phd psychology programs massachusetts

Best Online Master’s in Psychology Programs for 2024

The COVID-19 pandemic helped highlight the importance of personal health and wellbeing. A master’s degree in psychology is a necessary step for people who are interested in becoming a psychologist after completing a doctorate degree, or it can qualify you for a growing number of other career opportunities. And an online program offers flexibility to build your interpersonal skill set and advance your degree—while still working. Fortune ranked nine online master’s degree programs in psychology. This ranking was last updated May 2022.

MA in Psychology from Pepperdine

1. Pepperdine University

• ACCEPTANCE RATE
• AVERAGE UNDERGRADUATE GPA
• CREDITS REQUIRED TO GRADUATE

2. Ball State University

3. Kansas State University

Pepperdine’s Online MAP

4. keiser university.

5. Regent University

6. divine mercy university, 7. angelo state university.

8. Golden Gate University

• $1,090 per credit

9. University of Louisiana–Monroe

• $499 per credit

• Best Online Programs
• Best Campus Programs
• Behavior Psychology
• Clinical Psychology
• Counseling & Mental Health
• Developmental Psychology
• Educational Psychology
• Forensic Psychology
• General Psychology
• Health Psychology
• Industrial/Organizational
• Marriage Family Therapy
• Social Psychology
• Social Work
• Educational Psychologist
• Forensic Psychologist
• Clinical Psychologist
• Family Psychologists
• Marriage Family Therapist
• School Psychologist
• Social Psychologist
• School Counselors
• Neuropsychologist
• I/O Psychologist
• Sports Psychologist
• Addiction Counselor
• Mental Health Psychologist
• Counseling Psychologist
• Occupational Psychologist
• Child Psychiatrist
• Connecticut
• Massachusetts
• Mississippi
• New Hampshire
• North Carolina
• North Dakota
• Pennsylvania
• Rhode Island
• South Carolina
• South Dakota
• West Virginia
• PsyD vs PhD

Massachusetts Psychology Doctorate Programs

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

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

What’s On This Page

Quick facts.

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

Top PsyD Degree Programs in Massachusetts

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

SEE ALSO:   5+ Best Online PsyD Programs

William James College

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

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

Springfield College

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

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

Other Psychology Doctorates in Massachusetts

Boston university.

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

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

Clark University

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

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

University of Massachusetts

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

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

Suffolk University

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

• Annual tuition: All students receive tuition waivers

Boston College

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

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

Harvard University

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

• Campus: Cambridge

Northeastern University

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

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

How to Become a Psychologist in Massachusetts

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

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

Massachusetts Clinical Psychologist Salary and Job Outlook

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

SEE ALSO: Massachusetts Clinical Psychologist Salary

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

Request Info

• Admissions Overview
• Visit UMass Boston
• Financial Aid
• First-Year Students
• Transfer Students
• Graduate Students
• International Students
• Academics Overview
• Majors & Programs
• Online Learning
• Colleges & Schools
• Academic Calendar
• Healey Library
• Student Equity, Access & Success
• Global Programs
• Study Abroad
• Fellowships
• Campus Life Overview
• Student Groups & Activities
• Housing & Dining
• Health & Wellness
• Diversity & Inclusion
• Safety & Security
• Orientation & New Students
• Research Overview
• Community-Driven Research
• Recognizing Excellence
• Student Research
• Centers & Institutes
• Core Facilities
• Research & Sponsored Programs
• About Overview
• Leadership & Administration
• Mission & Vision
• Facts & Figures
• Accreditation & Rankings
• History of UMass Boston
• Student Consumer Information
• Athletics Overview
• Recreation at UMass Boston
• Current Students
• Parents & Families
• Faculty & Staff

UMass Boston

• School Psychology PhD

Begin the path to becoming a licensed school psychologist and sought-after expert in educational settings.

Accredited by the Commission on Accreditation of the American Psychological Association, UMass Boston's School Psychology PhD program provides students with core psychology training and the ability to become licensed psychologists. School psychologists are in-demand experts in assessment, consultation, and intervention for students and school systems.

The School Psychology PhD program utilizes a scientist-practitioner model that emphasizes practice to support students, school staff, families, and community members that is grounded in rigorous research and science. In adhering to this model, our School Psychology PhD program of study is designed to:

• develop scientist-practitioners who deliver evidence-based, prevention, assessment, consultation, and intervention services in school and community settings
• prepare doctoral level school psychologists to apply advanced research skills exploring and evaluating educational and psychological issues, and conduct independent research
• promote culturally responsive graduates and leaders who understand contextual, policy, and social justice issues related to diversity and educational disparities at local and transnational levels

The School Psychology PhD program is accredited by the American Psychological Association and fully approved by the National Association of School Psychologists (NASP). Our faculty, in collaboration with students, are actively engaged in funded research and applied practice to evaluate and support data-driven and culturally responsive behavior screening, classroom management, implementation, and multi-tiered systems of support. In addition to this research, our students have the opportunity to pursue transnational work as part of the local and global social justice initiative of the program.

Why Apply for UMass Boston's School Psychology PhD Program?

School psychologists are in-demand experts in assessment, consultation, and intervention for students and school systems. The School Psychology PhD program provides students with core psychology training and the ability to become licensed psychologists. School psychology faculty partner with students to publish and disseminate widely on important topics for today’s schools including multi-tiered systems of support, behavioral screening, culturally competent classroom instruction, mindfulness, and implementation science. Our students receive competitive internship placements and graduates are employed in leadership positions in schools and other settings. Our program is driven by a commitment to social justice, including opportunities to advocate and contribute to local and transnational work. We make every effort to provide all doctoral students with a stipend, which covers tuition, for the duration of the program as they complete graduate assistant work in research, teaching, and practicum.

The School Psychology program meets applicable licensure requirements in the state of Massachusetts. The program has not made a determination whether the curriculum meets the educational requirements for licensure in states outside of Massachusetts.

Start Your Application

Plan Your Education

How to apply.

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

• Have a bachelor’s degree from a regionally accredited U.S. institution of recognized standing or an international equivalent at the time of enrollment
• A minimum, cumulative GPA of 3.0 on a 4.0 scale (or international equivalent) in all undergraduate work
• Official transcripts for all institutions where you have earned more than 6 credits
• Statement of Purpose
• Writing Sample
• Two(2) letters of recommendation

Deadlines & Cost

Deadline: December 1 for a fall start

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

Program Cost Information: Bursar’s Website

Psychological Foundation Courses (18 Credits)

• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• COUNSL 660 - College Readiness Counseling 3 Credit(s)
• CSP 641 - Cognitive and Affective Foundations 3 Credit(s)
• CSP 680 - History & Systems in Counseling and School Psychology 3 Credit(s)
• CSP 705 - Social and Cultural Psychology 3 Credit(s)

School Psychology, Systems Change, and Social Justice Courses (27 Credits)

• CSP 701 - Social Justice in Counseling and School Psychology 3 Credit(s)
• CSP 785 - Practicum in School Psychology I 3 Credit(s)
• CSP 786 - Practicum in School Psychology II: Evidence-Based Practice 3 Credit(s)
• CSP 787 - Advanced Practicum III in Counseling and School Psychology 3 Credit(s) - complete two times
• CSP 801 - Transnational Social Justice in Counseling and School Psychology 3 Credit(s)
• SPY G 601 - Issues and Ethics in School Psychology 3 Credit(s)
• SPY G 608 - Systems Consultation, Prevention, and Organizational Change 3 Credit(s)
• SPY G 653 - Culturally Responsive Practice & Social Justice in School Psychology 3 Credit(s)

Prevention, Assessment, and Intervention Courses (24 Credits)

• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 632 - Collaborative Consultation in Schools 3 Credit(s)
• CSP 780 - Supervision and Training in Psychology 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)
• SPY G 603 - Foundations of Educational Assessment and Data-Based Decision Making 3 Credit(s)
• SPY G 604 - Social, Emotional, and Behavioral Assessment and Intervention 3 Credit(s)
• SPY G 607 - School-Based Interventions and Data-Based Decision Making 3 Credit(s)
• SPY G 635 - Behavior Therapy in Schools 3 Credit(s)

Research Courses (24 Credits)

• CSP 703 - Research in Counseling and School Psychology 1-6 Credit(s) - complete at least three credits
• CSP 704 - Qualitative and Quantitative Research Methods in Counseling and School Psychology 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• CSP 891 - Dissertation Seminar 3 Credit(s)
• CSP 899 - Dissertation Research 1-9 Credit(s) - complete nine credits

Teaching Course (3 Credits)

• CSP 782 - Teaching in Counseling and School Psychology 3 Credit(s)

Graduation Criteria

Complete 73 credits from 28 courses including six psychological foundation courses; eight school psychology, systems change, and social justice courses; eight prevention, assessment, and intervention courses, six research courses, and one teaching course.

