psychology phd programs in usa

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Psychology in United States

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• Studying Psychology in United States is a great choice, as there are 123 universities that offer PhD degrees on our portal.
• Over 957,000 international students choose United States for their studies, which suggests you’ll enjoy a vibrant and culturally diverse learning experience and make friends from all over the world.
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213  Psychology PhDs in United States

Human Services Psychology (Behavioral, Clinical, Community) The Human Services Psychology (Behavioral, Clinical, Community) PhD program from University of Maryland... University of Maryland Baltimore County (UMBC) Baltimore Highlands, Maryland, United States

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The United States is home to some of the most prestigious universities and colleges in the world. With over 150 universities featured in international rankings, the U.S. has some of the best business schools, medical schools, and engineering schools. Universities and colleges in the U.S. are well known for academic flexibility and ways to customize your study experience with optional studies and extracurricular activities. Depending on where you will be studying, you will be able to visit iconic places like the Statue of Liberty, Empire State Building, Goldengate Bridge, The Grand Canyon, Mount Rushmore, Disney's Magic Kingdom Park, and much more.

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Psychology degrees teach students about all aspects of how the human mind and psyche work. Psychology degrees offered by top universities and colleges deal with the understanding of individuals and their behaviour within society, considering the human stages of development. Graduates pf Psychology studies find careers in Counselling, Psychotherapy, Organisational Psychology, Special Education, Advertising, and more.

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Psychology Graduate Program

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Please note that our GRE General Test score requirements for admission have changed. For candidates seeking Fall 2025 admission: -  required for applicants to the Clinical Science area  -  optional but recommended for applicants to the Social, Developmental, and CBB areas*  As  of Ma y 2024, GRE General Test scores will be required for all applicants seeking Fall 2026 admission.  The  Harvard Kenneth C. Griffin Graduate School of Arts and Sciences welcomes applications for admission from individuals who have or will have by the time of matriculation a BA, BS, or equivalent undergraduate degree (for prospective international students, a three- or four-year undergraduate degree from an institution of recognized standing) and actively seeks applicants from groups historically  underrepresented in graduate schools . All degree candidates are admitted for full-time study beginning in the fall term.

Immigration status does not factor into decisions about admissions and financial aid. For more information, see  Undocumented at Harvard .

If you already hold a PhD or its equivalent, or are an advanced doctoral candidate at another institution, you may apply to a PhD program only if it is in an unrelated field of study; however, preference for admissions and financial aid will be given to those who have not already had an opportunity to study for a doctoral degree at Harvard or elsewhere. You may also want to consider pursuing non-degree study through our  Special Student or Visiting Fellow  programs.

Eligible Harvard College students with advanced standing may apply in the fall of their junior year to earn an AM or SM degree during their final year of undergraduate study. Interested students must contact the  Office of Undergraduate Education  for eligibility details before applying.

Questions about the application or required materials should be directed to the Harvard Griffin GSAS Admissions Office at  [email protected] or 617-496-6100. 

Harvard Griffin GSAS does not discriminate against applicants or students on the basis of race, color, national origin, ancestry or any other protected classification. 

Required Application Materials

Please refer to Completing Your Application on the Harvard Griffin GSAS Admissions site for details.  A complete application consists of:

Online application form

Application fee payment ($105) -  Application fee waivers are available to those for whom payment of the application fee would be financially challenging. Applicants can determine eligibility for a fee waiver by completing a series of questions in the Application Fee section of the application. Once these questions have been completed, the application system will provide an immediate response regarding fee waiver eligibility.

Transcripts

Letters of recommendation (at least 3)

Statement of purpose

Personal statement

Demonstration of English proficiency

GRE General Test scores:   -  required for applicants to the Clinical Science area  -  optional but recommended for applicants to the Social, Developmental, and CBB areas* As of May 2024, GRE General Test scores will be required for all applicants seeking Fall 2026 admission. 

Harvard Griffin GSAS may request additional academic documents, as needed.

*Graduate student admissions are among the most important decisions we make as a department. Like many other PhD programs around the US and abroad, we have wrestled with the question of whether we should continue to require that applicants to our PhD program submit scores from the Graduate Record Examination (GRE) as part of their application. After extensive review of the scientific literature and robust discussion among our faculty, we have decided to continue to make submission of GRE scores optional, but to Recommend that students submit GRE scores if they are able to do so. We wanted to share our candid thoughts on this here.  

A number of empirical and review papers have noted that performance on the GRE is not a strong predictor of performance on a number of graduate school metrics (e.g., correlation with graduate school GPA = .21-.31, which represent small to medium effect sizes; Woo et al., 2023) and that the fact that the significant group differences (by race/ethnicity and gender) in GRE scores suggest it may discourage those from underrepresented groups from applying to PhD programs. Other research has shown that although there are limitations to the GRE, other potential predictors of success in graduate school have even smaller correlations with such outcomes, and removing the GRE would lead us to rely on these other potentially biased factors, such as where a person received their undergraduate degree, what research lab they had the opportunity to train in, and letters of recommendation.(1) We have heard anecdotally from current and former PhD students (including those historically underrepresented in PhD programs) who argue that the GRE helped them demonstrate their abilities when they didn’t attend a top undergraduate institution or work in a well-known research lab.  

On balance, we acknowledge that the GRE is an imperfect test and should not be used as the single deciding factor in admissions; however, we fear that excluding it altogether will introduce more, not less, bias into the admissions decision-making process. Thus, we have decided to keep the submission of GRE scores optional, but to recommend that students submit their scores if they are able to do so.  

We know that many students might expect that we are looking for near-perfect scores as a requirement for admission. We are not. We do not use a rigid threshold for GRE scores, and take it into consideration with other factors (e.g., strong performance in undergraduate statistics might be used to demonstrate quantitative abilities in place of strong performance on the quantitative section of the GRE). To be transparent about this, we note that our past 10 years’ of admitted PhD applicants have had scores on the GRE ranging on the Quantitative section from the 38th to the 98th percentile, and on the Verbal section ranging from the 59th to the 99th percentile.(2 )

We will continue to work toward determining how to make admissions decisions in a way that identifies the candidates who match best with what our PhD training program has to offer and in doing so may make further adjustments to our admissions requirements in future admissions cycles.  

(1) For a review of these issues, see: Woo, S. E., LeBreton, J. M., Keith, M. G., & Tay, L. (2023). Bias, Fairness, and Validity in Graduate-School Admissions: A Psychometric Perspective. Perspectives on Psychological Science, 18(1), 3–31. https://doi.org/10.1177/17456916211055374  

(2) Note: Test scores were not required for the past 3 years and so are largely unavailable for that period. 

