts Core (47 hours)

Foreign language requirement (hours included above).

Students are required to take a minimum of 3 credit hours but are not required to progress past FL 202 (Intermediate II) if the student places higher than FL 201.  If a student places higher than 202, the student has completed her/his required FL credit.  Note that this placement does not count toward the required 125 hours (may vary according to degree) required of all CSU students.

Choose one of the following courses:

• ARAB 110 and 110L, 120, 201, or 202 or
• FREN 110 and 110L, 120, 201, or 202 or
• SPAN 110, 111 or 112 and 110L, 101, 102, 120, 201, or 202 or
• CHST 121, 122, 131, or 132 or
• Any other 3 hour foreign language course.

Liberal Arts Core (47 hours)

• See  Liberal Arts Core (LAC) for all bachelor degrees   .
• MATH 105 - Introduction to Mathematical Structures or higher satisfies the liberal arts core   requirement in Mathematics for this major.  (Must earn a grade of ”C” or better)

Major Studies (44 hours)

Required courses (23 hours).

• PSYC 110 - General Psychology (3 hour(s)) *

(meets 3 hours of Social Science LAC requirement)

* A grade of “C” or better is required to graduate.

• PSYC 115 - Critical Thinking and Writing in Psychology (3 hour(s))
• PSYC 275 - Introduction to Psychopathology (Abnormal) (3 hour(s))
• PSYC 301 - Introduction to Behavioral Statistics (3 hour(s))
• PSYC 301L - Introduction to Behavorial Statistics Lab (1 hour(s))
• PSYC 302 - Research Methods in Psychology (4 hour(s))
• PSYC 303 - Research Methods II (3 hour(s))
• PSYC 475 - History and Systems of Psychology (3 hour(s))

Developmental (3 hours)

Select one of the following:

• PSYC 221 - Child Psychology (3 hour(s))
• PSYC 222 - Adolescent Psychology (3 hour(s))
• PSYC 322 - Psychology of Adulthood and Aging (3 hour(s))

Social/Personality (3 hours)

• PSYC 250 - Social Psychology (3 hour(s))
• PSYC 260 - Positive Psychology (3 hour(s))
• PSYC 340 - Psychology of Religious Experience (3 hour(s))
• PSYC 380 - Theories of Personality (3 hour(s))

Clinical (6 hours)

Select two of the following:

• PSYC 230 - Issues and Ethics in the Helping Professions (3 hour(s))
• PSYC 255 - Health Psychology (3 hour(s))
• PSYC 312 - Introduction to Psychological Testing (3 hour(s))
• PSYC 315 - Introduction to Group Process (3 hour(s))
• PSYC 324 - Behavior Disorders of Childhood (3 hour(s))
• PSYC 375 - Introduction to Human Services (3 hour(s))
• PSYC 400 - Introduction to Counseling (3 hour(s))
• PSYC 469 - Internship in Psychology (3 hour(s))

Experimental/Physiological (3 hours)

• PSYC 410 - Physiological Psychology (3 hour(s))
• PSYC 420 - Principles of Learning (3 hour(s))
• PSYC 430 - Cognitive Psychology (3 hour(s))

Elective hours in Psychology (6 hours)

Students must take an additional 6 credit hours in Psychology. These courses may be chosen from the developmental, social/personality, clinical or experimental/physiology groupings above, any special topics course offered for credit in the major or any other course offered for credit in the major. Students may also choose CHST 250 for this major.

All students must have at least 125 hours to graduate. Students who took MATH 099 or ENGL 099 will need at least 129 hours to graduate. Full Bridge students will need at least 133 hours. Students must meet the Residency Requirements   described in this catalog.  

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• Degrees & Programs

Clinical Psychology - Doctor of Philosophy (Ph.D.)

The Ph.D. in Clinical Psychology is an Indiana University degree offered in the Department of Psychology.

The Ph.D. in Clinical Psychology prepares students for careers as researchers, educators, direct service providers, and administrators. Although the program provides strong clinical training, its primary emphasis is on the methods of behavioral science, and the program offers unusually rich opportunities for research and training.

The program requires a full-time commitment for six years of study, including completion of six academic semesters of course work, a minimum 800 hours of practicum experience, a master’s thesis, a preliminary examination to admit a student to doctoral candidacy, a dissertation, and a one-year internship. In addition to the core course work in clinical psychology, students take additional courses, gain focused research experience, and gain practicum experience across our three areas of emphasis: clinical health psychology, diversity science, and dual diagnosis (severe mental illness/psychiatric rehabilitation and substance use). The program has a strong commitment to diversity, equity, and inclusion, as seen in our community, coursework, practicum placements, and research. The program is accredited by the American Psychological Association and is a member of the Council of Clinical Health Psychology Training Programs.

Program details » Learn about the program's goals and objectives, core faculty, training emphases, and more.

Requirements

Read the requirements in the academic bulletin. Choose the bulletin year corresponding to your first term.

• 2023–2024
• 2022–2023
• 2021–2022
• 2020–2021
• 2019–2020
• 2018–2019

Offered at IU Indianapolis by School of Science

Offered on campus

Career Services

See our PREPs page.

More information

Learn more about this degree program

Program details

The Clinical Psychology Ph.D. program subscribes to a clinical science model of clinical training. As such, students seeking strong research training, in conjunction with  evidence -based practicum experiences, would be the most desirable students for the program.

Program highlights

• Unique programmatic focus areas: health psychology, diversity science, and dual diagnosis (severe mental illness and substance use)
• High publishing productivity of students and faculty
• Cutting edge, grant-funded research
• Located on the primary academic health sciences campus for the state of Indiana, with active collaborators and clinical supervisors in the IU School of Medicine and nearby hospitals
• Students receive prestigious recognitions and awards
• Diverse range of community-based clinical practicum opportunities, tailored to your interests
• 100% APA-accredited internship match rate in the past 10+ years (compared to 81% national average of Clinical Ph.D. programs)
• Emphasize diversity, equity, and inclusion in our community and research
• Nestled in the urban city of Indianapolis; low cost of living (12% below national average) allows enjoyment of great restaurants, parks, museums, and events on a graduate student budget
• Welcoming culture of collaboration and collegiality among students and faculty

Goals & objectives

The Ph.D. Program in Clinical Psychology was designed to integrate the assessment and intervention strategies of evidence-based clinical psychology with health/rehabilitation psychology's emphasis on optimizing the adaptation of persons with chronic, disabling medical conditions. Our program addresses the psychological and social consequences of mental and physical health conditions. As researchers, we study behaviors, experiences, and attitudes of persons with disabilities and illness; develop and assess theoretical models that attempt to understand how behavior, health, and illness interact; and develop and evaluate treatment approaches. As practitioners, we assess individuals and their environments, plan and implement interventions, and monitor the success of this work. The program emphasizes the acquisition of the methods, theories, and knowledge of behavioral science along with the practitioner skills of clinical psychology.

The program embraces a series of three overarching goals and seven subsidiary objectives for training. The goals and objectives are outlined below. Upon graduating from the program, students will be able to demonstrate a high level of competence in each of these areas.

Goal 1: To produce graduates who are capable of making independent contributions to the scientific knowledge base of clinical psychology

• Objective 1A: Students will demonstrate knowledge in the breadth of scientific psychology, including historical perspectives of its foundations and development.
• Objective 1B: Students will demonstrate knowledge in the theory, methodology, and data analysis skills related to psychological research
• Objective 1C: Students will demonstrate the ability to generate new scientific knowledge and theory related to the field of psychology.

Goal 2: To produce graduates who can competently integrate the science and practice of clinical psychology and can provide evidence-based services

• Objective 2A: Students will acquire knowledge and skills in the assessment of individual strengths and weaknesses, as well as the diagnosis of psychological problems and disorders.
• Objective 2B: Students will acquire knowledge and skills in the conceptualization, design, implementation, delivery, supervision, consultation, and evaluation of evidence-based psychosocial interventions for psychological problems and disorders.

Goal 3: To produce graduates who demonstrate they can conduct themselves in culturally sensitive and ethical ways in the science and practice of clinical psychology

• Objective 3A: Students will demonstrate sensitivity, knowledge, and skills in regard to the role of human diversity in the research and practice of clinical psychology.
• Objective 3B: Students will demonstrate a working knowledge of the APA ethical code and will demonstrate their ability to apply ethical principles in practical contexts.

Core faculty

Program leadership.

Melissa Cyders, Ph.D. Director of Clinical Training

As the Director of Clinical Training, I oversee the management of the clinical psychology program, including student recruitment, retention, and development. I am also responsible for day-to-day management of the program, communication with our accrediting body, and working with other program faculty and leadership to ensure students develop and meet competency milestones while enrolled in our program.

Kendra Stewart, Ph.D. Assistant Director of Clinical Training

As the Assistant Director of Clinical Training, I oversee the clinical training for the program, including practicum development, placement, and quality control. I also work with other faculty to ensure students clinical training meets program guidelines and goals.

Deanna Barthlow, Ph.D. Director of the Clinical Psychology Mental Health Center

As Director of the Clinical Psychology Mental Health Center , I oversee the day-to-day operations of the center, provide supervision and training to first-time and advanced clinical trainees, and make all administrative decisions for the center. I work with other faculty and leadership to ensure students are prepared for external advanced practicum placements.

Core Faculty Mentors

My primary research area is the role of emotional experiences and impulsivity in risk processes for a wide range of maladaptive health behaviors, including alcohol use, drug use, gambling, risky sexual practices, sexting, and eating disorders.

I am planning to recruit a new graduate student for my research laboratory for Fall 2025.

Adam Hirsh, Ph.D.

My lab conducts research on the biopsychosocial aspects of pain and functioning in humans. We study providers of pain care, patients who experience pain, and healthy laypersons.

India Johnson, Ph.D.