Doctoral candidacy: Successful completion of a qualifying paper, a critical and synthetic review of a focused body of literature in the area in which each student plans to complete the dissertation. Dissertation: Compose and defend a dissertation based on original empirical research that makes a substantive contribution to the knowledge base in school psychology. It is usually completed by the end of the fifth or sixth year, although students are strongly encouraged to complete the dissertation prior to the internship year. Practicum and internship: Participate in at least two semesters of practicum and complete a full year internship. Four semesters of practicum are strongly encouraged. Research team:  Participate in faculty-led research team for five semesters. Students are strongly encouraged to participate in research teams led by multiple faculty members to obtain diverse experiences and hone research skills. Research teams are composed of faculty mentors and other graduate students who collaborate on research projects, presentations, and papers. Through these activities, students are expected to contribute to scholarly presentations and publications. Teaching: Co-teach at least one semester to build skills in disseminating research and practice and delivering university instruction. To prepare for this experience, students complete the course Teaching in Counseling and School Psychology in addition to an opportunity to serve as a Teaching Assistant and when available a course instructor.

Students who enter with a master’s degree in school psychology or a related field will have a reduction in required course credits to the extent their master’s level courses match required courses.

Statute of limitations: Eight years.

Student Admissions, Outcomes, and Other Data

School Psychology PhD Student Admissions, Outcomes, and Other Data

Graduate Program Director Lindsay Fallon lindsay.fallon [at] umb.edu (617) 287-7613

Counseling & School Psychology Graduate Programs csp.admissions [at] umb.edu

About Our PhD Programs

Hear why our students chose UMass Boston's Counseling & School Psychology PhD programs.

Counseling & School Psychology

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

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Accreditation

Questions related to the program’s APA accreditation status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: [email protected] / Web: www.apa.org/ed/accreditation

• Psychological Services
• Undergraduate
• Ph.D. in Clinical Psychology
• Ph.D. in Developmental Psychology
• Ph.D. in Social Psychology
• General Requirements
• Faculty Research
• Graduate Research
• Undergraduate Research

Research Facilities

• Careers for Ph.D. Students
• Careers and Internships for Undergraduates
• Ph.D. Students
• Ph.D. Alumni
• American Psychological Association-Clark University Workshop for High School Teachers
• Ph.D. Programs

Why apply to Clark’s clinical psychology doctoral program?

Clark University’s APA-accredited clinical psychology doctoral program at the Frances L. Hiatt School of Psychology is nationally renowned for its distinguished history and commitment to training socially engaged clinical scholars. The clinical psychology program adheres to the scientist-practitioner model and so emphasizes high-quality research while also providing closely supervised and broad-based clinical training.

Our goal is to train graduate students to be skilled scientists and clinicians who integrate the science of psychology with its professional practice to improve the quality of the world in which we live and the lives of the people in our communities.

We work to help students create a program tailored to their interests while working closely with their mentor and department faculty.  We have a strong commitment to diversity, inclusion and the culturally competent practice of psychology, and we pride ourselves on pursuing scholarship that is diverse both in theory and method.

Our Community

The clinical psychology program seeks independent-minded students who are able, through initiative and intellectual curiosity, to develop and advance their own research interests among our dedicated, collaborative community. Many different methodological approaches are represented and it’s common for graduate students across the three specializations represented in our department (social, developmental , and clinical) to share ideas in the classroom, research groups, and laboratories. Our department is collaborative by design and intentionally structures classes, practicum experiences, and research activities to support collaboration among peers, rather than competition. The clinical program is committed to the inclusion of marginalized populations and to enhancing diversity within the field of clinical psychology as a whole. As such, we create a respectful, supportive learning environment.

Meet our faculty           Meet our graduate students

Our Research in Clinical Psychology

Clark’s setting as a small, urban research university provides a wealth of opportunities to grow as an independent researcher. Using a variety of quantitative and qualitative methods, our clinical psychology graduate program ensures students receive extensive research training that builds cumulatively from foundational and more heavily mentored experiences to more independent activities, including building a research portfolio and completing an independent dissertation study.

As teaching assistants and through lab work, graduate students collaborate with faculty, their cohorts, and undergraduates while managing and mentoring teams. Indeed, much research takes place with and among our partners in the greater Worcester community. Graduate students present their work at external conferences and at Clark’s Graduate Student Multidisciplinary Conference , and publish in leading journals like Journal of Consulting and Clinical Psychology , Professional Psychology: Research and Practice , Child Development , the Journal of Early Adolescence , the Journal of Marriage and Family , the Psychology of Sexual Orientation and Gender Diversity, and Cultural Diversity and Ethnic Minority Psychology .

The small size of our program allows students to build close mentored relationships with their faculty advisers who are recognized experts in their fields.

Faculty Expertise           Research groups, labs, and forums

Key Details

Clark’s clinical psychology program aims to provide students with experiences that help develop their proficiency with theory, empirical research, and clinical practice with both adults and children. To achieve this, we provide a strong foundation in general psychology, theory, and research, as well as specialist training in clinical psychology through an integrated series of intensive educational experiences in class, laboratory, and practicum clinical settings within the University and in other agencies.

Our expertise

Faculty interests include familial and other factors that place children at risk, men’s mental health, relationship interactions, and disparities in access to mental health care, among other areas.

Our emphasis

We emphasize social and cultural factors and processes within clinical psychology, and strive to support our students in developing their own research focus in a way that allows them to develop independence quickly. As such, we believe the graduate experience should be flexible and tailored to the student’s interests.

Our training

Our program involves 4 years of coursework and practicum experiences. Practicum experiences for students in their second through fourth years of the program include assessment and therapy with adults and children, as well as couple therapy intervention. In addition to learning traditional clinical skills of assessment and therapy, students are encouraged to acquire knowledge suited to a broader range of roles and contexts, such as consultation in schools and other community settings. Most students apply during the fall of the fifth year to go on internship during the sixth year. The fifth year is also typically used to work on and potentially defend the dissertation before going on internship. In the sixth year, students complete their off-campus, APA-approved clinical internship.

Our connections

The program has educational, research, and clinical ties with a number of agencies and institutions in the Worcester and Boston areas, including the University of Massachusetts Medical School, the Worcester Public Schools, and AdCare.

The clinical psychology program is accredited by the American Psychological Association (APA). For more information, contact the APA Commission on Accreditation at 750 First St., NE, Washington, DC 20002-4242 or 202-336-5979. For further information, contact Dr. Kathleen Palm Reed , Director of Clinical Training.

Clark’s Student Admissions, Outcomes, and Other Data (PDF) tables are posted and updated annually as required by the APA.

Additional information regarding applications, acceptances, and enrollment:

Of Those Clinical Students Accepted for Admission In:

How long will it take to complete the Ph.D. in clinical psychology at Clark University? Will I need to come to campus for an interview? What are the requirements?

Learn More about Application Requirements Learn More about General Requirements for the Psychology Ph.D. Program Timeline

Information for Applicants: Council of University Directors of Clinical Psychology

Clark University is a member of the Council of University Directors of Clinical Psychology (CUDCP). CUDCP offers guidance on evaluating and selecting a Clinical Psychology graduate program . Clark University adheres to the Policy for Graduate School Offers and Acceptances adopted by CUDCP.

Clinical Psychology Program Guide

Psychology Graduate Education Handbook

Explore courses in clinical psychology

Clark’s Psychology Department has more than 35,000 square feet dedicated to learning, research, and laboratory work. Graduate students have semi-private offices and access to dedicated lab clusters, which include the Bliss Child and Family Study Center and a psychotherapy research lab. The psychological services area contains two therapy suites that allow for observation and recording of clinical sessions.

Alumni Careers

Clark’s psychology Ph.D. programs train scholars to work in academic and professional fields. Their extensive training and research experience prepares them for positions in academic, research, and clinical settings.

Frances L. Hiatt School of Psychology

Jonas Clark Hall, 3rd floor 950 Main Street Worcester MA 01610

• 1-508-793-7274
• 1-508-793-7265 Fax
• Psychology Faculty Directory

• Share on Facebook
• Share this on X
• Share on LinkedIn
• Print this page
• Email this page

Psychology BA

Psychology is the scientific exploration of human behavior. Our curriculum offers a broad introduction to this dynamic and diverse field, with an emphasis on the understanding and design of research. The study of human behavior can prepare you for many different careers, from business to education and the social sciences. 