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

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

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Preparing and applying for graduate school in psychology

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

APA publications

Journal of Diversity in Higher Education

What Psychology Majors Could (and Should) Be Doing, 2nd Ed

Journal of Counseling Psychology

Graduate Study in Psychology, 2019 Edition

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Psychology, PhD

Graduate study in Psychology at Penn emphasizes scholarship and research accomplishment.  The first-year program is divided between courses that introduce various areas of psychology and a focused research experience.  A deep involvement in research continues throughout the graduate program, and is supplemented by participation in seminars, teaching, and general intellectual give-and-take.  Students are admitted into the graduate program as a whole, not into specific subfields. Students and faculty are free to define their fields of interest.  A high level of interaction between students and faculty helps generate both a shared set of interests in the theoretical, historical, and philosophical foundations of psychology and active collaboration in research projects.

The Graduate Group in Psychology is highly distinguished and represents a broad range of work in psychology and includes an APA-approved clinical program. Two regular faculty and two emeritus professors are members of the National Academy of Sciences, and three regular faculty are Fellows of the American Academy of Arts and Sciences. The Department also includes past presidents of the American Psychological Association, the Society for Judgment and Decision Making, and of the Linguistics Society of America.

Many other faculty, graduate students, and former students have received national awards for excellence in research and teaching. We have strong connections with other disciplines at the University. Our members play pivotal roles in two of the most important interdisciplinary areas on campus, the cognitive sciences and the neurosciences, both of which have been fostered by the Department as a matter of policy.

For more information: http://psychology.sas.upenn.edu/graduate

View the University’s Academic Rules for PhD Programs .

Required Courses

A total of 20 course units are required for graduation.

By the end of Year 2, you must have taken one in each of the following areas: The Mind, The Brain, The Individual & The Group.

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2024 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

Clinical Program Requirements

The clinical training program, nested in the Department, is intended to prepare students for research/academic careers in Clinical Psychology, Psychopathology, or Personality. Clinical training (in assessment, diagnosis and psychotherapy) is seen as an integral part of the education of highly qualified, creative clinical scientists.  Nevertheless, the principal goal of Penn clinical students is to become expert psychologists, not simply expert clinicians, and the program is designed to support that goal. Our program is a member of the Academy of Psychological Clinical Science, a coalition of doctoral training programs that emphasize the scientific basis of clinical psychology and is accredited by the Psychological Clinical Science Accreditation System. Our membership in the Academy indicates our commitment to empirical research as the basis of theory, assessment, and intervention, and our PCSAS accreditation attests to our success in training clinical students. The program is also accredited by the American Psychological Association. 

For more clinical information:   http://psychology.sas.upenn.edu/training-programs/clinical-training-program . 

Must be approved by Director of Graduate Studies. 

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Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
• Psychology Clinic
• Student Admissions Outcomes and Other Data

PhD Program

The PhD is conferred upon candidates who have demonstrated substantial scholarship and the ability to conduct independent research and analysis in Psychology.

A student typically concentrates in one of several areas within Psychology. Across all areas, the training program emphasizes the development of research competence, and students are encouraged to develop skills and attitudes that are appropriate to a career of continuing research productivity.

Two kinds of experience are necessary for this purpose. One is the learning of substantial amounts of theoretical, empirical, computational and methods information . A number of courses and seminars are provided to assist in this learning, and students are expected to construct a program in consultation with their advisor(s) to obtain this knowledge in the most stimulating and economical fashion.

A second aspect of training is one that cannot be gained from the courses or seminars. This is first-hand knowledge of, and practical experience with, the methods of psychological investigation and study . Therefore, students are expected to spend half of their time on research and to take no more than 10 units of course work per quarter, beginning in the first quarter.

Students achieve competence in unique ways and at different rates. Students and advisors work together to plan a program to accomplish these objectives.

If current students have any questions about the PhD program, please email the Student Services Manager, Dena Zlatunich, at  denamz [at] stanford.edu (denamz[at]stanford[dot]edu) . The current Director of Graduate Studies is Professor Hyo Gwoen.

If you are interested in applying for our PhD program, please carefully review the information on the  PhD Admissions website . Follow-up questions can be directed to the admissions staff at  psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) .

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The clinical program is accredited by the American Psychological Association and the Psychological Clinical Science Accreditation System.

Your program will typically be fully funded for five years thanks to stipend grant support and guaranteed teaching fellowships. Tuition support is also available for a six-year program. Funding is also available for research, travel, and conferences. You will have access to the latest technology at FAS Research Computing and the Neuroimaging Facility at the Center for Brain Science.

Examples of student dissertations and theses include “Childhood Anxiety Disorders: Developmental Risk Factors and Predictors of Treatment Response,” “Clarifying the Pathway to Suicide: An Examination of Subtypes of Suicidal Behavior and Their Association with Impulsiveness,” and “A Cognitive Neuroscience of Social Groups.”

Graduates have secured positions in academia at prestigious institutions such as Princeton University, Dartmouth College, and Columbia University. Others have embarked on careers with companies such as Facebook, BetterUp, and Apple.

Additional information on the graduate program is available from the Department of Psychology , and requirements for the degree are detailed in Policies .

Areas of Study

Cognition, Brain, and Behavior | Experimental Psychopathology and Clinical | Developmental | Social Psychology

Admissions Requirements

Please review the admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of Psychology .

Academic Background

While an undergraduate concentration in psychology is not required, some social science coursework is recommended. Because the program is heavily quantitatively oriented, college-level math and statistics are also advised. Research experience is extremely helpful; successful applicants have often worked for professors, done research projects as part of college courses, written an undergraduate thesis, or volunteered in a psychology research lab.

Please Note: Before making the decision to apply, the program in psychology suggests checking individual faculty/lab websites or emailing faculty directly to inquire whether they plan to consider applicants for fall 2025 admission. It’s important to note that while individual faculty members may have every intention of bringing in a new student this year, we cannot guarantee that they will all be able to do so. The total number of offers of admission to be extended by the graduate program is based on applicant preparedness and fit, availability of university advising and support resources, and target class size. Some of these factors are not able to be determined until after the applicant pool has been finalized.

Personal Statement

Standardized tests.

GRE General: Optional for Cognition, Brain, and Behavior, Developmental, and Social Psychology. Required for Experimental Psychopathology and Clinical. GRE Subject: Optional

Theses and Dissertations

Theses & Dissertations for Psychology

See list of Psychology faculty

APPLICATION DEADLINE

Questions about the program.

PhD in Clinical Psychology

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Program Overview

Please see also:

• Clinical Doctoral Student Handbook (PDF)
• Student Admissions, Outcomes and Other Data

Licensure Information

Please see details at Consumer Disclosure Information .

The clinical psychology doctoral program at American University aims to prepare students for licensure in many states. Graduating from an American Psychological Association (APA) accredited institution with a doctoral degree is often one of the main requirements for licensure in most states, and our program has been fully and continuously accredited by the APA since 1972. However, most states have other requirements for licensure (e.g., predoctoral internship, postdoctoral fellowship, particular scores on the EPPP licensing exam). This disclosure focuses solely on predoctoral courses needed to qualify for licensure as a psychologist. Graduates of AU’s clinical psychology program have successfully obtained licensure in many states.