My body of work examines evidence-based interventions to promote the success of singly and multiply marginalized persons across a variety of organizational environments.

Kyle S. Minor, Ph.D.

My focuses on identifying clinical risk markers of psychosis and implementing interventions for individuals at risk for or diagnosed with Schizophrenia-spectrum disorders. The long-term goals of my research program are to develop instruments that accurately assess psychotic symptoms and create interventions to improve the lives of people with psychosis.

Catherine Mosher, Ph.D.

My primary research interests are: (1) developing, evaluating, and disseminating psychosocial interventions for cancer patients and their family caregivers; and (2) identifying demographic, medical, and social predictors of physical and psychological health outcomes in cancer patients and their family caregivers. My recent projects have focused on novel applications of Acceptance and Commitment Therapy for these populations.

I am not planning to recruit a new graduate student for my research laboratory for Fall 2025.

Kevin Rand, Ph.D.

Currently, my research is focused in several health-relevant populations, including people with cancer, people experiencing clinical pain, and women experiencing pelvic health concerns (e.g., dysmenorrhea, pelvic organ prolapse, hot flashes). I am interested in understanding how people cope with their illnesses and how these coping efforts influence psychological adjustment (especially symptoms of depression and anxiety) and future treatment decisions. More generally, I investigate how people think about and pursue goals in their lives, how they cope with goal disruptions, and how these goal pursuits influence people's mental and physical health. I am a core faculty member of the RESPECT center, which is a collaborative, interdisciplinary group of researchers and clinicians who are interested in the science of palliative and end-of-life care across the lifespan.

Jesse Stewart, Ph.D.

I conduct research examining the influence of negative emotions (e.g., depression, anxiety, and hostility/anger) on the development of cardiovascular diseases, such as heart disease and hypertension. I also investigate the role of cardiovascular responses to stress in the development of cardiovascular diseases.

Wei Wu, Ph.D.

I am interested in developing, improving, and evaluating statistical methods that are useful in clinical research. My research has been primarily focused on the methods to analyze missing data such as multiple imputation methods for continuous and categorical data, and methods to analyze change such as growth curve modeling, as well as methods to probe possible causal effects such as cross lagged panel models. I am also interested in efficient designs for longitudinal research.

I am planning to recruit a new graduate student as a co-advisor with another faculty member in Fall 2025.

John C. Guare, Ph.D. , Assistant Director of Clinical Training

Emphasis: Health Psychology

As the Assistant Director of Clinical Training, I oversee the clinical training for the program, including practicum development, placement, and quality control. Although I do not maintain a program of research, my interests are in health psychology, diabetes, and obesity.

John H. McGrew, Ph.D., Emeritus

Emphasis: Severe Mental Illness

My current interests can be broadly classified into three areas: evidence-based community treatments for persons with severe mental illness, mental health system change and assessment, and autism.

Michelle P. Salyers, Ph.D.

My broad area of research interest is psychiatric rehabilitation, focusing on skills and supports to help adults with severe mental illnesses achieve recovery goals. I am currently working on projects related to two main areas: 1) shared-decision making to help people collaborate more effectively with their treatment providers; and 2) enhancing well-being of treatment providers to help reduce burnout and turnover, while also improving quality of care.

Tamika Zapolski, Ph.D.

My primary research focus is on understanding important factors related to risk of drug use among youth and developing interventions to help mitigate risk for future use among youth. Although many of the findings based on the research from my lab are universal, applicable across ethnic groups, I do pay particular focus on understanding cultural factors that are influential in elevating risk of drug use among African American youth.

Degree requirements

Students are required to complete a minimum of 90 semester hours of graduate work.

Clinical Psychology (18 credit hours)

Courses include two semesters each of intervention and assessment; coursework in ethical, cultural, and legal issues in clinical psychology; and psychopathology.

Statistics and Methods (15 credit hours)

Two courses in basic statistical techniques, one course in research methods, one course in systematic review and meta-analysis, and an additional advanced statistical analysis course.

Psychology Breadth (6 credit hours)

Two integrated breadth courses: one examining cognitive, affective, and social aspects of behavior and one in developmental neuroscience.

Clinical Practicum (12 credit hours)

A minimum of 800 hours of supervised training with hands-on experience in assessment and intervention. First clinical practicum experience occurs in our Mental Health Center, providing intensive training and supervision. Subsequent practica occur in local clinical and healthcare settings.

Minor (6 credit hours)

Two courses in minor area of study (Diversity Science or Psychology of Teaching).

Professional Development (5)

Courses include a first-year professional development seminar, a teaching seminar, area meetings, advanced clinical intervention trainings, and an advanced professional development seminar.

Electives (12 credit hours)

Four courses of the student’s choice from the psychology department or from other departments within the university, pending approval of the student’s plan of study committee.

Master's Thesis (3 credit hours)

Dissertation (9-18 credit hours), clinical internship (0-2 credit hours).

A minimum of 2000 hours of supervised training at an approved site.

General Psychology Core (12 credit hours)

One course in each of the four core areas (biological, cognitive-affective, social, and psychopathology).

Statistics and Methods (12 credit hours)

Two courses in basic statistical techniques and one course each in measurement theory and research design.

A minimum of 800 hours of supervised training in local clinical and healthcare settings with hands-on experience in assessment and intervention.

Electives (9 credit hours)

Three courses of the student’s choice from the psychology department or from other departments within the university, pending approval of the student’s plan of study committee.

Teaching Experience (1-2 credit hours)

A teaching seminar and supervised experience.

Admission requirements

Degrees are conferred through the Indiana University system. Entering students must meet the minimum admission requirements of the Graduate School of Indiana University and departmental requirements.

We are particularly interested in receiving applications from persons with a strong commitment to research, scholarly work, and a scientific perspective. Previous research experience or the completion of an undergraduate research project is seen as particularly positive (but not required). We value a broad liberal arts or science-based undergraduate education as the foundation for graduate study. We take a balanced approach to admission, and relative weaknesses in one area may be balanced by strengths in others. The clinical psychology program is committed to creating a diverse, equitable, and inclusive learning environment for its students; persons with disabilities and underrepresented individuals are encouraged to apply.

Admission to the program is competitive and only under unusual circumstances will students be considered for admission who fail to meet these standards:

Bachelor's degree

All applicants must have a bachelor's degree from an accredited institution. You do not need a master's degree to apply.

An undergraduate and graduate grade point average of 3.2 or higher on a 4-point scale. The mean GPA of students admitted between 2014-2020 is 3.81.

Submission of GRE test scores is optional - applications with and without GRE scores will be given equal consideration. Scores are used in the overall evaluation process by the area to determine preparation for graduate training, but there is no minimum score required and all credentials are considered by the admissions committee. Only valid GRE scores are accepted; test scores are valid for five years after the testing year in which you tested (July 1-June 30).

Psychology GRE

The Psychology GRE is optional, but not required - applications with and without GRE scores will be given equal consideration.

Undergraduate Prerequisites

Except in unusual circumstances, students admitted to the program are expected to have completed at least 15 credit hours in psychology. Although there are no specific undergraduate course prerequisites for program entry, students without coursework in the following areas will likely be at a disadvantage when taking some of the required courses: 1) research methods, 2) statistics, and 3) abnormal psychology. Students without preparation in these areas may be asked by their instructors to complete some remedial activity prior to enrolling in the graduate course (e.g., reading an undergraduate text or taking an undergraduate course).

Curriculum Vitae and Essay

Applicants are asked to submit a curriculum vitae, as well as a personal essay of </= 750 words using the following prompt: Describe how your background, accomplishments, and life experiences led to your decision to pursue a PhD in Clinical Psychology from our institution. Discuss your goals for graduate school and your future career. In addition, describe how your background, accomplishments, and life experiences will help you contribute to a diverse, equitable, and inclusive Department where everyone feels valued and is treated with dignity and respect. Include any educational, personal, cultural, economic, or social experiences, as well as any challenges and/or opportunities, that are relevant to your academic path.

International students English proficiency requirements

As an international applicant, you must take the Test of English as a Foreign Language (TOEFL) unless you have a bachelor's degree from a predominantly English-speaking country . You must have a minimum total score of 80  on the internet-based test (subscore minimums must also be met: Reading-19, Listening-14, Writing-18, Speaking-18). For more information, visit the Office of International Affairs website.

Application deadline

December 1 st (Students admitted for fall enrollment only). To be considered for admission, all application materials must be received by the deadline.

Application review & selection process

Completed applications received by the application deadline are reviewed in December or early January by the Admissions Committee, consisting of the core faculty. After the folders are reviewed individually by a subset of the Committee, a meeting is scheduled in which an initial pool of candidates is selected. Candidate selections are made using the following criteria: research experience, GPA, strength of undergraduate education, GRE scores (optional), and letters of recommendation. The compatibility of student interests with those of the faculty and the program emphasis (i.e., health psychology, diversity science, severe mental illness, substance use research) is strongly considered.

Candidates are then interviewed by faculty and staff during a day-long zoom interview, usually scheduled in January or February. Candidates also meet individually and as a group with current graduate students. Alternative interviews may be conducted if the applicant is unable to attend the interview day.

Following the interviews, the Committee meets again to make final selections. The candidates are then rank-ordered with primary selections and alternates. Candidates who are recommended by the Admissions Committee are then contacted by email, with acceptance letters sent to the applicants. Following American Psychological Association Guidelines, applicants must communicate whether they accept the offer for admission by April 15. The rank-order list of accepted applicants provides the next individual who will be offered acceptance into the program if an initial offer is rejected. Finally, the selections are sent to the Graduate School at West Lafayette for final approval. Candidates offered admission may be offered an opportunity to attend admissions open house prior to making an enrollment decision.