You'll also investigate psychology's subfields through courses that consider:

• our biological heritage: physiological psychology, perception
• basic human functioning: cognition, learning, personality, social
• applied fields: counseling, behavior modification, organizational psychology, community psychology

You'll work with faculty who:

• study the  theoretical , such as hemispheric specialization within the brain, and semantic processing of memory
• conduct  applied research , such as the control of obesity, chronic pain, and stress
• are leaders in the  mental health  community and bring their expertise to the classroom

Psychology graduates work in fields such as human resources, software and product development, and communications. Further education will open paths toward research and clinical practice.

Major in Psychology

For the BA in psychology, you'll complete at least 34 credit hours in courses related to your major, and 120 credits overall.

If you are interested in a career in counseling, you can take the 3-course counseling sequence, which introduces the applied aspects of psychology.

If you are interested in research and considering graduate study in psychology, you'll have the opportunity to pursue honors research or independent study.

4+1 BA/BS-MAT: a fast track to teaching Psychology

Student success.

Naomi Mwangi '25 will study Mind, Brain, Body, and Behavior at Emory University in Atlanta

Graduate School Placements

• Bentley College
• Lesley University
• North Carolina State University
• UMass Dartmouth

Career Placements

• ABA Intervention Tanja Haas (Germany)
• American Institutes for Research
• Beacon ABA Services
• Behavioral Health Network, Inc.
• Center for Life Management
• Comprehensive Mental Health Systems
• Northeast Behavioral Associates
• Southeastern Counseling Associates

UMassD's undergraduate experiences

Take advanced courses, pursue research, and be part of a community of scholars.

Earn academic credits and gain a global perspective on your field.

Faculty work with students on cutting-edge research projects.

Gain the benefit of a broad university education to enhance your knowledge and skills.

UMassD advantages

100% of psychology majors in the class of 2022 were either employed or enrolled in further studies within six months of graduation. At UMass Dartmouth, psychology majors are eligible for accelerated 4+1 master's degrees in  teaching or   psychology research .

• #234   Best Undergraduate Psychology Programs in the U.S. - U.S. News & World Report stat-278a Keywords: Academics, CAS, Distinction, Undergraduate,
• 10th   Best Public Undergraduate Psychology Programs in New England - U.S. News & World Report stat-279a Keywords: Academics, CAS, Distinction, Undergraduate,

Expand your opportunities

• BA/MA Program : Our BA/MA fast-track program enables qualified students to complete both the BA and the MA in Research Psychology, in 5 rather than 6 years.
• The psychology department offers a graduate program leading to an MA in Psychology, with options in clinical psychology , research psychology , and applied behavior analysis .
• Behavior Analyst Certificate Program : We also offer a 2 year post-master's program: the Behavior Analyst Certificate Program. Course content is approved by the Behavior Analyst Certification Board® and meets the requirement to sit for the BACB® exam.

Teacher preparation

Your path to becoming a middle or high school teacher in Psychology .

Psychology faculty

Explore more.

• Psychology Department
• Diversity, Equity, and Inclusion Statement
• UMassD Course Catalog

Course descriptions, schedules and requirements

Related academic programs.

• English & Communication
• Liberal Arts
• Political Science
• Sociology/Anthropology
• Women's and Gender Studies

Request info

Learn more about UMassD's academics, admissions, and events. We'll be in touch soon.

Mahzad Hojjat , PhD

Professor / Chairperson Psychology Liberal Arts 362

508-999-8951 pkrmmdwCxpdvvg1hgx

Massachusetts Doctorate and PhD in Psychology Programs

Written by Sarah Walsh

Clinical PsyD — Rutgers University | Clinical Psychologist

Dive into the world of psychology in the vibrant state of Massachusetts, where a wealth of cutting-edge Doctorate in Psychology programs await! From the bustling streets of Boston to the picturesque college towns scattered throughout the state, Massachusetts offers a unique blend of history, innovation, and academic excellence. Immerse yourself in groundbreaking research, develop your skills in clinical practice, and collaborate with some of the brightest minds in the field. Whether you’re seeking a career in academia, research, or clinical practice, our comprehensive guide to Massachusetts Doctorate in Psychology programs will help you navigate the path to your future success. You can also discover the excellence of Massachusetts Masters in Psychology Programs , where cutting-edge education meets a rich academic tradition. Get ready to embark on a transformative journey in the heart of New England!

Doctorate in General Psychology

Boston university – ph.d. in psychological and brain sciences.

Boston University offers a Ph.D. program in Psychological and Brain Sciences, which covers a broad range of psychological disciplines. The program focuses on research, theory, and evidence-based practice, preparing students for careers in academia and research settings. Students have the opportunity to specialize in areas such as cognitive psychology, developmental psychology, neuroscience, or social psychology. The program emphasizes collaboration, critical thinking, and methodological rigor, fostering a supportive academic community that values cultural competence, ethical practice, and professional development. Boston University’s program is accredited by the New England Commission of Higher Education (NECHE).

Doctorate in Clinical Psychology

Harvard university – ph.d. in clinical psychology.

Harvard University offers a prestigious Ph.D. program in Clinical Psychology, where students engage in groundbreaking research, advanced coursework, and practical clinical experiences. The program emphasizes the integration of science and practice, training students to excel in academia, research, and clinical settings. Students benefit from a strong mentorship model and have access to the renowned resources of Harvard University. The program is accredited by the American Psychological Association (APA) and prepares graduates to make significant contributions to the field of clinical psychology.

Boston College – Ph.D. in Counseling, Developmental, and Educational Psychology

Boston College’s Ph.D. program in Counseling, Developmental, and Educational Psychology provides an interdisciplinary approach to clinical psychology, focusing on research, theory, and evidence-based practice. Students develop expertise in areas such as mental health, developmental psychopathology, and prevention science. The program fosters a supportive academic community with opportunities for collaborative research, close faculty mentorship, and hands-on clinical experiences. Boston College’s program is accredited by the New England Commission of Higher Education (NECHE) and prepares graduates for careers in academia, research, and clinical practice.

University of Massachusetts Boston – Ph.D. in Clinical Psychology

The University of Massachusetts Boston offers a Ph.D. program in Clinical Psychology that emphasizes research, theory, and evidence-based practice. Students receive extensive training in psychological assessment, intervention, and consultation, preparing them for careers in clinical, academic, and research settings. The program values cultural competence, social justice, and ethical practice, providing students with opportunities for community-based research and clinical work in diverse settings. The University of Massachusetts Boston’s program is accredited by the American Psychological Association (APA).

Doctorate in Counseling Psychology

Boston college – ph.d. in counseling psychology.

Boston College offers an esteemed Ph.D. program in Counseling Psychology, focusing on the integration of research, theory, and practice. This program prepares students to address psychological, emotional, and social challenges in diverse populations, emphasizing multiculturalism, social justice, and evidence-based interventions. Students engage in collaborative research, hands-on clinical experiences, and close faculty mentorship. The program is accredited by the American Psychological Association (APA) and prepares graduates for careers in academia, research, and clinical practice.

Click here for Masters in Clinical Psychology programs in the state of Massachusetts.

University of Massachusetts Boston – Ph.D. in Counseling Psychology

The University of Massachusetts Boston provides a comprehensive Ph.D. program in Counseling Psychology, committed to research, theory, and evidence-based practice. Students develop expertise in areas such as mental health, career counseling, and prevention science. The program values diversity, social justice, and ethical practice, offering opportunities for community-based research and clinical work in a variety of settings. Graduates are prepared for careers in academia, research, and clinical practice. The University of Massachusetts Boston’s program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Doctorate in School/Educational Psychology

Northeastern university – ph.d. in school psychology.

Northeastern University’s Ph.D. program in School Psychology focuses on the integration of research, theory, and practice to address the educational and psychological needs of children and adolescents. The program fosters expertise in areas such as mental health, prevention science, and educational policy. Students participate in collaborative research, clinical experiences, and close faculty mentorship, preparing them for diverse careers in academia, research, and educational settings. Northeastern University’s program is accredited by the American Psychological Association (APA).

University of Massachusetts Amherst – Ph.D. in School Psychology

The University of Massachusetts Amherst provides a comprehensive Ph.D. program in School Psychology, emphasizing research, theory, and evidence-based practice. The program trains students in psychological assessment, intervention, and consultation, preparing them for careers in educational, clinical, and research settings. The program values diversity, social justice, and ethical practice, offering opportunities for community-based research and clinical work in various settings. The University of Massachusetts Amherst’s program is accredited by the American Psychological Association (APA) and the National Association of School Psychologists (NASP).

Doctorate in Behavioral Psychology

Harvard university – ph.d. in behavioral psychology.

Harvard University’s prestigious Ph.D. program in Behavioral Psychology offers students a rigorous, interdisciplinary education. The program focuses on research, theory, and evidence-based practice in areas such as learning, decision-making, and behavior change. Students collaborate with renowned faculty, engaging in cutting-edge research and hands-on clinical experiences. Graduates are prepared for careers in academia, research, and clinical practice. Harvard University’s program is accredited by the New England Commission of Higher Education (NECHE).