The Clinical Psychology PhD program is committed to educating students in clinical science with rigorous training in both research and applied clinical work. Our program will provide you with the skills you need for a successful career in academia, research, or clinical practice. Fully accredited by the American Psychological Association Committee on Accreditation since 1972, our doctoral program reflects the scientist-practitioner model of training.

Excellence in Research and Clinical Training

The 72-credit PhD program is designed to provide students with a rigorous classroom education, innovative research opportunities, and exciting and diverse clinical experiences. With faculty guidance and mentorship, students complete a master's thesis, a doctoral dissertation, and one tool of research. Students engage in four year-long practicum experiences. In the first year, students learn humanistic and psychodynamic techniques in the American University Counseling Center. In later years, students learn and practice behavioral and cognitive techniques in the department's James J. Gray Psychotherapy Training Clinic and the Clinic for Youth Anxiety & Related Disorders. Additionally, students complete multiple externships in DC area hospitals, mental health centers, and counseling centers and a one-year internship.

This program takes five to six years of full-time study to complete. Part-time study is not available. See all degree requirements .

At AU, a mentorship model of training will allow you to work closely with a research supervisor throughout the program. You and this faculty mentor will collaborate on research projects and design your master's thesis and dissertation project. Our faculty members maintain productive research labs and mentor graduate students in research design and methodology. Faculty research interests include affective and motivational processes in depression, anxiety disorders (in children and adults), stress and emotion regulation, parenting, minority mental health, trichotillomania, cognitive assessment and therapy, smoking, borderline personality disorder, drug expectancies, personalization of psychotherapy. Faculty research programs offer a mix of applied and basic research opportunities.

Diverse Opportunities In The Nation's Capital

Home to numerous world-class research and clinical institutions, the DC area offers access to an extraordinary array of professional and intellectual opportunities. The clinical program at AU has fostered connections at a wide range of externship sites including the DC and Baltimore Veterans Affairs Medical Centers, National Institute of Health, Saint Elizabeth’s Hospital, National Children’s Medical Center, private practices, and college counseling centers at nearby universities. Many of our students make lasting connections in the DC area, and are well positioned to find post-doctoral employment in or around the city. There is a rich diversity in DC, so students work with individuals and families from many different backgrounds.

The PhD is your path to career success

At AU, we have a record of placing our clinical psychology PhDs in successful careers at respected institutions. Our students graduate fully prepared for careers in academia, research, and clinical settings. For example, graduates of our program hold tenure-track positions at St. John's University, Williams College, LaFayette College, the University of Cincinnati, and Goucher College.

We are proud of the research and clinical accomplishments of our students and alumni. AU PhDs have conducted research in prominent departments of psychiatry, including Brown University, Ohio State University, and the University of Virginia. Our alumni work in a variety of clinical settings in the DC area and across the country, including Johns Hopkins University, the National Institutes of Health, the New York Presbyterian-University Hospital of Columbia and Cornell, Chestnut Health System of Illinois, Children's National Medical Center, and the District of Columbia VA Medical Center.

News & Notes

More News & Notes

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

AU’s Gray Psychotherapy Training Clinic Offers Low-Fee Psychotherapy

To the Point: The Fentanyl Crisis, Why Now, Why So Deadly?

Alum spotlight, martha falkenstein, cas/phd '16.

Clinical Psychology

I benefitted from being encouraged to pursue my goals — and work/life balance.

Mentored by Dr. David Haaga on treatment development and outcomes for trichotillomania, Martha externed at the DC VA, NIMH Psychiatry Consultation-Liason Service, the Behavior Therapy Center, and Johns Hopkins Medical Center. After a Southwest Consortium Doctoral Internship and post-doc at McLean Hospital/Harvard Medical School, she now serves as Director of Research at the OCD Institute, supported by an NIMH Career Development Award. 

“I benefitted from being encouraged to pursue my goals — and work/life balance.”

Diana cox, cas/phd candidate.

AU’s quality of education prepared me well for the challenges of clinical work

Diana Cox’s research focuses on how experiences of stress affect physical and mental health outcomes, particularly in LGBTQ+ populations. As a member of the Stress and Emotion Lab, she has had the opportunity to design her own research studies and collaborate with other students on lab projects. She refined her clinical skills through externships at the Washington DC VA Medical Center, Neuropsychology Associates of Fairfax, and True North Therapy.

“AU’s quality of education prepared me well for the challenges of clinical work”

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College of Liberal Arts and Sciences

Department of Psychological Sciences

Ph.d. in psychological sciences.

UConn offers a Ph.D. in Psychological Sciences with eight areas of concentration, open to full-time students at the Storrs campus.

Our Ph.D. students benefit from advanced study with world-class faculty. They also gain hands-on training through teaching, research, clinical, and outreach experiences. Alumni pursue exciting careers in academia, research, government, health care, industry, and beyond.

The University of Connecticut is consistently ranked as one of the nation’s top 25 public institutions by U.S. News & World Report. The Department of Psychological Sciences is one of the most active and collaborative scholarly communities at UConn. It is among the top seven psychology departments for total research and development spending among all institutions, public and private, according to the National Science Foundation.

Full Ph.D. program requirements

Concentrations

Ph.D. students can choose a concentration in one of eight specializations that align with the Department’s research strengths.

Behavioral Neuroscience and Neuroscience

Our concentrations in behavioral neuroscience and neuroscience offer a wide variety of approaches and methods for studying the relationship between the nervous system and behavior. Behavioral neuroscience emphasizes electrophysiological, genetic, pharmacological, and neurochemical analyses of sensory, motor, motivational, and cognitive processes organized by the forebrain, along with animal models of neuropsychiatric disorders.

Clinical Psychology

Clinical psychology trains students to conduct empirical research on the causes, assessment, and treatment of mental health conditions and to deliver evidence-based services that promote wellbeing across the lifespan.

Developmental Psychology

Developmental psychology takes an integrative approach to the study of development from infancy to early adulthood. It investigates growth and transformation across multiple domains (cognitive, language, social, emotional), embraces a variety of theoretical perspectives, utilizes a wide range of methodologies, and crosses multiple levels of analysis.

Ecological Psychology

Ecological psychology emphasizes the interactions between organisms and their environments, self-organization, and non-linear dynamics in the context of natural-law explanations of biological behavior.

Industrial and Organizational Psychology

Industrial and organizational psychology emphasizes the research and application of psychological methods and principles to understand human behavior in work settings, with a particular focus on occupational health psychology.

Language and Cognition

Language and cognition studies how humans represent and communicate both the external world and our internal states. Methods include behavioral experiments, neuroimaging, and computational modeling.

Social Psychology

Social psychology emphasizes important social issues—like health, prejudice, and discrimination—using multiple theoretical perspectives, methods, and levels of analysis, including individual, dyad, group, intergroup, culture, network, society, international, and ecology.