Each year approximately 4-8 applicants are admitted by the Admissions Committee, with all the faculty committee members participating in the selection process. The exact number of admitted students is determined by a consideration of (1) qualifications of applicants; (2) capacity to provide quality training to all students; and (3) capacity to provide assistantships or other sources of support for all new and current students. Because more qualified applicants apply to the program than can be admitted, the first criterion has not been the limiting factor. The second criterion assumes a ratio of no more than 6 students to each core faculty. With 9 current core faculty who mentor research, the maximum capacity is approximately 56 students. As a practical matter, financial support is currently the most salient limiting factor. Taking into consideration fellowship, grant, and departmental support, we anticipate 4-8 students can be brought in annually.

Offers & acceptances policy

The Clinical Psychology Program follows the policy of the Council of University Directors of Clinical Training (CUDCP).

Student admissions, outcomes, and other data

View student admissions, outcomes, and other data for the Clinical Psychology Ph.D. program »

Training emphases

The program provides training emphases in three areas:

• clinical health psychology
• diversity science
• dual diagnosis (severe mental illness/psychiatric rehabilitation and substance use)

This is accomplished by completing advanced courses, selecting targeted practicum experiences, and engaging in research in these areas. The Department of Psychology, the IUI campus, and the city of Indianapolis provide numerous research and clinical opportunities and a rich environment to pursue these interests. The Department of Psychology has ongoing funded projects in all three areas and provides for a vibrant climate of scholarly activity. Superb practicum placement opportunities are also readily available in all three areas and complement the vigorous research experiences and the advanced courses offered.

Clinical Health Psychology

Clinical health psychology is both an applied and a basic science, traditionally focusing on four areas: health promotion and maintenance, prevention and treatment, etiology and correlates of health, illness, and dysfunction, and the health care system and the formulation of health care policy. A clinical health psychologist is a clinical psychologist who specializes in the application of psychological knowledge to the understanding of health and illness through basic and clinical research, education, and clinical service activities. Related areas are behavioral medicine and health psychology. This training emphasis area will prepare students to enter the field as researchers, practitioners, and/or administrators in a variety of settings, including universities, medical schools, hospitals and medical centers, clinics, private practice, and government agencies.

Diversity Science

Diversity science examines issues related to diversity, equity, and inclusion, including stigma, differential access to resources, and poorer physical and mental health outcomes that disproportionately affect minoritized populations. This minor provides coursework that examines the historical influences, social structures, and contemporary practices that produce disparities across several sectors in society, as well as strategies and interventions to mitigate and prevent such disparities.

Dual Diagnosis

The co-occurrence of substance and alcohol use and severe mental illness is common and requires a focus on prevention, early identification, and specialized intervention. Individuals with severe psychiatric disorders (such as schizophrenia and bipolar disorder) often have ongoing problems in community functioning and require a set of practices aimed at assisting such individuals to achieve personal life goals and full integration into the community. Similarly, substance and alcohol use disorders have mortality rates and societal costs and are often difficult to treat. Students interested in dual diagnosis are exposed to new research and clinical training related to evidence-based practice and have an opportunity to work with nationally recognized leaders in the field. Research practices span from neuroimaging, neurocognitive measurements, ecologically momentary assessment, laboratory-based oral and intravenous alcohol studies, qualitative methods, school-based interventions, and large-scale longitudinal survey methods. Students often participate in research collaborations and practicum training through the ACT Center of Indiana, the Roudebush VA, PARC center for early psychosis, the Indiana Alcohol Research Center, the Indiana School of Medicine Adolescent Division, the Addiction Neuroscience Program, the Indiana University Addictions Grand Challenge Program, and a T32 training grant housed in the Department of Psychology focused on training on research in alcohol use.

Mental Health Center

The Mental Health Center is an in-house training clinic for the IUI Clinical Psychology PhD program. Services are provided by doctoral students from the PhD program in Clinical Psychology at IUI. They will be supervised by a licensed clinical psychologist.

We serve IUI students (undergraduate, professional, and graduate) with clinically significant but less severe/urgent behavioral health and wellness-related needs with individual and group therapy.

We also aim to serve IUI students and community members who need educational and/or behavioral health assessments.

Mental Health Center website »

External clinical practica

The IUI campus and the city of Indianapolis provide a rich environment for clinical practica.

A clinical practicum is a supervised training and educational experience conducted in a university, hospital, or community health care setting. Generally, the sites for these practica are located in the Indianapolis area, but other locations are also possible. Training stresses the integration of scientific method, critical thinking, and evidence-based knowledge into professional practice. Practicum training helps students increase their basic clinical skills and confidence and acquire increased understanding of professional responsibility and ethics, as well as the many roles that psychologists can perform.

Practica are organized on a one or two semester-long basis and are usually one or two days each week. An important feature of the practicum experience at IUI is a high degree of access to many different clinical settings and client populations within and across specializations. In addition, most practicum sites involve professional psychologists who provide on-site supervision and serve as mentors. Health professionals including psychiatrists and others also function in supervisory and mentoring roles. The Assistant Director of Clinical Training meets individually with students to identify practicum sites based on student interest, skills, and site availability. Close liaison is maintained between the Assistant Director of Clinical Training and each practicum site to ensure that the practicum experience is meeting the training needs and educational objectives of the student. Most students complete 4-5 different placements.

Examples of potential practicum sites

• Indiana University Medical Center – Outpatient Psychiatry Clinic
• Roudebush VAMC Hospital – Mental Health Unit
• Riley Hospital for Children – Tic and Anxiety Clinic
• Carmel Psychology (children/adolescents)
• Marian University Counseling Center
• Indiana University (IU) Health – Primary Care
• Indiana Polyclinic (chronic pain clinic)
• Indiana University Medical Center – Diabetes Clinic
• Riley Hospital for Children – Pediatric Pain Clinic
• Riley Hospital for Children – Gender and Adolescent Health Program
• Riley Hospital for Children – Pediatric Behavioral Sleep Medicine
• Riley Hospital for Children – Pediatric Psycho-oncology
• Roudebush VAMC Hospital – Pain Clinic
• Roudebush VAMC Hospital – Primary Care Clinic
• Roudebush VAMC Hospital – Palliative Care
• Indiana University Medical Center – Digestive and Liver Disorders Division
• Methodist Hospital – Addiction and Treatment Recovery Center
• Methodist Hospital – Choice Program (Primary Care)
• Charis Center for Eating Disorders
• Indiana University Medical Center – Neuropsychology Clinic
• Meridian Psychological Associates
• Roudebush VAMC Hospital – Neuropsychology Clinic
• Eskenazi Hospital – Sandra Eskenazi Center for Brain Excellence
• Neuropsychology Associates
• Beacon Psychology Services (children/adolescents)
• Juvenile Detention Center (children/adolescents)
• Eskenazi Hospital – Midtown Community Mental Health Center
• Eskenazi Hospital Midtown Westside –Borderline Personality Disorder Clinic
• Eskenazi Hospital – Midtown Prevention and Recovery Clinic (PARC)
• Roudebush VAMC Hospital – Psychosocial Rehabilitation and Recovery Center (PRRC)
• Roudebush VAMC Hospital – Psychiatric Inpatient Unit

Financial support

The Department of Psychology provides financial support for Ph.D. students throughout their graduate education. We make the commitment to support students in good standing for 5 years. Although the availability of student funding fluctuates, we have been able to provide financial support (stipend + tuition scholarship for the maximum remittable portion of tuition) for all of our doctoral students for five years. Students in good standing within the Clinical Psychology program will receive a minimum stipend of $21,000. Stipend support typically comes from teaching or research assistantships, for 20 hours/week, 10 months of the year (with additional summer funding often available).

Teaching assistantship activities may include grading, coaching students, teaching labs, and guest lecturing. Advanced students often have the opportunity to be the instructor of record for a number of different courses, including on-line options. Research assistantships typically involve working with the student's primary mentor (and/or collaborators) on funded research studies. Activities may include project management, recruiting and interviewing clinical participants, data analysis, manuscript writing, and grant writing.

The Clinical Program sets aside at least 25% of our annual budget to go directly to students to support travel and research projects. The past few years, we have been able to support over $12,000 worth of student requests annually. In addition, research grants and dissertation fellowships are available on a competitive basis, and our students have been successful in obtaining these. The departmental or school provides licenses for major research software, and student licenses for other software are available for low cost. The Clinical Program also purchases clinical manuals and library resources each year.

If you are from a qualifying Midwest state, you may be eligible for the Midwest Exchange Program .

Accreditation

The program is accredited by the American Psychological Association (APA).

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

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002

Phone: (202) 336-5979 Email: [email protected]

accreditation.apa.org accreditation.apa.org/contact

Post-baccalaureate training

Interested in our program but need to develop your skills and preparedness? Apply for the IUI Post-Baccalaureate Research Education Program (IPREP) .

Student accomplishments

Graduate students in our Clinical Psychology Ph.D. program are competitive in obtaining external grants, fellowships, and awards. Our students have been successful in receiving various campus-wide university fellowships, research/travel awards and other awards including the Sherry Queener Graduate Student Excellence Award and Elite 50. In addition, our students have obtained pre-doctoral internship placements at many excellent clinical and research facilities around the country.

Here are a few recent accomplishments of our current students.