University of Massachusetts Amherst – Ph.D. in Behavioral Neuroscience

The University of Massachusetts Amherst offers a comprehensive Ph.D. program in Behavioral Neuroscience. This program emphasizes research, theory, and evidence-based practice in the study of the biological basis of behavior. Students develop expertise in areas such as neuroplasticity, neuropharmacology, and behavioral genetics. Collaborative research, clinical experiences, and close faculty mentorship prepare graduates for diverse careers in academia, research, and industry. The University of Massachusetts Amherst’s program is accredited by the New England Commission of Higher Education (NECHE).

Western New England University – PsyD in Behavior Analysis

Western New England University’s PsyD program in Behavior Analysis focuses on the application of behavioral principles to assess and treat human behavior. Students gain expertise in areas such as applied behavior analysis (ABA), verbal behavior, and performance management. The program emphasizes research, theory, and evidence-based practice, providing students with hands-on clinical experiences and close faculty mentorship. Graduates are prepared for careers in academia, research, and clinical practice. Western New England University’s program is accredited by the Association for Behavior Analysis International (ABAI).

Doctorate in Child Psychology

Tufts university – ph.d. in child study and human development.

Tufts University’s Ph.D. program in Child Study and Human Development provides students with an interdisciplinary foundation for understanding and promoting the well-being of children, adolescents, and families. With an emphasis on research, theory, and evidence-based practice, students explore topics such as cognitive development, social-emotional functioning, and family dynamics. Close faculty mentorship, hands-on research, and practical experiences prepare graduates for careers in academia, research, and policy. The program is accredited by the New England Commission of Higher Education (NECHE).

Doctorate in Developmental Psychology

Boston college – ph.d. in developmental and educational psychology.

Boston College’s Ph.D. program in Developmental and Educational Psychology offers a comprehensive education in understanding and addressing the needs of diverse populations of children and adolescents. Students engage in cutting-edge research, collaborate with experienced faculty, and explore areas such as cognitive development, social-emotional learning, and resilience. The program emphasizes theory, research, and evidence-based practice, preparing graduates for careers in academia, research, and policy-making. Boston College’s program is accredited by the New England Commission of Higher Education (NECHE).

Clark University – Ph.D. in Developmental Psychology

Clark University’s Ph.D. program in Developmental Psychology offers students an in-depth understanding of the complex processes that shape child development. Students delve into topics such as cognitive, social, and emotional development, as well as the impact of culture and context on child outcomes. With a strong emphasis on research and theory, students collaborate with renowned faculty, engage in hands-on research experiences, and develop the skills needed for successful careers in academia, research, and policy development. Clark University’s program is accredited by the New England Commission of Higher Education (NECHE).

Doctorate in Forensic/Criminal Psychology

William james college – psyd in clinical psychology with a forensic psychology concentration.

William James College offers a PsyD program in Clinical Psychology with a Forensic Psychology Concentration, providing students with a strong foundation in clinical practice and specialized knowledge in forensic psychology. The program focuses on the intersection of psychology and the legal system, emphasizing the assessment, treatment, and evaluation of individuals involved in criminal and civil proceedings. Hands-on training, research opportunities, and collaboration with experienced faculty prepare graduates for careers as forensic psychologists in various settings, including courts, prisons, and private practice. The program is accredited by the American Psychological Association (APA).

Doctorate in Industrial/Organizational Psychology (IO)

University of massachusetts amherst – ph.d. in organizational science.

The University of Massachusetts Amherst offers a cutting-edge Ph.D. program in Organizational Science, focusing on the application of psychological principles to improve organizational performance and well-being. This program emphasizes research, theory, and practice in areas such as leadership, motivation, work-life balance, and team dynamics. Through rigorous coursework and hands-on research opportunities, students develop skills to address workplace challenges and contribute to organizational success. Graduates are prepared for careers in academia, consulting, and various industries. The program is accredited by the New England Commission of Higher Education (NECHE).

Boston University – Ph.D. in Applied Social and Organizational Psychology

Boston University’s Ph.D. program in Applied Social and Organizational Psychology prepares students to become leading scholars and practitioners in the field of Industrial/Organizational (I/O) psychology. The program offers a strong foundation in psychological theories and methods, with a focus on applying research to improve organizational performance and employee well-being. Students engage in diverse research experiences and collaborate with renowned faculty members on projects related to personnel selection, training, leadership, and organizational culture. The program is accredited by the American Psychological Association (APA).

Doctorate in Marriage and Family Therapy (MFT)

Boston college – ph.d. in counseling psychology: marriage and family therapy concentration.

Boston College offers a distinctive Ph.D. program in Counseling Psychology with a concentration in Marriage and Family Therapy. This program equips students with advanced clinical and research skills to work effectively with diverse couples and families in various settings. Students gain a deep understanding of systemic and relational therapy approaches while participating in rigorous coursework, research, and practicum experiences. Graduates are prepared for careers as practitioners, researchers, and educators in the field. The program is accredited by the American Psychological Association (APA).

William James College – PsyD in Clinical Psychology: Couples and Family Therapy Emphasis

William James College provides an innovative PsyD program in Clinical Psychology, which emphasizes Couples and Family Therapy. This program is designed for students interested in developing expertise in working with couples and families, addressing complex relational dynamics and mental health issues. Students receive comprehensive training in assessment, intervention, and research related to family systems while gaining hands-on experience through supervised clinical work. Graduates are prepared for leadership roles in clinical practice, research, and academia. The program is accredited by the American Psychological Association (APA).

Doctorate in ABA/Behavioral Analysis

Simmons university – ph.d. in behavior analysis.

Simmons University offers a cutting-edge Ph.D. program in Behavior Analysis designed for individuals passionate about advancing the science and practice of behavior analysis. Students engage in rigorous coursework, research activities, and professional experiences, acquiring deep expertise in experimental, applied, and theoretical aspects of the field. Graduates are equipped for careers in academia, research, and leadership roles within various service delivery settings. The program is accredited by the Association for Behavior Analysis International (ABAI).

Western New England University – Ph.D. in Applied Behavior Analysis

Western New England University features an exceptional Ph.D. program in Applied Behavior Analysis, preparing students to become leading practitioners, researchers, and educators. This program emphasizes evidence-based practices, research methodology, and advanced intervention strategies for addressing complex behavioral challenges. Students gain hands-on experience through clinical work, supervised practicum placements, and research projects. Graduates are well-prepared to contribute to the field in diverse settings, including healthcare, education, and human services. The program is accredited by the Association for Behavior Analysis International (ABAI).

Doctorate in Other Psychology Programs

Clark university – ph.d. in social psychology.

Clark University’s prestigious Ph.D. program in Social Psychology equips students with a solid foundation in theoretical, empirical, and methodological aspects of the field. This innovative program fosters interdisciplinary collaborations, encouraging students to explore various research areas, such as prejudice, intergroup relations, and social cognition. Graduates are prepared for successful careers in academia, research, and applied settings. Clark University is accredited by the New England Commission of Higher Education (NECHE).

Suffolk University – Ph.D. in Applied Developmental Psychology

Suffolk University’s acclaimed Ph.D. program in Applied Developmental Psychology prepares students to conduct impactful research and engage in practical applications to enhance the well-being of children, families, and communities. Students receive comprehensive training in developmental theory, research methods, and evidence-based practice. The program emphasizes the integration of research, policy, and practice to inform real-world decision-making. Graduates emerge as skilled professionals, ready to contribute meaningfully to various fields. Suffolk University is accredited by the New England Commission of Higher Education (NECHE).

© 2023 Psychology Masters Programs

Privacy Policy | Terms of Condition

Clinical Program

Ph.d. program in clinical psychology.

Please note that the Graduate and Clinical Handbooks contain a great deal of information about the Clinical Program and should be read in full.

About the Program

Established in 1947 and accredited by the APA since 1948, the PhD program in clinical psychology at Boston University has a long and distinguished history. As part of the Department of Psychological & Brain Sciences, the program is committed to the pursuit of a science-based approach to psychology.  The clinical-scientist model serves as the basis of our training program that prepares graduates for a wide range of careers in academic, medical, and applied settings.

Mission Statement

The Boston University PhD Program in Clinical Psychology was one of the first twelve programs approved by the American Psychological Association in 1948. The program places clinical science at the foundation of training goals and objectives.  As such, graduates of the program are expected to be competent in psychological research and to be knowledgeable about the scientific bases of clinical psychology applications, such as assessment and intervention.