For more information about admissions or the application process for the Ph.D. in psychological sciences, please contact [email protected] or reach out to the director of each concentration.

What is it like to be a student in the UConn psychological sciences Ph.D. program? View testimonials from our current graduate students!

Program Sequence

The following sections outline Department and Graduate School requirements for completing the MS and Ph.D. in psychological sciences. These sections suggest the sequence in which graduate students should complete the milestones toward their degrees. For more information, please reference the Policies and Rules for Graduate Study in Psychological Sciences.

If you have an external master’s degree, please consult with your advisors and the director of your concentration before proceeding with these guidelines.

Master’s

Step 1: establish advisory committee.

Your MS advisory committee should include at least three members: your major advisor, an associate advisor who represents your area of concentration, and another associate advisor outside of your concentration.

If you change your major advisor , please fill out the Change in Major Advisor form. If you change your associate advisor , please fill out the Request for Change in the Plan of Study form. You must submit both forms to the Registrar's Office and the Psych Graduate Program Coordinator.

Note: One of your associate advisors can be from another concentration in the Department or, with proper qualifications, they can be from another department in the University or from outside the University. A written request to have the external associate advisor appointed to the committee must be submitted by the major advisor to the Associate Head for Graduate Studies, and the Graduate School. The request must be accompanied by the CV of the external advisor.

Step 2: Submit Plan of Study

Submit the MS Plan of Study , signed by all members of your MS advisory committee, to the Registrar's office and the Psych Graduate Program Coordinator by the end of the fourth week of your final semester before completing the MS degree. The Plan of Study lists 30 credits, including 9 credits of GRAD 5950 (recommended to enroll in 3 credits for semesters 1-3) and 21 credits of coursework.

If you make changes to your Plan of Study after you submit it to the Registrar’s Office, you must fill out a Request for Changes in Plan of Study form and submit it to the Registrar's Office.

Note: Please contact the director of your concentration for guidelines on the specific courses you need to take. Once you complete 9 credits of required GRAD 5950, you may start to enroll in GRAD 6950.

Step 3: Apply for Graduation

Students who are candidates for graduation must apply to graduate through the Student Administration System .

You should apply to graduate by the fourth week of your final semester for each degree you are completing (or the spring semester for summer graduates). You can apply to graduate once registration for your last semester opens up. The Degree Audit section of the Office of the Registrar will then determine whether all degree requirements will be satisfied by the end of your final semester. For more information about using the system to apply for graduation, see Apply for Graduation .

Note: Applying to graduate also grants you the ability to participate in the spring commencement ceremonies.

Step 4: Prepare for Oral Defense

• Meet with your advisory committee to establish the details for your defense and schedule a room in Bousfield Building .
• Email the Psych Graduate Program Coordinator two weeks in advance of your oral defense with the date, time, location, room number, advisor name, and a working copy of your thesis.

Step 5: Submitting Final Thesis and Final Paperwork

Final thesis.

Before you submit your thesis to the Registrar's Office, make sure your thesis is appropriately formatted. Find more information about format specifications on the Registrar's website .

• Submit your thesis via Submittable  following the instructions in this Submittable help file , and submit your Degree Audit Signature Approval form to the Office of the Registrar.
• Your submission will be reviewed by the Office of the Registrar administrator for format compliance, and you will receive notification if you need to make any revisions.
• Accepted theses may be posted immediately unless the submitting author requests otherwise. No revisions are permitted once accepted by the Office of the Registrar.
• We recommend that you use your full legal name on the title page and on the approval page.
• You are no longer required to submit a printed copy of your thesis.

Final Paperwork

• Submit your Degree Audit Signature Approval form to the Office of the Registrar (this webform accounts for both the final exam and overall approval of the thesis).
• Submit final thesis and approval form by the published deadline (no later than two weeks before the end of the semester for the degree you are completing) on the Academic Calendar .
• You should also review your Plan of Study to make sure the courses you list correspond to your transcript. If they do not, you will be required to submit a Request for Changes in Plan of Study form to the Office of the Registrar.
• After you defend your Master's, please inform the Department's administrative manager so that they can approve your pay increase.

During Degree Program

Your Ph.D. advisory committee can be the same as your MS committee, but it does not have to be. It should include at least three members: your major advisor, an associate advisor who represents your area of concentration, and another associate advisor outside your concentration.

Note: One of the associate advisors can be from another concentration in the Department or, with proper qualifications, they can be from another department in the University or from outside the University. A written request to have the external associate advisor appointed to the committee must be submitted by the major advisor to the Associate Head for Graduate Studies, and the Graduate School. The request must be accompanied by the CV of the external advisor.

The Registrar's Office requires that students submit a Ph.D. Plan of Study , signed by all members of your Ph.D. advisory committee, no later than the completion of 18 credits. Students should also submit a copy to the Psych Graduate Program Coordinator. The Plan of Study lists 30 credits which include a minimum of 15 credits of GRAD 6950 (recommended to enroll in 3 credits for semesters 4-8) and a minimum of 15 credits of coursework, including related area courses and breadth courses.

Before you submit the Plan of Study to the Registrar's Office, you must:

• Gather approvals from all members of your advisory committee.
• Submit your Plan of Study to the Associate Head of Graduate Studies for approval, along with the Departmental Requirements Form for the Ph.D. Plan of Study , including breadth courses, instructor names, and any waivers for STAT or breadth courses.

Note: Please contact the director of your concentration for guidelines on the specific courses that you need to take. You cannot include courses that are listed on your master's Plan of Study in your Ph.D. Plan of Study.

Step 3: General Exam

Note: This is an approximate time of when you should take the general exam. Some students will take it while completing their master's degree. Check with your advisor or the director of your concentration about when you should complete the general exam.

Once you complete the general exam, submit the Report on the General Examination for the Doctoral Degree form to the Registrar's Office and copy the Psych Graduate Program Coordinator.

Step 4: Dissertation Propsoal

Students must hold a dissertation proposal meeting and collect approvals from their reviewers, the members of their advisory committee, and the director of their concentration.

After you have completed these steps, submit the following information to the Associate Head for Graduate Studies for final departmental approval:

• Dissertation Proposal for the Doctoral Degree form
• Report of Meeting to Approve a Proposed Dissertation form
• A copy of the proposal document and IRB approval

After receiving final approval from the Associate Head for Graduate Studies, please submit the original form to the Registrar's Office and submit a copy to the Psych Graduate Program Coordinator.

Final Semester

Step 5: Apply for Graduation

Students who are candidates for graduation must apply to graduate through the Student Administration System . Apply to graduate by the fourth week of your final semester for each degree you are completing (or the spring semester for summer graduates). You can apply to graduate once registration for your last semester opens up. The Degree Audit section of the Office of the Registrar will then determine whether all degree requirements will be satisfied by the end of your final semester. Learn more about how to apply for graduation.