External Research Grants & Fellowships

• Danielle Abel,  CTSI TL1 Fellowship Award (2021), VA Connecticut Bell-Kerns Psychology Research Award (2024), VA VISN 1 New England MIRECC Pilot Study Grant (2024)
• Tracy Anastas,  F31 Ruth L. Kirschstein National Research Service Award, National Institute on Minority Health and Health Disparities (NIMHD)
• Eva Argyriou,  F31 Predoctoral Training Award
• Lindsey Fisher-Fox, NSF Graduate Research Fellowship (2022)
• Alexis Grant, APA Division 40 Dissertation Grant (2022), APA Division 38 Dissertation Grant (2022), VA Connecticut Bell-Kerns Psychology Research Award (2024)
• Shirin Khazvand, NIAAA T32 Training Grant (2022)
• Ellen Krueger,  T32 Predoctoral Training Award, Interdisciplinary Training in Behavioral Oncology, NCI
• Melissa Liu, NIAAA T32 Training Grant (2022)
• Madisen Russell, NSF Graduate Research Fellowship Program Honorable Mention (2024)
• Matt Schuiling, Sleep Research Society Trainee Merit Award (2022)
• Danielle Able, CTSI TL1 Fellowship Award (2021)
• Tracy Anastas,   F31 Ruth L. Kirschstein National Research Service Award , National Institute on Minority Health and Health Disparities (NIMHD)
• Eva Argyriou, F31 Predoctoral Training Award
• Devin Banks,  F31 Ruth L. Kirschstein National Research Service Award , National Institute on Drug Abuse
• Ellen Krueger,  T32 Predoctoral Training Award , Interdisciplinary Training in Behavioral Oncology, NCI
• Loretta Hsueh,  Predoctoral Fellowship , Indiana Clinical and Translational Sciences Institute (CTSI), National Institutes of Health (NIH)/National Center for Advancing Translational Sciences (NCATS)
• Matthew Marggraf, Predoctoral Fellowship , Indiana CTSI, NIH/NCATS
• Danielle Tometich, F31 Ruth Kirschstein National Research Service Award , National Cancer Institute (NCI);   T32 Predoctoral Fellowship , Interdisciplinary Training in Behavioral Oncology, NCI;  R25 Predoctoral Fellowship , Training in Research for Behavioral Oncology and Cancer Control Program, NCI
• Miji Um, F31 Ruth L. Kirschstein National Research Service Award , National Institute on Alcoholism and Alcohol Abuse (NIAAA);  T32 Predoctoral Fellowship , Training grant on genetic aspects of alcoholism, NIAAA

National Awards

• Tracy Anastas,  Junior Investigator Research Award, Pain & Disparities Special Interest Group, American Pain Society
• Chachi Bocanegra, US Association for the Study of Pain Travel Award
• Ian Carson, Society for Prevention Research Early Career Prevention Network Travel Award (2023)
• Chris Crawford, American Psychosomatic Society Scholar Travel Award (2023), Indy Pride Scholarship (2023)
• Emma Estrella, US Association for the Study of Pain Travel Award
• Alexis Grant,  Interfaith Leadership Grant (2021), International Association for the Study of Pain Best Paper published in the past 5 years (2022)
• Timothy Lipuma, Honorable Mention (2022), Ford Fellowship
• Melissa Liu, Student Merit Award (2021, 2022), Research Society on Alcoholism
• Christiana Prestigiacomo,  Student Merit Award (2021), Research Society on Alcoholism
• Maggie Rose-McCandlish, National Center for Complementary and Inegrative Health Merit Award for Intramural Scientific Achievement (2023)
• Matt Schuiling, American Psychosomatic Society Scholar Travel Award (2023), Sleep Research Society Trainee Merit Award (2023)
• Michelle Williams,  Honorable Mention (2021), Ford Fellowship, American Psychosomatic Society Diversity Scholar Travel Award (2023)
• Tracy Anastas, Junior Investigator Research Award,  Pain & Disparities Special Interest Group, American Pain Society
• Kelli Chinh, Meritorious Student Abstract Award and Citation Abstract (2021), Society of Behavioral Medicine
• Alexis Grant, Interfaith Leadership Grant (2021) , Interfaith Youth Core
• Loretta Hsueh, Meritorious Student Abstract , Society of Behavioral Medicine
• Lauren Mehok, Meritorious Student Abstract Award and Best Trainee Abstract Winner (2021), Society of Behavioral Medicine
• Jay Patel, Citation Poster (2021), American Psychosomatic Society
• Brittany Polanka, Minority Initiative Award , American Psychosomatic Society
• Christiana Prestigiacomo, Student Merit Award (2021), Research Society on Alcoholism
• Alia Rowe, Student Poster Contest Finalist , Early Career Preventionist Network
• Ekin Secinti, Distinguished Student Award (2021), Society of Behavioral Medicine
• Danielle Tometich, 1 st  Place Award for Student Research , Pain Special Interest Group, Society of Behavioral Medicine
• Michelle Williams, Honorable Mention (2021), Ford Fellowship
• Miji Um, Honorable Mention , National Science Foundation - Graduate Research Fellowship Program, University Distinguished Master's Thesis Award , IUPUI, Distinguished Master's Thesis Award,  Midwest Association of Graduate Schools

School Awards

• Danielle Abel, IUI Elite 50 (2023), Distinguished Master’s Thesis Award (2023)
• Ian Carson, IUI Elite 50 (2024), IUI Athletics Favorite Professor (2023)
• Richelle Clifton,  IUPUI Elite 50 (2021), IUPUI Premier 10 (2021)
• Chris Crawford, John H. Edwards Fellowship (2024), Fielding Advocacy and Leadership Award (2024), GSDC Graduate Diversity Award (2024)
• Lindsey Fisher-Fox, Chancellor’s Master of Science Award (2024)
• Alexis Grant,  IUPUI Elite 50 (2021), Prevention Insight Big Idea Challenge (2021), GSDC Graduate Student Diversity Award (2023)
• Jessica Mickens,  Racial Justice Research Award (2021), President’s Diversity Mahogany Monette, President’s Graduate Diversity Fellowship (2024)
• Evan Myers, IUI Elite 50 (2024)
• Christiana Prestigiacomo, IUI Elite 50 (2024)
• Sarah Rogers,  IUPUI Elite 50 (2021)
• Eddie Salgado, IUI Elite 50 (2024)
• Michelle Williams, President’s Diversity Dissertation Fellowship (2023), Dissertation Fellowship (2024)
• Tracy Anastas, IUPUI Elite 50 (2020)
• Richelle Clifton, IUPUI Elite 50 (2021), IUPUI Premier 10 (2021)
• Alexis Grant, IUPUI Elite 50 (2021), Prevention Insight Big Idea Challenge (2021)
• Annalee Johnson-Kwochka, IUPUI Elite 50 (2020)
• Lauren Mehok, IUPUI Elite 50 (2020)
• Jessica Mickens, Racial Justice Research Award (2021)
• Sarah Rogers, IUPUI Elite 50 (2021)
• Ekin Secinti, IUPUI Elite 50 (2020), IUPUI Premier 10 (2020), Women’s History Month Leadership Award (2021)

Internship Match (past 5 years, 2019-2024)

• Danielle Abel, VA Connecticut Healthcare System, West Haven, CT
• Tracy Anastas, VA Puget Sound, Seattle, WA
• Eva Argyriou, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Devin Banks, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Emily Bass, Durham VA Medical Center, Durham, NC
• Shaun Davis, Vanderbilt University Medical Center, Nashville, TN
• Kelly Chinh, UC San Diego, San Diego, CA
• Richelle Clifton, University of Washington-Psychiatry, Seattle, WA
• Ian Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
• Melanie Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
• Alexis Grant, VA Connecticut Healthcare System, West Haven, CT
• Loretta Hsueh, Department of Psychiatry, University of Illinois at Chicago, Chicago, IL
• Annalee Johnson-Kwochka, Indiana University School of Medicine, Indianapolis, IN
• Shirin Khazvand, Johns Hopkins All Children's Hospital, Saint Petersburg, FL
• Ellen Krueger, Missouri Health Sciences Psychology Consortium, Columbia, MO
• Melissa Liu, Minneapolis VA Health Care System, Minneapolis, MN
• Matt Marggraf, VA Maryland Health Care System/University of Maryland School of Medicine, Baltimore, MD
• Lauren Mehok, Southwest Consortium, Albuquerque, NM
• AJ Muth, Portland VA Medical Center, Portland, OR
• Evan Myers, VA Connecticut Healthcare System, West Haven, CT
• Brittany Polanka, University of Florida Health Science Center, Gainesville, FL
• Jay Patel, Rush University Medical Center, Chicago, IL
• Christiana Prestigiacomo, VA Ann Arbor Healthcare System, Ann Arbor, MI
• Phil Procento, Indiana University School of Medicine, Indianapolis, IN
• Sarah Rogers, Richard L. Roudebush Indianapolis VAMC, Indianapolis, IN
• Alia Rowe, Atlanta VA Health Care System, Decatur, GA
• Eddie Salgado, University of Michigan/Rackham Institute, Ann Arbor, MI
• Ekin Secinti, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Mackenzie Shanahan, University of Florida Health Science Center, Gainesville, FL
• Aubrey Shell, Indiana University School of Medicine, Indianapolis, IN
• Danielle Tometich, Department of Psychiatry, Yale University, New Haven, CT
• Miji Um, University of Washington, Seattle, WA
• Michelle Williams, University of Chicago Medicine, Chicago, IL
• Yue Yu, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Danielle Abel, VA Connecticut Healthcare System, West Haven, CT
• Tracy Anastas, VA Puget Sound, Seattle, WA
• Eva Argyriou, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Devin Banks,  Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Shaun Davis, Vanderbilt University Medical Center, Nashville, TN
• Kelly Chinh, UC San Diego, San Diego, CA
• Richelle Clifton, University of Washington-Psychiatry, Seattle, WA
• Ian Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
• Melanie Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
• Alexis Grant, VA Connecticut Healthcare System, West Haven, CT
• Loretta Hsueh,  Department of Psychiatry, University of Illinois at Chicago, Chicago, IL
• Annalee Johnson-Kwochka, Indiana University School of Medicine, Indianapolis, IN
• Shirin Khazvand, Johns Hopkins All Children's Hospital, Saint Petersburg, FL
• Ellen Krueger, Missouri Health Sciences Psychology Consortium, Columbia, MO
• Matt Marggraf,  VA Maryland Health Care System/University of Maryland School of Medicine, Baltimore, MD
• Lauren Mehok, Southwest Consortium, Albuquerque, NM
• AJ Muth, Portland VA Medical Center, Portland, OR
• Brittany Polanka,  University of Florida Health Science Center, Gainesville, FL
• Jay Patel, Rush University Medical Center, Chicago, IL
• Phil Procento, Indiana University School of Medicine, Indianapolis, IN
• Sarah Rogers, Richard L. Roudebush Indianapolis VAMC, Indianapolis, IN
• Alia Rowe, Atlanta VA Health Care System, Decatur, GA
• Ekin Secinti, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Mackenzie Shanahan, University of Florida Health Science Center, Gainesville, FL
• Aubrey Shell, Indiana University School of Medicine, Indianapolis, IN
• Danielle Tometich,  Department of Psychiatry, Yale University, New Haven, CT
• Miji Um, University of Washington, Seattle, WA
• Yue Yu,  Charleston Consortium, Medical University of South Carolina, Charleston, SC

Diversity, Equity, and Inclusion

The IUI Clinical Psychology Program is committed to promoting a diverse faculty and student body. Diversity enriches the graduate education experience, and we strive to create and maintain a welcoming environment for students, staff and faculty, including those from minority and underrepresented groups.