Our goal is to help students develop skills in research and science-based clinical practice as well as the critical thinking skills and abilities necessary to integrate these domains. Within this framework, we emphasize a mentorship model of teaching that provides experiential learning and supervision in clinical research and professional practice settings.  Key training components include the development of independent research skills, clinical training at sites with psychologists who integrate science and practice, and course content informed by current research. This multipronged training is consistent with the University’s mission of developing outstanding scientists and researchers in all the disciplines in which graduate degrees are offered, while ensuring that graduates are competent to use these skills in applied clinical settings. The presentation of didactic material through courses, participation in clinical research, and clinical training experiences follow a sequence that reflects increasing complexity and effective integration of the subject matter, and promotes increasing autonomy in our graduate students.

The program accepts a small number of students each year with class sizes seldom exceeding ten students. Given the clinical science focus of the BU program, applicants who are solely interested in careers in clinical practice may better achieve their objectives at a professional school in psychology. The overarching goal of the program is to give our graduates the background necessary to implement evidence-based practices and programs in applied settings, develop sophisticated program evaluation methodologies, create new basic and applied knowledge in clinical research settings whether in universities or agencies, and innovate policy relevant to the practice of clinical psychology. Our graduates typically follow career paths in academic and medical settings. Some examples from graduates in the last several years include academic or clinical research positions at Brown University Medical School, Harvard University Medical School, Boston University School of Medicine, University of California, Los Angeles School of Medicine, Mt. Sinai School of Medicine, University of New Hampshire, Suffolk University, University of Waterloo, and the University of New South Wales (Australia). In addition, a number of graduates have also obtained leadership positions in clinical settings including Director of Addiction Ambulatory Services at Bronx Lebanon Hospital / MLK Jr. Health Center in New York, and Program Director, Polytrauma Transitional Rehabilitation Program, Palo Alto VA. Whatever the setting, the program philosophy emphasizes training that will produce clinical scientists who will become leaders and innovators in academic and applied settings with clinical science as the foundation of their work.

Accreditation

The Boston University Clinical Psychology Doctoral Program has been accredited by the American Psychological Association since 1948. Questions regarding accreditation can be addressed to the APA Commission on Accreditation :

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002 (202) 336-5979

The Boston University Clinical Psychology Doctoral Program has also been accredited by the Psychological Clinical Science Accreditation System (PCSAS) since June 2017. Questions regarding accreditation can be addressed to:

Psychological Clinical Science Accreditation System Alan G. Kraut, Executive Director 1800 Massachusetts Ave. NW. Suite 402 Washington, DC 20036-1218 (301) 455-8046 [email protected]

Admissions: PsyD in Clinical Psychology

Psyd in clinical psychology, take the next step: apply to the psyd in clinical psychology.

We welcome your application to the William James College PsyD in Clinical Psychology program. We enroll a cohort of approximately 100 new students into the Clinical PsyD program in the fall of each year. A strong applicant is one who has demonstrated excellence in their academic preparation, dedication to their personal and professional development, and commitment to community service. Be sure to make a note of application deadlines and requirements.  We encourage you to attend upcoming information sessions , connect with student ambassadors , and to email our Admissions Office at [email protected] to learn more about the admission process.

Application Deadline

Admissions is closed for Fall 2024 Please check back in the Fall for 2025 application deadlines.

Prerequisites

Possession of a baccalaureate degree from an accredited institution.

NOTE: Applicants with a master's degree from an accredited institution are required to have an earned baccalaureate degree as well. Those with a master's degree in psychology are exempt from the prerequisites.

Prerequisite Courses Must be completed before enrollment:

• General Psychology
• Abnormal Psychology

AND two out of the following seven courses:

• Behavioral Statistics
• Developmental Psychology
• Personality Theories
• Physiological Psychology
• Research Methods in Psychology
• Social Psychology
• Tests and Measurements

Academic achievement at the undergraduate and/or graduate levels (though there is no cut-off GPA requirement, 3.0 (of 4.0) is expected).

Qualified applicants will be invited to interview with a faculty member. This interview is required.

Accepting Your Offer

Admissions Offers

• Admitted students have until April 15 (APA Universal Acceptance Deadline), provided the incoming class has not yet reached capacity, to accept their offer and submit the required $500 deposit.

After Acceptance

• First year Field Education search begins when the acceptance deposit is received.
• Registration for Fall Semester begins in June.
• Orientation week precedes the beginning of classes (see academic calendar for details).
• Classes begin before Labor Day .

Get to Know Us!

Request info.

Clicking the "Submit" button constitutes your express written consent to be called and/or texted by William James College at the number(s) you provided, regarding furthering your education. You understand that these calls may be generated using an automated technology. View our Privacy Policy here.

Want to Connect with Someone?

Sign Up for an Admissions Event Email Us With a Question Connect with Our Students

Ready to Apply?

Watch our program information session.

International Applicants

All applicants to any graduate program at William James College must have completed a four-year undergraduate degree from a regionally accredited US institution, or its equivalent, by the start date of enrollment. All applicants must submit official translations of all non-US transcripts (please refer to the online application and the transcripts section for additional instructions). Completion of an online application, submission of all required supporting documents, and an interview are required. For applicants whose primary language is not English, a TOEFL combined score (no more than two years old) of at least 637 (paper-based test), 270 (computer-based test) or 110 (internet-based test) is preferred.

After acceptance of the admission offer, non-permanent resident international students who qualify will receive a Foreign Student Certification of Finances (FSCF) form which must be submitted by every student who does not hold a permanent resident (immigrant) visa in the United States. Because international students are ineligible to borrow Federal student aid, and private loans may be difficult to obtain, a completed FSCF form is required by US Regulation from every student to confirm that all necessary financial supports are secured for the duration of study. Only after this certification is sufficiently submitted the Certificate of Eligibility for Nonimmigrant Student Status INS I-20 form will be issued. International applicants must plan and secure funding sources for the length of their stay in the U.S. before applying. This includes living expenses, health insurance and travel. Once enrolled, there are no opportunities to earn income through employment in or outside campus. To review estimated program costs please click here.

Successful completion of all requirements towards a degree will include your completion of one or more unpaid or paid internships. To undertake paid internships, students are required to demonstrate to employers they are authorized to work in the U.S. Students who are unable to do so may be unable to complete all requirements for their degree program.

International applicants must provide a copy of their visa before beginning the program.

Due to the substantial curricular practical field experience this program requires, International students on F-1 Student visas do not qualify for post-completion practical training (OPT).

Transfer of Credit: PsyD in Clinical Psychology

Institutional policy.

Credits earned in graduate-level courses completed at another accredited institution 1 no more than seven years prior to matriculation at William James College, for which a grade of "B" or better 2 was awarded, are eligible for transfer to William James College. Said transfer credit may be applied to degree requirements subject to the following two provisions:

• No more than 20 percent of the total credits comprising a student's degree program may be satisfied through transfer credit; however, various degree programs may establish policies that further limit the acceptability and application of transfer credit.
• The determination of the actual acceptance and applicability of potentially eligible transfer credit is the responsibility of the appropriate program chair/director.

1 "Accredited institution" refers to any college/university that holds accreditation from an association/unit that is recognized by the Council for Higher Education Accreditation (CHEA).

2 The grade of "B-" is less than "B" and not eligible for transfer. Credit for coursework in which a traditional letter grade is not recorded will not be considered for transfer unless the student can present compelling evidence that recorded grades are at least equivalent to "B" quality.

Clinical Doctoral Program Policy

Students admitted to the Doctoral Program may apply for Transfer of Credit.

A) Courses for which a student seeks transfer credit must:

• have been taken at a regionally accredited institution
• have been taken at the graduate level
• have been taught by faculty instructors who have obtained Doctoral Degrees in a mental health related field
• have been taken within 7 years of the student’s date of matriculation at William James College
• have received a grade of B or better
• meet the Discipline-Specific Knowledge or Profession-Wide Competency required content mastery assigned to the course in our curriculum
• Have been taken in-person or in a blended format, NOT fully online*

*NOTE: Although it remains the Clinical PsyD program’s policy to not accept graduate-level courses taken online for transfer of credit, this policy may be waived for courses taken from the Spring 2020 to Fall 2021 semesters, during the COVID-19 pandemic .