Note: Applying for graduation grants you the ability to participate in the spring commencement ceremonies.

What’s my completion date?

The completion date signifies the point at which a student has been separated from active status at the University. For spring and fall semester graduates, the University conferral date will also represent the completion date, provided all degree requirements are completed by necessary deadlines. Graduates finishing during the summer will have a completion date determined by the submission of their final approved paperwork and/or completion of their enrollment. As students are no longer eligible to work as graduate assistants after their completion date, students should coordinate the end date of any summer employment with the submission of their final paperwork.

For students completing prior to the end of the fall or spring semester an alternate completion date can be requested upon submission of all final paperwork and completion of your academic engagement. Students should typically only request an alternate completion date if enrolled solely in research credits or independent study credits for the semester. Please note, if enrolled in a class that will not have completed and had a grade posted prior to the requested completion date, then an alternate completion date may not be possible. An Alternate Completion Date Request form must be submitted to the Graduate School for approval for international students or those with Graduate Assistantships.

Final paperwork approved and submitted past the posted deadline, but prior to 10th day of the fall or spring semester, requires no additional enrollment by a student. Students who choose to self-enroll but submit final documents for graduation prior to the 10th day are still responsible for any tuition/fees incurred. Submission after the 10th day of fall or spring semester will require enrollment for that semester.

Step 6: Preparing for Oral Defense

When applicable, talk with your advisory committee about scheduling your final exam/oral defense for your Ph.D. dissertation. Once you decide on the details, book a room for your defense and announce your oral defense in the University Events Calendar at least two weeks before the date of your defense. Please cross-list the event in the Psychology Department calendar.

Once you submit the event, email the Psych Graduate Program Coordinator two weeks before your oral defense with the date, time, location, room number, advisor name, title of dissertation, and working copy of dissertation.

One week prior to your defense , complete and submit the Departmental Dissertation Defense form to the Psych Graduate Program Coordinator only. This form indicates your dissertation examiners and solidifies that all members involved will be present at the Ph.D. defense.

Note: The proposal reviewers must be two faculty members outside of your advisory committee. The Department requires at least one reviewer to be a member of the UConn graduate faculty; the Graduate School encourages the use of at least one reviewer from outside the University. Individual concentration programs may have policies in addition to those listed here; please check with your advisor or the director of your concentration for details of the proposal procedures in your program.

Step 7: Submitting the Final Dissertation and Final Paperwork

Final dissertation.

Before you submit your dissertation to the Registrar's Office, check that you have requested all requirements for formatting. Find detailed information regarding format guidelines on Registrar’s website.

After you successfully complete your defense, your committee may require further revisions of your dissertation. Once you have completed all necessary revisions and have final approval, you are ready to prepare the final copy of your dissertation for submission.

• Submit one electronic copy of your dissertation to Submittable . Follow the instructions found in the Submittable help file . Effective May 9, 2016, a printed copy of the dissertation is no longer required to be submitted.
• To ensure efficient degree auditing of student records at graduation time, please be sure you have already submitted a Doctoral Plan of Study, a Report on the General Examination for the Doctoral Degree, and a Dissertation Proposal for the Doctoral Degree to the Office of the Registrar. Review your transcript and make sure grades are posted for all courses listed on your Plan of Study, including dissertation research credits. Any discrepancies may cause delays in graduation.
• Your electronically submitted dissertation will be reviewed by the Office of the Registrar administrator for format compliance, and you will receive notification if any revisions need to be made. Once the dissertation is approved by the Office of the Registrar administrator, your dissertation will be posted to Submittable and will be publicly viewable on the web according to the embargo period you selected. You will receive a notification via email of the posting. You will not be able to make changes or revisions to your dissertation submission after it has been approved and published in the Doctoral Dissertation Collection of UConn’s Submittable.

Note: If you are a student in the clinical psychology concentration and have defended prior to your internship, do not submit your approval form or your final dissertation until the year you will be conferring your degree.

You must also submit the required paperwork below by the published deadline on the Academic Calendar :

• All candidates: Survey of Earned Doctorates Completion Certificate
• Students who defended a dissertation : Degree Audit Signature Approval form (this webform accounts for both the final exam and overall approval of the thesis). The approval page will be routed to the Registrar's office when the final committee approval is submitted.

See the Office of the Registrar's web page on Doctoral Degree Programs for more information about degree requirements and graduation information.

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THE GRADUATE SCHOOL

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Clinical Psychology

• MA Requirements
• PhD Requirements

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

See related Interdisciplinary Clusters and Certificates

Degree Types: MA, PhD

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

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

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

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

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

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

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

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

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

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

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

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

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

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

MA Degree Requirements

Total Units Required: 17

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

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

Other MA Degree Requirements

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

Last Updated: September 6, 2024

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

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

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PhD in Psychology

We offer PhD degree in Psychology in seven Areas of Specialization. Each Area of Specialization may have distinct application and graduation requirements. Because the graduate students are admitted to a Specialization, and transfers among programs are not permitted, the applicants to our graduate program are advised to examine the research programs in each area carefully before they apply to the PhD program in Psychology. 

A note on admissions to our doctoral program: Please note that we do NOT use cutoffs on GRE or GPA scores to make admissions decisions. Further, we are committed to a holistic review process that involves reviewing multiple sources of information tied to a students’ readiness and fit for our program, and we strongly value students’ prior research experience, fit with a primary mentor, and other characteristics, such as students’ passion for research. Thus, we encourage all students with strong prior research experience who feel they are a good fit for our program to apply, regardless of any one particular score or feature of their application.

The application for the PhD programs in the Department of Psychology has eliminated the GRE requirement, beginning with the applications for the 2021 admissions.

To help you learn more about what criteria we value among applicants for our doctoral psychology program, we encourage you to review this rubric  that some labs in our program use to evaluate applications. Our goal with these criteria is to holistically evaluate your potential to be a successful graduate student and contributor to our program and the field. As you’ll see in the rubric, in your application we invite you to share experiences you’ve had that demonstrate your motivation, perseverance, and initiative as we want to recognize the broad range of paths that can prepare a person to be successful in graduate school.

Please note that current graduate students, research staff, and postdoctoral fellows might help review applications for a given lab.

PSYCHOLOGY PHD CURRICULUM

(Psychology PhD Course Requirements (PDF))

Areas of Specialization:

• Systems and Behavioral Neuroscience

Clinical Psychology PhD

Ph.d. in clinical psychology.

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

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

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

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

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

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

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

Teachers College Resilience Center for Veterans and Families

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

Dean Hope Center for Psychological Services

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

Admission Information

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

Doctor of Philosophy

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

Application Deadlines

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

Application Requirements

For admission-related inquiries, please contact [email protected] .

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

The Program requires the following:

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

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

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

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

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

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

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

Second Year

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

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

Fourth and Fifth Year

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

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

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Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

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

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Graduate Study in Psychology

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Why choose the UW psychology graduate program?