Diversity is a campus-wide value as well. IUI ranks in the top 20 non-Historically Black Colleges and Universities in the US for minority students. The School of Science in particular embodies a clear commitment to inclusion and diversity .

Our commitment to diversity is also clear in our training approach. We offer a specific course on diversity and integrate issues of cultural relevance and adaptation throughout our other coursework (e.g., intervention, assessment, research methods). Students complete a 6-credit hour in Diversity Science, preparing them to infuse diversity into their research programs and questions. Students receive clinical training working with diverse client populations given the rich variety of community practicum training sites. Research labs often include a focus on minority health, diversity science, and health disparities. For example, Dr. Adam Hirsh conducts research examining the mechanisms that give rise to disparities in pain care for African American and low socioeconomic patients. Dr. Jesse Stewart is interested in studying how race and ethnicity moderate the relationships between psychosocial factors and health-related outcomes, including cardiovascular disease, obesity, and diabetes. 

We are actively engaged in mentoring graduate students from underrepresented groups and to foster successful careers in academia and beyond. For example, some of our doctoral students are Southern Regional Education Board (SREB) Scholars. The SREB Doctoral Scholars Program is designed to address the shortage of minority faculty members at institutions of higher education by providing mentorship, networking, and training in conducting research, securing faculty positions, and progressing in academia.

Our faculty members are also actively engaged in mentoring undergraduate students from underrepresented groups in conducting research and pursuing graduate education. For example, we currently have undergraduate students participating in the Diversity Scholars Research Program and the Olaniyan Scholars Program. The campus is also a host to a postbaccalaureate program (IPREP) to prepare under-represented post-baccalaureate students for careers in academia; several of our faculty mentor students in this program. These students actively participate in our labs and enrich the research training and experience of our graduate students.

The Clinical Psychology Ph.D. program is accredited by the American Psychological Association (APA). The Commission on Accreditation at the APA requires that accredited programs provide this data.

Student admissions, outcomes, and other data »