B) Limitations

• A maximum of 2 credits will be given for each course accepted for transfer (with the exception of those courses designated as equivalent to William James College 3 credit courses on transcript and syllabus review.)
• Transfer credit is limited to a maximum of 12 credits. This Policy is automatically waived for those students who are admitted to William James College with Advanced Standing, or other special admission status.
• Transfer credit is limited to a combination of elective and required courses.
• The following William James College Clinical Doctoral Program requirements cannot be met via transfer of credit:
• CLI CS706 / CLI CS707 - Clinical Practice I and II
• CLI PS801 - Ethics, Standards, and Professional Practice
• CLI FP750 / CLI FP755 , CLI FP830 / CLI FP835 , CLI FP900 / CLI FP905 , Field Education
• CLI PR800 / CLI PR801 / CLI PR901 / CLI PR904 , Doctoral Project
• CLI RS525 / CLI RS535 , Research

C) Transfer of Credit Procedure

• Students must submit an original plus two (2) copies (for a total of 3 copies) of a Transfer of Credit Petition (available on MyCampus), course descriptions, and syllabi for each course to be considered for Transfer of Credit.
• An Official Transcript from the institution at which the course was taken will be required if one is not on file in the student’s Academic file.
• Transfer of Credit requests must be submitted to the Registrar by April 30th of the year prior to matriculation. Requests will be evaluated by the Registrar in conjunction with appropriate Administrative and academic consultation.

D) Courses previously taken at William James College

For students who have successfully completed William James College courses on a non-matriculated basis:

• If taken within 7 years of matriculation, these courses will automatically be applied toward the PsyD degree (unless the student requests otherwise).
• A grade of "B" or higher must have been earned in the course.
• Incomplete courses will not be transferred into the Clinical Doctoral Program and will not be considered if course completion occurs after program matriculation.
• William James College courses (at a maximum of 4 courses) taken prior to matriculation are included in and subject to the 12 Credit maximum for transfer of credit.

E) Courses taken elsewhere while the student is enrolled at William James College

• Courses taken at other accredited institutions while a student is enrolled at William James College will be eligible for transfer credit subject to the same rules as courses taken prior to matriculation at William James College.
• Students must obtain prior approval of such courses for transfer of credit from their advisor and from the Registrar in accordance with the procedures outlined in section c) above.
• An official transcript must be submitted after completion of the course.
• Such courses will be included in the 12 credit maximum allowable for Transfer of Credit.

Course Waivers

Based on prior academic experience (including, but not limited to recognition of knowledge/skill acquired in previously completed courses which may not be eligible for transfer credit), the department chair may waive one or more required courses, and will then designate a suitable curriculum replacement(s). However, in no case will said waivers constitute a reduction in the number of overall credits required for a degree program. The decision to grant waivers and apply substitute course credits is a matter for the department chair and is not subject to appeal.

Advanced Standing

Advanced Standing is a formal status granted to newly matriculated students in a William James College PsyD program who enter with a previously completed master's degree in psychology or counseling that meets eligibility requirements. Students with Advanced Standing status enter the doctoral program at the level of second-year students, with a concomitant reduction in the overall minimum number of credits required for the degree. Advanced standing students’ time to degree is six months to one year sooner than non-advanced standing students.

Students admitted with Advanced Standing have the first year practicum waived (see institutional policy on Course Waivers, above) and are eligible for up to 26 transfer-of-credit hours for external Advanced Standing and up to 30 transfer-of-credit hours for internal Advanced Standing from our Clinical Mental Health Counseling Master of Arts Program. The department chair and/or her designates will determine precisely how previously completed coursework will apply toward the PsyD curriculum requirements. Such courses will be entered on our transcript as transfer of credit. Students will then be responsible for satisfying all remaining components of our doctoral degree curriculum.

Incoming students who meet preliminary qualifications for advanced standing will likely need to complete at least one course during the summer preceding the start of their first fall semester . Applicants should be aware of this and be prepared to complete summer on-campus courses in order to receive final confirmation of their advanced standing status. The summer session runs between early/mid-May and early/mid-July.

Eligibility and Maintenance of Advanced Standing Status

To be eligible for Advanced Standing, the applicant’s master’s degree must have been granted by a regionally accredited institution, must have 60 or more credit hours documented on the transcript, and must have required supervised field experience effectively equivalent to our first year practicum requirement (640 hours or more). Only courses taught by faculty with doctoral-level degrees are eligible for transfer of credit toward our PsyD degree. Also, please note that some master’s degrees are not eligible for Advanced Standing status. These include (a) master’s degrees in social work (MSW), (b) master’s degrees completed online or in blended (online + classroom) format, and, (c) master’s degrees conferred no more than seven years prior to your matriculation date at William James College.

Eligibility will be determined by individual review of a student’s records, an admissions interview, and direct contact, as needed, with prior advisors and supervisors at the academic program and field sites identified in a student's application. Only students with demonstrated excellence in their prior program(s) will be granted Advanced Standing.

Maintaining Advanced Standing status will be contingent upon establishing a record of academic achievement and good academic standing throughout the first year of our Clinical Doctoral Program. Students admitted with Advanced Standing must matriculate as full-time students and complete at least three years in the Doctoral Program at William James College. Program completion may extend beyond the three years of matriculation and must be completed within 7 years (to include the one year Advanced Standing equivalence). Students admitted with Advanced Standing Status are not eligible to receive the en route Master's Degree in Professional Psychology offered in the Clinical Doctoral Program.

Application for Advanced Standing

Request for Advanced Standing status is made at the time of application by completing the Advanced Standing section of the application. If an interview is granted, applicants for Advanced Standing are asked to submit digital and/or printed copies of all MA-program course syllabi and an official MA-program transcript (if not already received) either in advance of the interview date or delivered on the day of the interview. If the applicant is offered admission, the department chair and/or her faculty and staff designates will communicate to the applicant whether Advanced Standing status is granted and a list credits that can be accepted for transfer. All syllabi and transcript materials must be received by March 15th for the student to receive a report of Advanced Standing status prior to the uniform Acceptance Day (April 15th).

Request Information from William James College

• Degrees & Programs
• Centers & Institutes
• News & Events

College & Schools

• College of Arts & Sciences
• Sawyer Business School
• Suffolk University Law School

Quick Links

• Course Search
• Offices & Services
• Career Center
• Libraries & Archives
• Academic Calendar
• Staff Directory
• Employee Intranet
• Suffolk 2025

Our City. Our Campus.

Get directions and explore our neighborhood.

• Find a Program
• Search Toggle
• Degrees and Programs

PhD in Clinical Psychology

Graduate admission.

• Pierce Golden, Sr. Assistant Director - Graduate Admission
• 617-573-8302
• [email protected]
• 73 Tremont St. 6th floor Boston, MA 02108

Clinical Program Director

• Dr. David Langer
• 617-573-8570

Our program requirements reflect our adherence to the scientist-practitioner model and emphasize the value we place on evidence-based clinical work and practice-informed research. We are committed to fostering diversity, equity, and inclusion in our program and in the broader community and we strive to prepare students to respectfully and effectively work with diverse individuals and groups.

Question & Answer Session with Clinical Faculty

Download video transcript [PDF]

View the curriculum

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

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 Email: [email protected]

Program Information

Clinical psychology doctoral program manual.

Our  Clinical Psychology Doctoral Program manual [PDF]  is available for download and contains detailed information regarding our program and faculty.

Admission Information

For details on application deadlines, application materials, tuition and program costs, and faculty mentors, please see our  Admission page .

Licensure is required for independent practice as a clinical psychologist/ health service provider. Although completion of an APA accredited doctoral program in clinical psychology may assist students in the pursuit of licensure, program completion does not lead to licensure upon graduation. States and countries vary in licensure requirements and state laws, regulations, and policies may change at any time. Depending on where you reside, in addition to completion of an accredited educational program, applicants for licensure may be required to obtain additional supervised experience (e.g., a post-doctoral fellowship), complete an exam (e.g., the  Examination for Professional Practice in Psychology (EPPP) ; the  MA Board of Registration of Psychologists Jurisprudence Exam ), receive endorsements by other licensed professionals, or complete additional requirements.

We advise all applicants to contact the applicable state credentialing authority in the state you intend to reside in order to familiarize yourself with its specific requirements and determine if our program meets its eligibility criteria. Another potentially helpful resource is the Association of State and Provincial Psychology Boards . Students currently in the doctoral program in clinical psychology are welcome to discuss questions you have about career planning with your research mentor and the DCT.

State Licensure

Suffolk University’s Ph.D. in Clinical Psychology currently meets the educational requirements qualifying graduates to be licensed to practice as a clinical psychologist in the following states, subject to satisfactorily meeting all other requirements for licensure in each state:

• Alabama; Alaska; Arizona; Arkansas; Colorado; Connecticut; District of Columbia; Delaware; Florida; Georgia; Hawaii; Idaho; Illinois; Indiana; Iowa; Kansas; Kentucky; Louisiana, Maine, Maryland; Massachusetts; Minnesota; Mississippi; Missouri; Montana; Nebraska; Nevada; New Hampshire; New Mexico; New York; North Carolina; North Dakota; Ohio; Oklahoma; Oregon; Pennsylvania; Rhode Island; South Carolina; South Dakota; Tennessee; Texas; Utah; Vermont; Virginia; Washington; West Virginia; Wisconsin; and Wyoming

Suffolk’s program does not meet the educational requirements for licensure in the following states: California, Michigan, and New Jersey. Students interested in obtaining a license to practice as a clinical psychologist in California, Michigan, or New Jersey should contact the Board of Psychology in each of these states to determine what additional educational requirements will need to be completed in order to obtain a license to practice as a clinical psychologist in California, Michigan or New Jersey, subject to satisfactorily meeting all other requirements for licensure in that state.