Graduate students working toward the Ph.D. in Psychology at the University of Washington are offered a flexible program, designed to prepare them for careers at the cutting edge of research and scholarship. While many students earn the M.S. in Psychology on the way to their Ph.D., we do not admit students in our Ph.D. program whose goal is a terminal Master's degree. For students interested in a Master's only degree, we have a  M.A. in Applied Child & Adolescent Psychology: Prevention & Treatment , which you can learn about by clicking here . 

Our graduate program is mentor-based. Students train under the direct guidance of one or more specific faculty members whose scholarly interests parallel their own. Prospective students are expected to identify faculty they view as potential mentors. The department is divided into seven general areas of study. Students apply to a specific area of study and not to the department as a whole. Students collaborate with their mentors and other faculty in their area of study to determine the coursework and training that best meets the student's career goals.

Psychology is a dynamic field. With its focus on the understanding of behavior of both humans and animals, our field is poised at the juncture between biological and social forces. New discoveries are constantly informing our work and changing the way we go about our business, whether in terms of theory, application, or methods. If you are curious, creative, and energetic, there is no better time for you to be pursuing advanced study in psychology. We welcome your interest.

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DEPARTMENT OF PSYCHOLOGY

  Hello and welcome to the Graduate Student section of our website.

Northwestern University's Psychology Department is one of the strongest and most prestigious departments in the United States. We offer Ph.D. programs in five areas: Clinical Psychology; Personality, Development, and Health Psychology; Cognitive Psychology; Cognitive and Affective Neuroscience (CAN); and Social Psychology. Faculty and graduate students in all five areas are conducting some of the most exciting and influential research being done in the psychological sciences today. Graduate students in our program receive rigorous training in methodology, statistics, and broad content areas in psychology and the behavioral sciences. From the first year onward, graduate students are involved in research projects under the supervision of Psychology Department faculty members. Early in their graduate school careers, they present the findings of their work at professional conferences and publish their research in leading psychological journals. They also receive invaluable experience as teachers and mentors of undergraduate students. Northwestern's Psychology Department aims to train the best and brightest of the next generation's scientists in Psychology and the related behavioral sciences. Our graduates have gone on to attain prestigious academic and research positions in universities, colleges, hospitals, and other venues where psychological research is conducted.

All Ph.D. students in the Psychology Department receive full funding (tuition and stipend) for five academic years (including four summers). Many graduate students also receive outside funding through NSF fellowships and other awards. Students work closely with faculty in the Psychology Department in class work and in the laboratory. In addition, students may take courses and do research with faculty in other departments at Northwestern University, including those in the Weinberg College of Arts and Sciences, the School of Education and Social Policy, and the Medical School. Many students are involved in interdisciplinary research.

Northwestern's Psychology Department offers an exciting, dynamic, and friendly community of scientists and scholars, set on the beautiful lakefront campus of a world-class university, minutes from one of the world's greatest cities, Chicago. If you would like to learn more about our community and our programs, please contact us.

Program Areas for Graduate Study

• Cognitive and Affective Neuroscience
• Personality, Development, and Health

For more information about graduate study at Northwestern:

The Graduate School http://www.tgs.northwestern.edu/

Psychology PhD

Psychology as a scientific discipline aims to describe, understand, and predict the behavior of living organisms. In doing so, psychology embraces the many factors that influence behavior-from sensory experience to complex cognition, from the role of genetics to that of social and cultural environments, from the processes that explain behavior in early childhood to those that operate in older ages, and from typical development to pathological conditions. The Department of Psychology at Berkeley reflects the diversity of our discipline's mission covering six key areas of research: Behavioral and Systems Neuroscience; Clinical Science; Cognition; Cognitive Neuroscience; Developmental, and Social-Personality Psychology. Our program learning goals focus on honing methodological, statistical and critical thinking skills relevant to all areas of Psychology research, enabling students with sufficient breadth to retain perspective in the field of psychology and sufficient depth to permit successful independent and significant research.

• The major academic objectives of the PhD program are for students to:
• Develop an understanding of the different theoretical and empirical frameworks that have defined and shaped the field
• Develop an understanding of the central questions and issues in contemporary psychology
• Develop expertise in one or more relevant research methodologies
• Build expertise in formulating testable hypotheses and designing appropriate studies
• Hone ability to critically evaluate scientific research
• Develop expertise in statistics and advanced data analytic approaches
• Develop an awareness of the importance of science to humanity while recognizing its limits (i.e., some scientific knowledge is culture-specific and may not be applicable to the human condition universally)
• Develop competence as a teacher of undergraduates and mentor to graduate students

Students select one of the following concentrations:

Behavioral and Systems Neuroscience: The Behavioral and Systems Neuroscience area encompasses faculty and students united by a common interest in the neurobiological/physiological bases of behavior, including but not limited to circadian and seasonal rhythms, decision-making, sex differentiation and behavior, energy balance, birdsong and animal communication, animal spatial orientation and navigation, gene-environment interactions, selective attention and visual perception, social behavior, attachment, developmental processes, physiological substrates of emotion and stress, and motivation. The methodologies currently employed by faculty and students cover the entire spectrum from the behavioral study of animals and humans to computational, cellular, molecular and neuroimaging analyses.

Clinical Science: Graduate students in Clinical Science combine rigorous research with hands-on clinical experience. In addition, students take courses that cover general areas of psychological science as well as more specialized areas based on a students interests. Most students will spend four to six years in residence at Berkeley plus one year at a Clinical Internship site, at or near the completion of the dissertation. Degrees are awarded after completion of the internship, even if the dissertation is completed earlier. The faculty advisor/mentor plays an important role in a students training. At the beginning of Year 1, each student is matched with a faculty advisor, usually one of the core Clinical Science Program Faculty, who supervises the student's research. In subsequent years, the student is free to continue working with that person or to seek a new research advisor. In addition to research supervision, the advisor works with the student in planning a program that fits that student's interests, while at the same time meeting program requirements. If a student is conducting research under the supervision of someone other than a core Clinical Science Program Faculty member (e.g., a faculty member in another area of the Psychology Department), then a core Clinical Science Program Faculty member is assigned to advise that student in matters related program requirements.

Cognition: The Cognition Program brings together faculty and students engaged in behavioral and computational investigations of fundamental cognitive processes, including learning, memory, categorization, reasoning, language, and perception. Our interdisciplinary approach borrows methods and insights from the cognitive sciences and other areas within the department.

Cognitive Neuroscience: Programs in Cognitive Neuroscience focus on neuroimaging and neuropsychological approaches to human behavior. Functional neuroimaging techniques, such as magnetic resonance imaging (MRI), electroencephalography (EEG), and intracranial EEG (iEEG) are used to study the neural bases of human behavior. Neuropsychological methods assess varieties of psychological dysfunction associated with brain damage or disease. Areas of specialty within this track include Sensory and Perceptual Processes, Attention and Working Memory, Learning and Memory, Emotion, and Motor Control.