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	Aug 11, 2024   2024-2025 Undergraduate Catalog     2024-2025 Undergraduate Catalog | Major Requirements Credit Hours: 47+ In addition to completing the requirements for this major, students must also complete the degree requirements specified in the Academic Regulations    section of this catalog. Courses within this major may also satisfy general education requirements. Please consult the Liberal Arts and Sciences General Education Requirements    for more information. Required Introductory Course PSYC 103 Introduction to Psychological Science (3) Honors students can take the alternative course of HONS 163    in lieu of PSYC 103   . Experimental Foundations PSYC 211 Psychological Statistics (3) * PSYC 220 Research Methods (3) PSYC 250 Psychological Statistics and Research Methods (6) ** *It is recommended that students take one or more mathematics courses prior to enrollment in PSYC 211    or PSYC 250   . ** PSYC 250    is strongly recommended for students in the B.S. program; however, students may take PSYC 211    and PSYC 220    in lieu of PSYC 250   . Core A. Complete two courses totaling 6 credit hours from the following: PSYC 213 Conditioning and Learning (3) PSYC 214 Behavioral Neuroscience (3) PSYC 215 Cognitive Psychology (3) PSYC 216 Sensation and Perception (3) Students may elect to enroll in more than the two required courses from Core A. Students completing additional courses from Core A can apply these credit hours towards the elective hours required for the major. Core B. Complete two courses totaling 6 credit hours from the following: PSYC 221 Psychopathology (3) PSYC 222 Psychology of Personality (3) PSYC 223 Social Psychology (3) PSYC 224 Lifespan Development (3) Students may elect to enroll in more than the two required courses from Core B. Students completing additional courses from Core B can apply these credit hours toward the elective hours required for the major. Elective Requirement Complete four courses totaling 12 credit hours with at least 6 of these credit hours at the 351-level or above: BIOL 351 Cellular and Molecular Neuroscience (3) BIOL 352 Systems and Integrative Neuroscience (3) BIOL 353 Hormones and Behavior (3) BIOL 354 Techniques in Neuroscience (4) BIOL 447 Seminar in Neuroscience (3) MGMT 377 Psychology of Entrepreneurship (3) PSYC 312 Adverse Childhood Experiences (3) PSYC 315 Special Topics in Psychology I (1-4) PSYC 316 Applied Behavior Analysis (3) PSYC 318 Comparative Animal Psychology (3) PSYC 319 Practicum in Psychology (1-3) PSYC 321 Psychology in the Workplace (3) PSYC 329 Environmental Psychology (3) PSYC 330 Psychology of Prejudice and Discrimination (3) PSYC 332 Psychology of Social Change (3) PSYC 333 Health Psychology (3) PSYC 334 Psychology of Stress (3) PSYC 335 Positive Psychology: Optimizing Psychological Well-being (3) PSYC 337 Psychology of Aging (3) PSYC 344 Psychology of Substance Abuse (3) PSYC 350 Psychology of Gender (3) PSYC 351 Cellular and Molecular Neuroscience (3) PSYC 352 Systems and Integrative Neuroscience (3) PSYC 353 Hormones and Behavior (3) PSYC 354 Techniques in Neuroscience (4) PSYC 359 Study Abroad in Neuroscience (4) PSYC 370 Tests and Measurements (3) PSYC 373 Applied Cognitive Psychology (3) PSYC 374 Sins of Memory (3) PSYC 375 Topics in Child and Adolescent Development (3) PSYC 385 Cognitive Neuroscience (3) PSYC 386 Behavioral Pharmacology (3) PSYC 387 Neuropsychology (3) PSYC 389 Child Psychopathology (3) PSYC 390 Advanced Psychological Statistics (3) PSYC 391 Foundations of Psychotherapy (3) PSYC 392 Scientific Foundations of Clinical Psychology (3) PSYC 394 History and Systems of Psychology (3) PSYC 397 Internship Experience (3) PSYC 404 Teaching Mentorship (1-3) PSYC 410 Special Topics II (1-4) PSYC 413 Conditioning and Learning: Advanced Topics (3) PSYC 422 Personality Psychology: Advanced Topics (3) PSYC 423 Social Psychology: Advanced Topics (3) PSYC 435 Advanced Topics in Positive Psychology (3) PSYC 445 Independent Study in Neuroscience (1-3) PSYC 446 Special Topics in Neuroscience (3) PSYC 447 Seminar in Neuroscience (3) PSYC 448A Bachelor’s Essay in Neuroscience (3) PSYC 448B Bachelor’s Essay in Neuroscience (3) PSYC 460 Advanced Conditioning and Learning with Lab (3) PSYC 461 Advanced Personality Psychology with Lab (3) PSYC 462 Advanced Social Psychology with Lab (3) PSYC 464 Advanced Behavioral Neuroscience with Lab (3) PSYC 466 Advanced Sensation and Perception with Lab (3) PSYC 468 Advanced Cognitive Psychology with Lab (3) PSYC 469 Advanced Developmental with Lab (3) PSYC 497 Tutorial (1-3) PSYC 498 Independent Study (1-3) PSYC 499A Bachelor’s Essay (3) PSYC 499B Bachelor’s Essay (3) Math Requirement: Complete two courses from the following totaling at least 6 credit hours: MATH 104 Elementary Statistics (3) MATH 111 Pre-Calculus Mathematics (4) MATH 116 Calculus for Business and Social Sciences (3) MATH 120 Introductory Calculus (4) MATH 207 Discrete Structures I (3) MATH 220 Calculus II (4) MATH 250 Statistical Methods I (3) HONS 216 Conceptual Tour of Contemporary Mathematics (3) For higher-level MATH courses that can count for this requirement, please consult with the Psychology Department. Declared students with approved math alternatives may satisfy this requirement by taking one of the above courses and an approved general education math alternative course. Honors students can take the alternative course of HONS 115    in lieu of MATH 120   . Honors students can take the alternative course of HONS 215    in lieu of MATH 220   . Honors students can take the alternative course of HONS 217    in lieu of MATH 250   . Science Requirement: Complete 8 credit hours of an introductory sequence or higher in biology, chemistry, or physics, including HONS variants (of which 2 credit hours must be earned in the accompanying laboratories). Alternatively, complete 5 credit hours from HONS 190   / HONS 190L   : BIOL 101 Concepts and Applications in Biology I (3) BIOL 101L Concepts and Applications in Biology I Lab (1) BIOL 102 Concepts and Applications in Biology II (3) BIOL 102L Concepts and Applications in Biology II Lab (1) BIOL 111 Introduction to Cell and Molecular Biology (3) BIOL 111L Introduction to Cell and Molecular Biology Lab (1) BIOL 112 Evolution, Form, and Function of Organisms (3) BIOL 112L Evolution, Form, and Function of Organisms Lab (1) CHEM 101 General Chemistry (3) CHEM 101L General Chemistry Laboratory (1) CHEM 102 Organic and Biological Chemistry (3) CHEM 102L Organic and Biological Chemistry Laboratory (1) CHEM 111 Principles of Chemistry I (3) CHEM 111L Principles of Chemistry I Laboratory (1) CHEM 112 Principles of Chemistry II (3) CHEM 112L Principles of Chemistry II Laboratory (1) PHYS 101 Introductory Physics I (3) PHYS 101L Introductory Physics Laboratory (1) PHYS 102 Introductory Physics II (3) PHYS 102L Introductory Physics Laboratory (1) PHYS 111 General Physics I (3) PHYS 111L General Physics I Lab (1) PHYS 112 General Physics II (3) PHYS 112L General Physics II Lab (1) HONS 190 Accelerated General Chemistry (4) HONS 190L Accelerated General Chemistry Lab (1) The above listed natural science sequences are at the introductory level. Higher level sequences (e.g. BIOL 222   - BIOL 221   ) taken at the College or transferred from another school may also satisfy this requirement. Honors students can take the alternative sequence of HONS 151   / HONS 151L    in lieu of BIOL 111   / BIOL 111L   . Honors students can take the alternative sequence of HONS 152   / HONS 152L    in lieu of BIOL 112   / BIOL 112L   . Honors students can take the alternative course of HONS 190   / HONS 190L    in lieu of CHEM 111   / CHEM 111L    and CHEM 112   / CHEM 112L   . Honors students can take the alternative sequence of  HONS 157   / HONS 157L    in lieu of  PHYS 111   / PHYS 111L   .  Honors students can take the alternative sequence of HONS 158   / HONS 158L    in lieu of PHYS 112   / PHYS 112L   . PSYC 198    is not applicable toward the major. Credit cannot be applied for both PSYC 250    and PSYC 211    towards the program requirements. Credit cannot be applied for both PSYC 250    and PSYC 220    towards the program requirements. No more than 6 credit hours from PSYC 315    may be applied towards the program requirements. No more than 6 credit hours from PSYC 375    may be applied towards the program requirements. No more than 6 credit hours from PSYC 404    may be applied towards the program requirements. No more than 6 credit hours from PSYC 410    may be applied towards the program requirements. No more than 6 credit hours from PSYC 497    may be applied towards the program requirements. No more than 6 credit hours from PSYC 498    may be applied towards the program requirements. Coursework Meeting Major Requirements Excluded from the Major GPA Calculation The following courses are excluded: BIOL 101   , BIOL 101L   ,  BIOL 102   ,  BIOL 102L   ,  BIOL 111   , BIOL 111L   , BIOL 112   , BIOL 112L   , BIOL 221   , BIOL 222   , CHEM 101   , CHEM 101L   , CHEM 102   , CHEM 102L   , CHEM 111   , CHEM 111L   , CHEM 112   , CHEM 112L   , CHEM 231   , CHEM 231L   , CHEM 232   , CHEM 232L   , HONS 115   , HONS 151   , HONS 151L   , HONS 152   , HONS 152L   , HONS 157   , HONS 157L   , HONS 158   , HONS 158L   , HONS 190   ,  HONS 190L   , HONS 215   , HONS 216   , HONS 217   , MATH 104:499(or approved general education math alternative course), PHYS 101   , PHYS 101L   , PHYS 102   , PHYS 102L   , PHYS 111   , PHYS 111L   , PHYS 112   , PHYS 112L     Coronavirus Updates Patient Care Adult Patient Care Children's Health Education at MUSC Hollings Cancer Center Research at MUSC College of Medicine Departments Psychology Internship American Psychological Association Office of Program Consultation & Accreditation 750 First Street, NE Washington, DC 20002-4242 202-336-5979 202-336-5978 (fax) [email protected] APPIC Central Office 17225 El Camino Real Onyx One - Suite #170 Houston, TX 77058-2748 832-284-4080 832-284-4079 (fax) [email protected] The Charleston Consortium Psychology Internship Program  The Charleston Consortium’s mission is to provide interns with training that will enhance their expertise in research, clinical assessment and treatment, integration of science and practice, and understanding cultural and individual differences in our increasingly diverse society. Intern Admissions, Support & Initial Placement Data The Charleston Consortium Internship Program is a joint endeavor of the Medical University of South Carolina and the Ralph H. Johnson Veterans Affairs Medical Center. The Consortium is fully accredited by the American Psychological Association (last site visit: 2016). We are also a member of the Academy of Psychological Clinical Sciences, which is a coalition of doctoral training programs that share a common goal of producing and applying scientific knowledge to the assessment, understanding, and amelioration of human problems. Membership in the Academy is granted only after a thorough peer review process. Its membership in the Academy indicates that the Charleston Consortium is committed to excellence in scientific training, and to using clinical science as the foundation for designing, implementing, and evaluating assessment and intervention procedures. We particularly welcome applications from students in other Academy programs. We are also committed to providing training to interns who reflect diversity with respect to race, ethnicity, gender, age, disability status, gender identity, sexual orientation, and religious belief. Dean G. Kilpatrick Charleston Consortium Internship Program Welcome & Overview Welcome & Overview The Charleston Consortium places a high value on providing outstanding clinical training. The rotation descriptions offer a sense of the rich training opportunities available here. The faculty recognize the crucial importance of having your internship year match your clinical training needs. Every effort is made to see that each intern completes a set of clinical rotations that balances specialized interests with exposure to a broad range of clinical practice. Interns are guaranteed their first rotation choice at the time of match. They are also guaranteed six months of training within the track in which they match. Every effort is made to honor intern interests and preferences regarding other rotations. The program has been very successful in matching the clinical interests of interns with available clinical rotations. Thus, interns interested in particular areas of clinical practice (e.g., children and families, neuropsychology, behavioral medicine, substance abuse, anxiety disorders, etc.) can receive substantial amounts of clinical experience in their chosen area(s) of clinical interest. We offer a General Track , as well as six specialty emphasis tracks: Adult Psychopathology Behavioral Medicine Child/Pediatric Neuropsychology Substance Use Traumatic Stress Tracks do not limit the variety of rotations that interns can complete. That is, it is possible (indeed, it is encouraged) for interns to complete any rotation outside their specialty track. The purpose of matching into a particular track is to guarantee the equivalent of six months of clinical experience within that track. Intern applicants identify the emphasis areas they wish to be considered for and can select as many as they wish. Interns selected within a track will get at least half of their clinical rotations within the special emphasis area. However, it is important to note that interns typically complete at least one rotation outside of their special emphasis area. This is important for two reasons. First, it maintains the generalist nature of the program because it ensures that all interns receive some clinical training outside of a specialty area. Second, it makes it possible for interns who