Program Aims

The overarching aim of our program is to prepare students for entry-level practice in clinical psychology. We draw from a scientist-practitioner model that emphasizes the reciprocal relationship between science and practice and underscores the value of practice that is evidence-based, and evidence that is practice-informed.

In pursuit of this aim, we have developed measurable goals that students in our program must meet in order to successfully complete the program. The required coursework, training, and experiential activities we offer to help students meet these learning goals as well as their relationship to the American Psychological Association’s Profession Wide Competencies are outlined in Appendix A of Clinical Program Student Manual.

Our aims/goals are that students will:

Aim (Learning Goal) 1: Acquire and demonstrate substantial understanding of, and competence in, the provision of clinical service. 

Graduates from our program will be able to meet the following learning objectives:

• Evaluate, select, administer, interpret, and communicate psychological assessments in a manner that is informed by knowledge of the psychometric and empirical underpinnings of different methods and relevant diversity characteristics of the service recipient.
• Establish and maintain effective relationships with the recipients of psychological services.
• Develop, evaluate, and implement treatment plans that reflect both knowledge of empirically-based principles and an appreciation for individual client characteristics and contextual factors
• Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing evaluation.
• Demonstrate knowledge of models and methods of clinical supervision and consultation.
• Demonstrate ability to apply supervision models to practice and reflect and self-evaluate experience.

Aim (Learning Goal) 2: Acquire and demonstrate substantial understanding of, and competence in, research.

• Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
• Conduct research or other scholarly activities.
• Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local, regional, or national level.

Aim (Learning Goal) 3: Acquire and demonstrate substantial understanding, knowledge, awareness, sensitivity, and skill when working with diverse individuals and communities who embody a variety of cultural and personal backgrounds and characteristics across all professional roles and activities.

Graduates from our program will have developed the skills needed to meet the following learning objectives:

• Understand how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
• Demonstrate the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities), including the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base and ability to articulate an approach to working effectively with diverse individuals and groups and apply this approach effectively in their professional work.

Aim (Learning Goal) 4: Acquire and demonstrate substantial understanding of, and competence in, ethical and legal standards applicable to the science and practice of clinical psychology

• Be knowledgeable of, and act in accordance with, the current version of the APA Ethical Principles of Psychologists and Code of Conduct; relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and relevant professional standards and guidelines.
• Recognize ethical dilemmas as they arise and apply ethical decision-making processes in order to resolve the dilemmas.
• Conduct themselves in an ethical manner in all professional activities.

Aim (Learning Goal) 5: Acquire and demonstrate substantial understanding of, and competence in, the professional values, attitudes and skills required of clinical psychologists.  

• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
• Engage in self-reflection regarding one’s personal and professional functioning and activities aimed at maintaining and improving performance, well-being, and professional effectiveness.
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
• Demonstrate knowledge and respect for the roles and perspectives of other professions
• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
• Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

Program Requirements

Please visit the Academic Catalog to view Program Requirements.

Student Admissions, Outcomes, and Other Data

Please download our Student Admissions, Outcomes, and Other Data [PDF]  for more details.

Focus Your Experience

The clinical child experience.

The graduate psychology program at Suffolk University offers experiences in two specialty areas: Clinical Child Psychology and Neuropsychology. As defined by APA in their policy on Taxonomy for Health Service Psychology Specialties, experiences at the doctoral level include at least one or two specialized classes along with the opportunity to pursue practicum training in the area. See APA Education and Training Guidelines for more information about taxonomy in education and training.

Child-relevant training experiences occur in the context of primary mentoring relationships with faculty members whose research focuses on clinical child, required and elective coursework, and clinical training/practicum experiences.

Clinical Child Psychology

Clinical child is an area within in clinical psychology focused on the development and application of scientific knowledge to the delivery of clinical services to infants, toddlers, children and adolescents within their social context.

Affiliated Faculty

Dr. Gary Fireman Dr. Sarah Schwartz Dr. David Langer

Examples of Recent Clinical Practica

Please note that practicum training opportunities may change from year to year. Application to advanced practicum training sites is competitive and placements are not guaranteed.

Practicum I and II Sites

Newton public schools.

Students provide services to school-aged children with behavioral and emotional issues, issues related to academic performance, autism-spectrum disorders as well as children in need of assessment for learning disabilities. Depending on the site, students conduct some mix of individual assessment, individual psychotherapy and/or implement group/classroom intervention and prevention programs aimed at topics such as relational and physical aggression and acceptance of diversity.

New England Center for OCD and Anxiety (NECOA)

Students receive training and experience providing evidence-based care and consultation services for children, adolescents and adults struggling with obsessive-compulsive disorder and anxiety disorders in an outpatient treatment. Students may also have the opportunity to conduct assessments, run groups, and conduct co-therapy with experienced therapists.

Bradley Hospital – Child and Adolescent Inpatient Units

Students conduct brief intakes, provide short-term, skills-focused psychotherapy, and run groups as part of a multidisciplinary team on an inpatient psychiatric unit treating high-risk children ages 3-12 or adolescents ages 13-18. There are opportunities to engage with a wide range of issues, including depression, PTSD, substance abuse, aggression, eating disorders, and psychosis, providing a diverse experience in conceptualization and treatment.

Recent Advanced Elective Practicum Placements

Boston child study center.

Students are provided with opportunities to provide evidence-based assessment (intake interviews, structured diagnostic clinical interviews, writing reports, giving feedback to clients), individual, family and group psychotherapy to children, adolescents, young adults, and their families.

Pediatric Psychology Training at Hasbro Children’s Hospital

Students gain training in pediatric psychology with children and adolescents with comorbid medical and psychological diagnoses. Training rotations include: Sibling Group Rotation, Pediatric Weight Management, Pediatric GI Disorders Rotation, Child and Adolescent Forensics, Hasbro 6 inpatient psychiatric medical unit, and the Hasbro Partial Hospital Program.

The Manville School at Judge Baker Children’s Center, Center for Effective Child Therapy

Students are trained in using evidence-based treatments for anxiety, depression, traumatic stress, and disruptive behavior in an outpatient mental health service program that serves children and adolescents ages 2-19.

Boston University CARD, Child and Adolescent Program

Students conduct diagnostic interviews and provide individual and group therapy with children, adolescents, and their parents.

Cambridge Health Alliance, Child and Adolescent Inpatient Program

As part of an interdisciplinary team, students provide assessment, individual, group, and family psychotherapy in an inpatient setting for acutely distressed children and adolescents with diagnoses including PTSD, attachment, mood, anxiety, autism spectrum, and psychotic disorders.

McLean 3 East Outpatient DBT Program for Adolescents and Young Adults

Students conduct assessments and deliver psychotherapy to suicidal teens and their families. Client population is varied by age, identified gender, SES, and comorbid diagnoses.

Sampling of Elective Courses

Psych 705 - assessment i.

The seminar aims to introduce you to the theory and practice of evidence-based social, emotional and behavioral assessment. To this end, specific issues we will cover include psychometric theory, cognitive abilities/intelligence testing, some classic assessment controversies, strengths and weaknesses of various assessment approaches, ethical and cultural issues, and the psychological assessment of children.

PSYCH 774 – Child Therapy

Examines the principles and practice of psychotherapy with children and adolescents. Delineates the similarities and differences between evidence based intervention approaches with youth as well as the various theoretical perspectives to which they are related.

PSYCH 784 – Seminar: the Development of Infants & Children in Poverty

Introduces students to the special issues that children growing up in poverty face. Theory and empirical research will be explored as well as specific contexts common to disadvantaged children (e.g., homelessness and abuse). In addition, we will examine individual resilience and the impact of environmental support in mitigating deleterious effects.

APA's Division 7: Developmental Psychology APA's Division 53: Society of Clinical Child and Adolescent Psychology Mitch Prinstein's Advice for Applying to Graduate School in Child Clinical and Adolescent Psychology

The Neuropsychology Experience

The graduate psychology program at Suffolk University offers experiences in two specialty areas: Clinical Child Psychology and Neuropsychology. As defined by APA in their policy on Taxonomy for Health Service Psychology Specialties, experiences at the doctoral level include at least one or two specialized classes along with the opportunity to pursue practicum training in the area. See  APA Education and Training Guidelines  for more information about taxonomy in education and training.