Developmental: Our research goal is to understand how the organism and its capabilities develop throughout the lifespan. Our interdisciplinary approach is multi-species, multi-system, and multidisciplinary in nature. We study change over time in cognitive, linguistic, social, emotional, and neural processes. Our explanations include both neural accounts of the plasticity that is observed in the developing brain and other systems, and computational and psychological accounts of development. The bi-directionality of these processes is emphasized, with the organism's genetically program development being influenced by its physical and social environments and in turn influencing those environments. Thus, our research is situated at the interface between the fields of developmental psychology, computational modeling, psycholinguistics, cognitive psychology, developmental cognitive neuroscience, social psychology, cultural psychology, and clinical psychology. Our research examines numerous areas of development, plasticity, and change including sensory processes, cognitive capacities, language, reasoning, everyday knowledge of the world, emotions, and social relationships. We examine both typical and atypical development, each providing rich insights for better understanding the other and suggesting new approaches for effective treatments and preventive interventions.

Social-Personality Psychology: The social-personality program is devoted to training graduate students for careers in research and teaching. The program faculty and several affiliates conduct research and provide intensive training in six core areas of the field: (1) Self and identity; (2) Social cognition; (3) Emotion, emotion regulation, and affective neuroscience; (4) Personality processes and adult development; (5) Interpersonal, intergroup, and intercultural processes; and (6) Power, hierarchy, and social class. In addition to training in these core areas, the program encourages graduate students to develop their own research interests and build an independent research program. The program is characterized by considerable breadth and diversity. It provides students with special research opportunities, such as access to unique longitudinal databases, multi-method approaches (self-report, observational, archival, life-data, physiological), and biological perspectives on social behavior (e.g., evolutionary, neuroimaging).

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At a Glance

Department(s)

Admit Term(s)

Application Deadline

November 15, 2024

Degree Type(s)

Doctoral / PhD

Degree Awarded

GRE Requirements

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Clinical Science Concentration

• PSYC100 Research Requirement
• Neuroscience 4+1 (B.S./M.S.)
• Behavioral Neuroscience Requirements
• Clinical Science Requirements
• Cognitive Psychology Requirements
• Social Psychology Requirements
• Delaware Bridge Program
• Psychological & Brain Sciences Labs
• Make a Gift
• Institute for Community Mental Health Clinic

Welcome to Clinical Science

The clinical science program in the Department of Psychological & Brain Sciences at the University of Delaware was established in 1968, has been continuously accredited by the American Psychological Association since 1975, and was accredited by the Psychological Clinical Science Accreditation System in 2011.

Our overall goal is to train clinical researchers who produce, apply, and disseminate scientific knowledge. We train clinical scientists who keep abreast of current theory and research and contribute to the knowledge base in clinical psychology.

Nature and goals of the program

We believe that research is an essential career commitment for those who seek and obtain the Ph.D., and students accepted into our program are expected to share that commitment. Students also learn evidence-based assessment and interventions for adults and children with psychological disorders, but students whose primary career goal is the direct practice of psychology would be more satisfied in a different training program.

The aim of the clinical science program is to provide a structured set of research and clinical experiences that will prepare students for a career in clinical science. Therefore, graduates of our program will be competent in designing, conducting, and evaluating psychological research, as well as in delivering empirically-supported psychological services.

Consistent with this orientation, our program is a member of the Academy of Psychological Clinical Science - a prestigious group of 68 university-based clinical training programs and 12 internship sites that share similar goals for their programs and for the training of future clinical psychologists.

An integrative approach to training

The program integrates science and practice, which is reflected in collaborative, translational research. Our faculty and students apply basic psychological theories and empirical findings to real-world clinical problems such as depression, anxiety, child maltreatment and trauma, aggression, and couples’ distress in cancer patients.

Our program’s training model is consistent with the vision of the  Delaware Project . Specifically, we train students to emphasize continuity across a spectrum of research activities concerned with (a) basic mechanisms of psychopathology and behavior change, (b) intervention generation and refinement, (c) intervention efficacy and effectiveness, and (d) implementation and dissemination. 

Research with faculty mentors

Faculty members maintain visible and well-funded research programs. Much of this work is interdisciplinary, including collaborative projects with scholars in medical schools, universities, educational systems, and community agencies in the surrounding area. Members of the clinical faculty have been active in national, state, and local organizations concerned with advancing psychological knowledge; have played leadership roles in national organizations (e.g., the  Academy for Clinical Psychological Science ,  the Delaware Project ); and serve on many journal editorial boards, grant review study sections at the National Institute of Mental Health, and national task forces.

Funding is robust and drawn from multiple sources, including a Centers of Biomedical Research Excellence (COBRE) grant from the National Institute of General Medical Sciences, National Institutes of Health, plus individual investigator grants from the National Institute of Mental Health, National Institute on Alcohol Abuse & Alcoholism, National Institute of Child Health & Human Development, among numerous other federal and private sources.

Mentor-based training

Students work closely with faculty advisors who mentor them throughout their graduate career. Students often work with more than one faculty member. Faculty mentors provide training in research techniques, scholarly knowledge, and written and oral communication skills that enable students to become successful independent researchers. Students publish research findings in prominent journals; present them at national meetings; develop teaching skills; and write grant applications. These experiences, and others, have helped our graduate students win numerous awards and prepared them for successful research in academia, government, or industry.

Collaborations

All provide training in evidence-based practice. Our faculty members also have research collaborations with the University of Pennsylvania Center for the Treatment and Study of Anxiety, the Helen F. Graham Cancer Center, the State of Delaware Department of Children, Youth, and Families, Head Start Centers, A. I. duPont Hospital for Children, a network of social service agencies in Philadelphia, and area schools.

Program Requirements >

Work with our faculty.

Visit each researcher's bio page, linked below, for information on research interests and current funding.

The following faculty are accepting graduate students for 2025–2026: ​

• Jean-Philippe Laurenceau
• Jeffrey Spielberg
• Institute for Community Mental Health  (co-mentorship with ICMH faculty)

View more research labs

Serving the community, advancing knowledge 

The Institute for Community Health (ICMH) at the University of Delaware stands as a pioneering initiative led by the clinical science faculty within the Department of Psychological and Brain Sciences. Committed to transforming mental and behavioral healthcare, the ICMH integrates cutting-edge training, research, and clinical services to benefit the community.

This forward-thinking institute focuses on:

• Establishing vital connections between academic research and community mental/behavioral health systems.
• Enhancing access to science-based care for underserved populations.
• Generating new knowledge in the field.