are not in a given special emphasis area to obtain clinical training on a rotation within special emphasis areas. Each intern applicant is asked to provide information on their preferences for rotation prior to submission of the match list. Request Info Accreditation Board of Trustees Church Relations CSU At a Glance Meet President Faulkner Our Community Our History Strategic Plan University Resources What We Believe Academic Calendar Academic Catalog Air Force ROTC Centers and Institutes Certificate Programs CSU Scholars Academy Degree Matching Honors Program International Programs Internships (ELI) Office of the Registrar Study Abroad Undergraduate Programs Accepted Students Financial Aid Life at CSU Transfer Students Campus Ministries Campus Recreation Campus Store Commuter Students Counseling Services CSU Traditions Housing Options Residence Life Student Accounts Student Organizations Student Resources Graduate School Charleston Southern Online Passport to Purpose New Students Current Students School & Guidance Counselors Faculty & Staff Event Calendar Online Payments Social Media Directory Virtual Tour Clinical Counseling Degree Clinical Counseling Mission & Learning Outcomes Faculty and Staff Program FAQs Courses – Clinical Counseling Elizabeth Wofford Clinical Counseling Program Director, Assistant Professor of Counseling Health Science Building P 843-863-7325 E [email protected] Admissions Office Hunter Center P 843-863-7050 E [email protected] Ask A Question Start a meaningful career with the master's in clinical counseling degree program. The Master of Science in Clinical Counseling program at Charleston Southern University is a terminal degree intended to prepare students for clinical practice as Licensed Professional Counselors. The program is designed to educate compassionate and highly motivated individuals who will excel in providing client-centered mental healthcare, practicing as agents of change, serving as leaders in their communities and advancing the mental health profession. Full details and curriculum can be found in the graduate catalog . Graduates of the program will be eligible to sit for the National Counselor Examination (NCE) for Counselors (National Board of Certified Counselors). Upon completion of this degree, passing the boards (NCE), and completing supervisory training, a student will be able to apply for licensure in the majority of states in which they wish to practice. Full-time: 33 months/8 semesters Part-time: 48 months New students can begin each fall. Credit Hours: Total = 60 (51 credit hours in core course work, and 9 credit hours in electives.) *Generate your total tuition cost with the tuition calculator . Fully Online Clinical Counseling Degree Option CSU will continue a traditional in-person track for clinical counseling students, which offers quality interaction with professors, class discussion and skills training. We also offer an online synchronous cohort track, maintaining the same quality of counselor development but allowing students to participate from any state. Students who elect the online option for continuing their education will NOT be required to come to campus at any time during the program, making this a unique non-traditional option for prospective students. Most courses are offered in the evenings to accommodate working professionals and their schedules. For the online track, live classes will require two afternoon/evenings per week. Accreditation: Charleston Southern University’s accreditation can be found  here . The Master of Science in Clinical Counseling Program plans to submit an application for accreditation to the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in 2023. The Master of Science in Clinical Counseling Program meets South Carolina License requirements for a Licensed Professional Counselor (LPC) with 60 credit hours of graduate level work and 700 hours of clinical experience. Students are responsible for investigating the specific requirements of the state in which they are planning to practice following graduation. While the program is planning to submit a CACREP application in 2023, it’s important for potential students to note there are at least two states (Kentucky and North Carolina) that currently require CACREP degrees for state licensure. Applicants must consider the states in which they want to obtain a counseling license and investigate state licensing boards for updates in this area of requirements . For additional information on accreditation affiliations and disclosures at CSU, please visit:  https://www.charlestonsouthern.edu/about/accreditation-disclosures/ . Your next step to becoming a student at Charleston Southern Application requirements. Graduate Application Official transcripts from ALL institutions attended  Cumulative undergraduate GPA of 3.0 on a 4.0 scale* Two online recommendations (be prepared to submit reference names and contact information on the online application) Goals Statement *Applicants with lower GPA may be considered based on other factors such as life experience. Learn Clinical Counseling From a Biblical Perspective The Clinical Counseling program at Charleston Southern University is unique in its integration of faith and counseling knowledge as it seeks to train future clinicians who are clinically competent and biblically sound counselors. What is a Licensed Professional Counselor? Students who obtain a Masters in Clinical Counseling degree are academically prepared to become Licensed Professional Counselors (LPCs) .  LPCs are mental health service providers who are trained to work with individuals, groups, couples, and families to treat a variety of mental, emotional, and behavioral problems.  LPCs can provide services in a variety of settings including: Private practices Schools, universities, and colleges Mental health and social service agencies Practicum & Internships A practicum experience of 100 hours with a minimum of 40 hours of direct client services and an internship of 600 hours with a minimum of 240 hours of direct client service are required as part of the 60 course credits in the final year of the program. The Clinical Coordinator for the program will work with students to ensure placement at clinical sites that meet the standards of the program and the needs of the individual student. Online students will be assisted in finding placements within their communities as well. As a graduate of Charleston Southern University with a BS in psychology and sociology, I went into the workforce wishing I had the opportunity to continue my education at CSU and obtain a degree in counseling. Fast-forward 25 years, and here it is! I am so happy to be in the new program. The instruction, coursework, classmates, professors, and environment are exactly what I hoped for and expected from CSU. I truly believe the Christian environment makes this program superior to any in the state. As a working adult with kids, the schedule has even been a fit for my life. We are learning so much so fast and already practicing our counseling skills. Kristi Willis ’93 and MS Clinical Counseling ’22 In the Clinical Counseling program, you’ll take courses like… Psychopathology Social and Cultural Foundations Human Growth and Development Counseling and Personality Theories Introduction to Family Dynamics Advanced Training in Addiction Treatment Program Director The faculty offices for the Department of Clinical Counseling are housed in the Health Science Building. In-person classes are held in a variety of locations on campus including the Health Science Building, Derry Patterson Wingo Hall, and the Whitfield Center for Christian Leadership.   University of Charleston Explore Programs Request Info Financial Aid Transcripts Schoenbaum Library BA: In-Seat, Online, BS: In-Seat Charleston and Online Program Overview This program helps you better understand the behavior and processes of organisms, and to learn to appreciate psychology as a discipline, a science, and a profession. Our unique program offers two tracks: Bachelor of Arts (BA) and Bachelor of Science (BS). The BS is offered for in-seat students while the BA can be completed either in-seat or online. Bachelor of Arts in Psychology The Bachelor of Arts track is designed for those who are more interested in the practice of psychology. Those who are not particularly interested in research but want to enter the human services field often choose this track. Bachelor of Science in Psychology The Bachelor of Science track is more heavily focused on research in psychology. Students in this track will design and conduct their own research project prior to graduation. In large part, students in the BS and BA tracks complete similar sequences of courses to achieve their degrees. Students pursuing the BS track typically follow a curriculum that includes more math and science courses, while those seeking a BA track will take courses that focus on more traditional liberal arts courses. Both tracks prepare students for graduate study in psychology, counseling, social work, and other related fields. Freshman applicants with a 2.5 or higher high school GPA and transfer students with a 2.0 or higher cumulative college GPA are eligible for general admission to UC and will gain direct entry into this program. Students may apply online or download the admissions application. Program Highlights Internships and service-learning experiences related to clinical, counseling and forensic psychology, as well as other fields of interest, are available Unique, two-track option to help you reach your career goals. Professional networking opportunities, as well as opportunities for travel to areas around the country and the world. The program has two organizations associated with it – Psi Chi, the international honor society for the study of psychology, and The Psychology Club, open to anyone with interest in the field of psychology. Psychology is also available as a minor. Program Outcomes Post-undergraduate job opportunities. Behavioral Health Technician Case Manager Corrections (Correctional Officer, Parole Officer) Human Resource Manager Psychometrician Skills Trainer Supportive Counselor Post-Graduate Degree Job Opportunities Psychologist Social Worker Excellent Graduate School Placement 100% of UC Psychology majors who applied to graduate school over the past ten years have been accepted. Professional Experience Our students present and compete at several national professional events in the fall and spring, providing opportunities to gain confidence, develop critical thinking, and to network with other psychology students. Additional Information The  Psi Chi Honor Society  is the international honor society for the study of psychology. To achieve membership in Psi Chi, students must: Meet the academic standards established by the organization Be recommended by the faculty for membership Be approved as members by current Psi Chi members The  Psychology Club  is open to anyone, regardless of major, who has an interest in the field of psychology. Meet the Faculty Michael J. 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Lee A. Selzer Newman Center https://www.citadel.edu/catholic The Gold Star Journal https://www.citadel.edu/goldstar The Office of Financial Aid & Scholarships https://www.citadel.edu/financial-aid Tommy and Victoria Baker School of Business https://www.citadel.edu/business Truth, Racial Healing, and Transformation Center https://www.citadel.edu/trht Veteran Students https://www.citadel.edu/veterans Zucker Family School of Education https://www.citadel.edu/education The Military College of South Carolina The Citadel School of Humanities & Social Sciences Department of Psychology Welcome to the psychology department at the citadel. The Department of Psychology is composed of dynamic, enthusiastic faculty with high standards in teaching at the undergraduate and graduate levels. In addition to undergraduate major and minor programs of study, the Psychology Department at The Citadel offers two graduate level programs: a 75-hour Educational Specialist (Ed.S.) degree program in School Psychology, and a 57-hour Master’s (M.A.) degree program in Clinical Counseling.  The School Psychology program has full approval from the National Association of School Psychologists (NASP). The Master’s in Psychology and Counseling Accreditation Council (MPCAC) accredited the Clinical Counseling program. Undergraduate Program – Mission The Citadel’s undergraduate programs in Psychology are grounded in liberal arts and sciences. The major in Psychology is designed around a broad liberal education. This involves learning in the humanities and sciences integrated through an emphasis on the study of human behavior. Students in psychology develop an approach to learning that combines an empirical, objective methodology built upon observational and statistical strategies, with skills in discerning patterns across data. All of which in turn foster conceptual and theoretical analysis. Graduates of this program have the knowledge base and skills in data analysis that support graduate study. They are prepared for employment in positions that require understanding and motivating others. With this mission in mind, the Psychology Department recognizes that its greatest asset is its students.  