The neuropsychology experience offers elements of the Houston conference guidelines for training students in neuropsychology. It also contributes to course requirements for board certification in clinical neuropsychology (i.e., ABPP-CN).

Clinical Neuropsychology 

Clinical neuropsychology is the science of brain-behavior relationships, and clinical neuropsychologists specialize in the assessment and treatment of individuals of all ages with dysfunction of the central nervous system. Biological bases of behavior is one of the most productive research areas with applications in education, vocational, rehabilitation, medical, psychiatric, and forensic settings.

Clinical Practica in Neuropsychology

Practicum i and ii sites , beth israel deaconess medical center, department of psychiatry.

Practicum students are placed in the Department of Psychiatry at this major Boston teaching hospital. Trainees develop and refine skills in neuropsychological assessment of adult outpatients. Trainees get experience assessing a range of psychiatric and neurological conditions, including dementia, degenerative disorders, ADHD, learning disabilities, development disorders and traumatic brain injury. The practicum students gain skills in all areas of neuropsychological evaluation, including interviewing, testing, scoring, report writing, and giving feedback to patients. In addition to individual supervision, training occurs through didactic seminars.

Recent Advanced Practicum Placements

Va boston healthcare center, neuropsychology rotation.

Practicum students typically see 1 patient per week for neuropsychological evaluation and gain experience in interviewing, test administration, scoring, interpretation, report preparation and feedback to patients, patient families and referral source. The primary clinical setting is the neuropsychology consultation service. Students attend weekly case conferences, monthly Neurobehavioral Rounds, and Neuropsychology didactics.

Massachusetts General Hospital (MGH) Psychology Assessment Center

This advanced clinical neuropsychology practicum is a one-year program designed to provide extensive clinical training in neuropsychology. Students are provided with supervised training in neuropsychological test administration and scoring and provides an opportunity for students to formulate cases and participate in report writing, and provide feedback to clients within the context of working within multidisciplinary teams within the hospital. The population includes adult and pediatric populations with a variety of neurological, psychological, developmental and medical conditions.

Beth Israel Deaconess Medical Center, Behavioral Neurology Unit

Practicum students are involved in the neuropsychological evaluation of adult patients with a variety of neurological problems including learning and attention disorders, head injury, stroke, multiple sclerosis, epilepsy, and neurodegenerative disorders. The practicum students will gain skills in all areas of neuropsychological evaluation, including interviewing, testing, scoring, report writing, and feedback to patients. Additional experience may be obtained in running cognitive remediation groups, presenting patients at weekly rounds, and participation in didactic seminars.

Neurobehavioral Clinic at Spaulding Rehabilitation Hospital

As part of an interdisciplinary team, neuropsychology practicum students gain experience conducting intake interviews, cognitive assessments, and neuropsychological assessments with adults who have moderate to severe acquired brain injury. Students also gain experience writing reports and giving feedback to clients. Weekly didactics are offered through the neurobehavioral clinic.

Neuropsychology Division, Edith Nourse Rogers, Memorial VAMC

Practicum students work with veterans who present with suspected memory disorders. Students learn to administer and interpret the results of a wide variety of neuropsychological instruments over the course of the year. The neuropsychology service utilizes a flexible battery approach and, as such, students have the opportunity to learn which instruments are appropriate for answering a variety of referral questions. Students will also participate in patient feedback with the aid of their supervisor.

All students in the doctoral program at Suffolk University are required to complete both an Early Research Project (similar to a master's thesis) and doctoral dissertation. For those students in the neuropsychology concentration, both thesis and dissertation are expected to be on a topic in neuropsychology under the mentorship of one of the two Suffolk faculty focused in neuropsychology:

David Gansler, Ph.D., ABPP/ABCN Dr. Matthew Jerram, Ph.D.  

PSYCH 706 - Assessment II

The goal of this course is to serve as a foundation for clinical practice and research activity in the important area of clinical neuropsychological assessment and psychological assessment. It serves to introduce the student to the techniques, methods and theories relevant to the practice of neuropsychological and psychological assessment.

PSYCH 792 - Introduction to Neuropsychology and the Clinical Neurosciences

Basic introduction to the specialty of neuropsychology. The scope of neuropsychology, the difference between neuropsychology and related difference and subspecialties, different historical and theoretical approaches to neuropsychology, as well as credential requirements for the practice of neuropsychology. Introduction to research techniques used to investigate brain-behavior relationships, ethical issues, and the role of the neuropsychologist in clinical and rehabilitation settings. By the end of the course, students will demonstrate a basic knowledge of the nervous system, the role of neurotransmitters, brain structures and associated functions, an understanding of how different instruments are used to assess those functions, and how neuropsychological interventions are formulated and implemented. 

Useful Links in Neuropsychology

Neuropsychology Central APA Division 40 (Clinical Neuropsychology) International Neuropsychological Society (INS) National Academy of Neuropsychology (NAN) Massachusetts Neuropsychological Society (MNS) Houston Guidelines for Eligibility for Special Certification in Clinical Neuropsychology Association of Neuropsychology Students in Training (ANST)

Courses & Requirements

Learn more about the classes, requirements, and different options available to complete the program.

Clinical Psychology Information Request

805.969.3626 Phone Number

• Future Students
• Current Students
• Pacifica Extension
• Commencement
• eLearning (D2L)
• My.Pacifica
• Student Email
• Download Guide
• Request Info
• Student Services
• Student Accounts
• Pacifica Intranet
• Illness & COVID 19

M.A./Ph.D. Clinical Psychology

Now Accepting Applications for Fall 2024

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

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

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

Learn about the clinical psychology ph.d. program.

Download An Information Guide

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

Human science model.

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

Depth Psychological Perspective

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

Clinical Training

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

Contact the Admissions Advisor

• [email protected]
• (805) 879-7305
• Request a call

Featured Blog Posts

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

Clinical Department Newsletters

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

Clinical Brochure

• Download the Brochure

Alumni Stories

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

Our alumni include:

Mark Montijo, Ph.D. (2006)

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

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

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

Doug Henry, Ph.D. (2003)

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

Marcia Dobson, Ph.D. (1998)

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

Request Information

Chair & faculty.

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

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

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

Program FAQs

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

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

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

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

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

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

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

What is the general format of classes?

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

How much work is required outside of class?

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

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

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

When do students have an opportunity to meet with faculty?

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

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

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

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

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

Scholarships

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

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

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

Curriculum Overview

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

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

Second Year

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

Requirements for Graduation

Degree requirements for graduation.

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

Faculty Mentorship

Preparation for clinical psychology licensure, enroll today.

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

Lambert Campus 249 Lambert Road, Carpinteria, CA 93013

Ladera Campus 801 Ladera Lane, Santa Barbara, CA 93108

805.969.3626

PhD in Clinical Psychology

A research-based degree program for students interested in careers in clinical psychological science..

The PhD in clinical psychology at UMass Amherst is an APA-accredited research-based degree program that will prepare you for careers in clinical science and practice.

Through the program, you’ll receive training in how to participate in an empirically supported clinical practice through hands-on psychotherapy and neuropsychological assessments with clients with diverse backgrounds and from across the life span.

Our program operates the Psychological Services Center, which provides evidence-based mental health services to the university and surrounding communities and engages in psychotherapy and neuropsychological research. 

Related offerings

Students interested in our PhD in Clinical Psychology may also be interested in these other offerings.

• Bachelor of Arts in Psychology
• Bachelor of Science in Psychology
• Minor in Psychology
• Developmental Disabilities and Human Services Letter of Specialization
• 4+1 Master of Science in Neuroscience and Behavior
• PhD in Cognition and Cognitive Neuroscience
• PhD in Developmental Science
• PhD in Neuroscience and Behavior
• PhD in Social Psychology

Featured faculty

Rebecca ready.

Rebecca Ready is a graduate program director and a professor in the Department of Psychological and Brain Sciences.

Learn to think scientifically about behavior, mental processes, and underlying mechanisms.

Global footer

• ©2024 University of Massachusetts Amherst
• Site policies
• Non-discrimination notice
• Accessibility
• Terms of use

• English Language Programs
• Postdoctoral Affairs
• Training Grant Support
• Request Information

THE GRADUATE SCHOOL

• Academic Programs
• Explore Programs

Clinical Psychology

• MA Requirements
• PhD Requirements

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

See related Interdisciplinary Clusters and Certificates

Degree Types: MA, PhD

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

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

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

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

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

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

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

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

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

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

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

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

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

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

MA Degree Requirements

Total Units Required: 17

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

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

Other MA Degree Requirements

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

Last Updated: September 12, 2023

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

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