The Department insures students have the highest level of instruction. In addition, that they are learning material expected of a college graduate majoring in psychology. Ed.S. in School Psychology – Mission The School Psychology program embraces a training model based upon the application of the principles of scientific methodology to the school setting. For example, a school psychologist is a data-based problem-solver who is able to bring his/her knowledge (psychological and educational) and skills (diagnostic and prescriptive) to bear on school-related problems. They will generate viable and testable hypotheses about the problem that can be evaluated in light of continued data-gathering. Within this model, the program emphasizes the application of theory and research to practical and applied problems and settings within the ecology of schools. Program expectations include students being trained to meet guidelines and fulfill the program’s mission. The mission is to develop competent, professional problem-solvers who are compassionate and caring in their service. Graduates will meet NASP guidelines for training and be eligible for certification as Level II school psychologists in the State of South Carolina and for National Certification. M.A. in Clinical Counseling – Mission The mission of the Clinical Counseling program is to prepare students to become scholarly practitioners of psychosocial counseling in community agencies. This includes college counseling centers, hospitals, mental health centers, social services agencies, and private practice. The program emphasizes the application of theories of human development, psychopathology, and behavior change to psychosocial problems of a diverse population of individuals and families seeking mental health services in the community. The program’s model blends didactic and experiential training. This is to facilitate students’ ability to utilize an empirical approach to assessment, goal development, intervention and evaluation of services for individuals and families experiencing a variety of psychosocial difficulties. Students will be trained to be competent and ethical professional service providers who will bring compassion and caring to their work. Currently enrolled Citadel undergraduate students may apply for early admission into the MA in Psychology: Clinical Counseling Program. All regular admission qualifications must be met for the application to be reviewed. Any applicant not granted with an early admission will automatically be included in the regular admission cycle. Meet the Dean ​Office of the Dean OU College of Medicine Magazine Office of Access and Community Engagement Fact Sheets Multipurpose Room Policies & Procedures Key Phone Numbers & Links HIPAA Information Leader Development Institute (LDI) Content (Log-in Required) LCME Accreditation Colleges and Campuses Degree Programs College Catalog Student Life Undergraduate Medical Education Graduate Medical Education Special Programs Student Living Life in Oklahoma City Academic Calendar and Curriculum MD Program - OKC MD Program - Tulsa Policies and Procedures Computer Technical Support Physician Associate Program Physician Assistant Program - Tulsa Blood & Thunder Arts Journal Support the College Alumni Association Alumni Reunion Day Evening of Excellence Faculty Affairs and Professional Development Faculty Governance of the College of Medicine Activity Insight Academy of Teaching Scholars Office of Medical Education Educational Grand Rounds Office of Continuing Professional Development College of Medicine Directory Anesthesiology Biochemistry and Physiology Cell Biology Dermatology Family and Preventive Medicine Internal Medicine Microbiology & Immunology Neurosurgery Obstetrics and Gynecology Oncology Science Ophthalmology Orthopedic Surgery and Rehabilitation Otolaryngology Psychiatry and Behavioral Sciences Radiation Oncology Radiological Sciences Nicole Andrews, Ph.D. Assistant Professor, Pediatrics Psychology Child Study Center 1100 NE 13th St. Oklahoma City, OK 73117 405-271-5700 [email protected] Dr. Andrews is a Clinical Assistant Professor in the Department of Pediatrics and is a licensed clinical psychologist and health services provider. Her practice focuses on pediatric neuropsychology, and she provides clinical services to children and teenagers with a wide variety of developmental and neurological concerns. Academic Section(s): Developmental Behavioral Pediatrics Clinical/Research Interests: Neuropsychological Assessment of children 351 IMAGES MS IN APPLIED PSYCHOLOGY College of Charleston Campus Liz Chichester PhD, Psychologist, Charleston, SC, 29407 How To Get PhD In Clinical Psychology Clinical Psychology PhD Clinical Psychology COMMENTS Department of Psychology Students who are considering a career in human services or a psychology-related field where graduate training in experimental psychology is not required (e.g., social work, education, business, or health-related occupations such as nursing or physical therapy) may consider the B.A. Course Catalog: Psychology, B.A. Bachelor of Science (B.S.) Clinical Psychology The Graduate Program in Clinical Psychology at Duke University has been accredited by the American Psychological Association Commission on Accreditation since 1948. ... Baylor College of Medicine/Texas Children's Hospital; Cambridge Hospital, Harvard University, Cambridge, MA ... (Charleston Consortium), Charleston, SC; Miami/Dade County ... Department of Psychology College of Charleston shaped my future and I am proud to be a CofC Alumni." ... She is now a first-year PhD student in clinical psychology at the University of South Florida. She works in a lab affiliated with Moffitt Cancer Center where she studies e-cigarettes and works on a smoking cessation program utilizing low-nicotine cigarettes. College of Charleston We offer bachelor of arts and bachelor of science degrees. Whichever path you choose, you'll start with core coursework in fields like clinical psychology, child development and neuroscience. Through courses in statistics and research methods, you'll learn how new discoveries are made. Then you can select from more than 30 electives ... The Graduate School The Graduate School of the College of Charleston has a rich history of developing leaders. Choose from more than 20 master's programs and nine graduate certificates. Experience small class settings with distinguished faculty. Find endless research opportunities in an urban, experience-driven environment. Psy.D. in Clinical Psychology The NSU Psy.D. Clinical Psychology program is your strongest choice to build a health service psychologist career. Our program is founded on the practitioner-informed-by-science model, preparing you to provide empirically supported or evidence-based assessment and intervention methods and to evaluate their efficacy. PDF PSYCHOLOGY at the COLLEGE OF CHARLESTON The Department of Psychology invites applications for the Outstanding Student Award and the Humanities and Social Sciences (HSS) Scholars Award in the fall and spring. To apply for either of these awards, first review the criteria below to ensure that you are eligible. GPA ≥ 3.8. Psychology GPA ≥ 3.8. Child Psychology Track (155215) Child Psychology Track (155215) This track offers an array of training opportunities for interns who are interested in the assessment and treatment of children, adolescents, and families. Opportunities include specialty clinics, educational settings, and more general outpatient settings. Services are delivered in traditional office-based ... John WIDHOLM John WIDHOLM, Professor | Cited by 1,569 | of College of Charleston, Charleston (C of C) | Read 30 publications | Contact John WIDHOLM Psychology: Clinical Counseling, M.A. Submission of an official transcript of the baccalaureate degree directly from each accredited college or university and transcripts from all postgraduate institutions attended. Applicants are expected to have a grade point average of 3.0 (or graduate grade point average of 3.0) and 9 credit hours in psychology (with a minimum of a C grade). Program: Psychology (BS Degree) Psychology (BS Degree) A major in Psychology consists of 44 hours including the Liberal Arts Core requirement of Psychology 110 and requires a minor. Required courses in the psychology major may not be challenged. This major is available on-ground (Experiential) and completely online (Contemporary). Elizabeth Bard, Ph.D. Graduate Medical Education; Special Programs; Student Living; Contact Us; ... Clinical Psychology Internship. Application Information; Seminars; Stipend Level, Benefits, Vacation and Liability Insurance ... Oklahoma City, OK 73117. 405-271-5700 . The University of Oklahoma College of Medicine 800 Stanton L Young Blvd Oklahoma City, OK 73117 ... Clinical Psychology Students are required to complete a minimum of 90 semester hours of graduate work. Clinical Psychology (18 credit hours) Courses include two semesters each of intervention and assessment; coursework in ethical, cultural, and legal issues in clinical psychology; and psychopathology. Statistics and Methods (15 credit hours) College of Charleston Doctoral Programs Clinical Pyschology Programs. Creative Writing Graduate Programs. Dance Programs. Doctor of Public Administration Programs. Electrical Engineering Programs. Epidemiology Graduate Programs. Food Science Programs. Gender Studies Programs. Graduate Schools. Program: Psychology, B.A. View the College of Charleston academic catalog for information about degree programs, course offerings and more. ... Honors College; Graduate School; Bachelor of Professional Studies program; ... PSYC 392 Scientific Foundations of Clinical Psychology (3) PSYC 394 History and Systems of Psychology (3) College of Charleston Asian Studies prepares you to thrive in a globally minded world where the cultures of East, Central and South Asia influence. ... The College of Charleston offers 67 majors, 81 minors, 4 undergraduate certificates, 22 master's degrees and 9 graduate certificates. Graduate Programs Graduate Programs Evening programs designed for Charleston's working professional. Now offering over 25 graduate degree programs and over 25 graduate certificates. College Transfer Programs Learn tonight, lead tomorrow. College transfer programs for non-traditional students. Earn your bachelor's from The Citadel and set yourself apart. Graduate School Graduate School. The Graduate School at Charleston Southern University offers more than 15 graduate programs including one doctoral program that are designed to meet employment needs in our rapidly-growing region. To accommodate your busy lifestyle, courses are offered online, in the classroom or a hybrid of both. The Charleston Consortium Psychology Internship Program 17225 El Camino Real. Onyx One - Suite #170. Houston, TX 77058-2748. 832-284-4080. 832-284-4079 (fax) [email protected]. Contact MUSC 843-792-2300. The Charleston Consortium Internship Program is a joint endeavor of MUSC and the Ralph H. Johnson Veterans Affairs Medical Center. Nicole Andrews, Ph.D. Graduate Medical Education; Special Programs; Student Living; ... / Clinical Psychology Internship / Full-Time Training Faculty. Section Menu ... Full-time Training Faculty . Pediatrics Nicole Andrews, Ph.D. Assistant Professor Psychology. The University of Oklahoma College of Medicine 800 Stanton L Young Blvd Oklahoma City, OK 73117 . HIPAA ... Psychology: Clinical Counseling, M.A. Contact. Genelle Sawyer, Ph.D. Program Director. [email protected]. (843) 953-5320. The Citadel's M.A. in Psychology degree program in Clinical Counseling offers graduate education for the professional counselor path. Master of Science in Clinical Counseling Degree Program The Master of Science in Clinical Counseling Program meets South Carolina License requirements for a Licensed Professional Counselor (LPC) with 60 credit hours of graduate level work and 700 hours of clinical experience.. Students are responsible for investigating the specific requirements of the state in which they are planning to practice following graduation. Data Science at the College of Charleston Our undergraduate data science program is supported by the joint efforts of the College of Charleston Department of Computer Science and the Department of Mathematics. The graduate data science program is open to students from all backgrounds. ... Psychology, Sociology) Arts and Humanities Emphasis (e.g., Archaeological Informatics, Digital ... Ph.D. Programs The College of Graduate Studies trains tomorrow's biomedical research scientists through graduate programs including MS, PhD, & dual degree programs. ... This novel, independent research aims to improve clinical care and advance population health. ... 68 President Street, BE 101, Charleston, SC 29425. Psychology Both tracks prepare students for graduate study in psychology, counseling, social work, and other related fields. ... Internships and service-learning experiences related to clinical, counseling and forensic psychology, as well as other fields of interest, are available. ... Charleston, WV 25304 1-800-995-4682 (GO UC) Department of Psychology In addition to undergraduate major and minor programs of study, the Psychology Department at The Citadel offers two graduate level programs: a 75-hour Educational Specialist (Ed.S.) degree program in School Psychology, and a 57-hour Master's (M.A.) degree program in Clinical Counseling. The School Psychology program has full approval from the ... Will Beasley, Ph.D. The University of Oklahoma College of Medicine 800 Stanton L Young Blvd Oklahoma City, OK 73117 Elizabeth Bard, Ph.D. / Residency in Clinical Psychology / Faculty. Section Menu Residency in Clinical Psychology ... Design of the Residency; Stipend and Benefits; Faculty; Faculty. Pediatrics Elizabeth M. Bard, Ph.D. Associate Professor Psychology. Child Study Center 1100 NE 13th St. Oklahoma City, OK 73117. 405-271-5700 . The University of Oklahoma College of ... Nicole Andrews, Ph.D. / Residency in Clinical Psychology / Faculty. Section Menu Residency in Clinical Psychology ... Design of the Residency; Stipend and Benefits; Faculty; Faculty. Pediatrics Nicole Andrews, Ph.D. Assistant Professor Psychology. Child Study Center 1100 NE 13th St. Oklahoma City, OK 73117. 405-271-5700 . The University of Oklahoma College of ... essay homework paper phd project resume review speech thesis