Combining practice, collaboration and training

The ICMH strives to advance the quality of mental health services and promote equitable access to care through three interrelated entities:

• Provides evidence-based psychotherapy and diagnostic assessments for all age groups.
• Trains graduate students and professionals in evidence-based mental/behavioral health services.
• Facilitates interdisciplinary research and integrated care with other STAR Tower clinics.
• Partners with community agencies to train, implement and evaluate evidence-based practices within community settings.
• Bridges academia and community stakeholders to enhance the development and effectiveness of psychological and behavioral treatments.
• Trains graduate and undergraduate students to excel in real-world mental health settings.
• Trains students in evidence-based practices and a scientific approach to clinical care.
• Offers interdisciplinary training within STAR Tower's integrative healthcare environment.
• Addresses workforce shortages by producing skilled mental health professionals in Delaware and surrounding states.

Future accreditation plans

The University of Delaware's program is accredited by the Psychological Clinical Science Accreditation System and the American Psychological Association. 

We are committed to training clinical scientists who can ease the burden of mental illness and promote well-being in society through research, treatment development, and service delivery.  Our training opportunities emphasize continuity and interdependence across laboratory, clinical, and community contexts. Innovative training initiatives that break down traditional silos across the broad spectrum of clinical science require flexible pedagogy and implementation. 

The tenets and expectations of PCSAS are highly consistent with our training goals and methods, and we plan to maintain PCSAS accreditation indefinitely.

We plan to maintain APA accreditation until programs accredited by PCSAS are given the same access to internship and licensure opportunities as are programs accredited by APA.​

For questions regarding our accreditation, please contact the following for PCSAS and APA respectively:

Joseph E. Steinmetz, Executive Director Psychological Clinical Science Accreditation System (PCSAS) 1101 E. 10th Street Bloomington, IN 47401 Phone: 479-301-8008 / Email:  [email protected] www.pcsas.org

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

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Department of Psychology

Graduate Program Offerings

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

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

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

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

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

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

Please visit our  Graduate Admissions page  and our  Graduate Coursework page  for additional details about our program.

Fully Funded PhD Programs in Islamic Studies

As part of the series How to Fully Fund Your PhD , here is a list of PhD in Islamic Studies that offer full funding to their students. A PhD in Islamic Studies can lead to a wide range of careers. Graduates often pursue roles as professors and researchers at colleges and universities, contributing to academic scholarship and education. They can also work within religious institutions, providing leadership and guidance on Islamic thought and practice. Additionally, many find opportunities in media and publishing, writing for academic journals, books, and other publications to educate and inform the public about Islamic history, culture, and theology.

“Full funding” is a financial aid pack for students that includes full tuition remission and an annual stipend or salary for the duration of the student’s doctoral studies. Full funding is not universal, so it’s a good idea to research the financial aid offerings of all the potential Ph.D. programs in your academic field, including small and lesser-known schools.

You can also find many external fellowships in the ProFellow Database  for graduate and doctoral study, including opportunities for funding for dissertation research, fieldwork, language study,s, and summer work experiences.

Would you like to receive the full list of more than 1000+ fully funded programs in 60 disciplines?  Download the FREE Directory of Fully Funded Graduate Programs and Full Funding Awards !

New York University Fully Funded PhD in Middle Eastern and Islamic Studies

New York University provides a fully funded PhD program in Middle Eastern and Islamic Studies. Students in the MEIS doctoral program can focus on one of three specializations: culture and representation, Islamic Studies, or Literature. Those with a keen interest in the history of the Middle East often enroll in the joint PhD program in History and Middle Eastern and Islamic Studies. Every graduate student admitted to the MEIS program receives a MacCracken Fellowship, covering five years of tuition and stipend. This fellowship does not require teaching responsibilities.

Yale University Fully Funded PhD in Islamic Studies

Yale University, located in New Haven, CT, offers a fully funded PhD program in Islamic Studies. This program is dedicated to extensive research on Islam. It aims to train exceptional students for academic careers in this field. Participants are expected to gain a thorough understanding of Islamic intellectual history and religious thought, alongside expertise in a specific area of specialization and the necessary skills for critical scholarship on Islam. Admitted students receive full scholarships along with a multi-year stipend.

Columbia University Fully Funded PhD in Islam

Columbia University in the City of New York offers a fully funded PhD program in Islamic Studies aimed at training specialists in this field. The program prepares students to teach and conduct research on the history, cultures, languages, and literatures, doctrines and ritual practices, and the social and political expressions of Islam. This program follows a sequential path, starting with an MA and MPhil and culminating in a PhD. Admitted students receive a fellowship that covers tuition and fees and provides a five-year living stipend, including work as a teaching assistant for six semesters.

McGill University Fully Funded PhD in Islamic Studies

McGill University in Canada offers a fully funded PhD program in Islamic Studies through its Institute of Islamic Studies. There are two PhD tracks available: a general PhD in Islamic Studies and a PhD in Islamic Studies with a Gender and Women’s Studies Concentration. The Institute awards graduate funding on a competitive basis to exceptional candidates, providing five years of guaranteed financial support. This funding can include one or more graduate fellowships, stipends from research grants, and salaries from employment such as Teaching Assistantships, grading, Course Lectureships, or Research Assistantships.

Georgetown University Fully Funded PhD in Arabic and Islamic Studies

Georgetown University in Washington, DC, provides a fully funded PhD in Arabic and Islamic Studies. This program delivers advanced training in Arabic Linguistics, Arabic Literature (both Modern and Classical), and Islamic Studies, including Intellectual History, Theology, and Law. Emphasizing the close reading and interpretation of primary sources—both linguistic and textual, modern and classical—the program considers all PhD students for funding. The Teaching Assistantship Scholarship offers comprehensive financial support, including an annual stipend, a full tuition scholarship for nine credits per semester, and health insurance for five consecutive years.

Are you looking for more funding opportunities like these? Sign up to discover and bookmark more than 2,800 professional and academic fellowships and fully funded graduate programs in the free ProFellow database.

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Related Posts:

• Fully Funded PhD Programs in Asian Studies
• Fully Funded PhD Programs in Religion and Theology
• Fully Funded Master's Programs in Gender Studies
• Fully Funded PhD Programs in Cinema and Media Studies
• Fully Funded Master's Programs in Electrical Engineering

Fellowships for Muslims , Fully Funded PhD Programs , PhD in Islamic Studies

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Master of Science in Organizational Psychology

Begin your journey toward a rewarding career in industrial/organizational psychology with SMU guiding you every step of the way. Decide today to pursue a career that makes a real impact. With SMU, you’ll gain the necessary knowledge, skills and connections to turn your ambitions into reality.

of students are from outside of Texas 2023-24 school year

of Dedman graduates have jobs within 6 months of graduation

Highlighting its innovative edge, the program is STEM-designated, recognizing its focus on integrating science, technology, engineering and math principles within the field of psychology.

Why industrial/organizational psychology matters

Identifying barriers to productivity and efficiency

Every organization grapples with obstacles that can hamper productivity and efficiency. I/O psychology empowers professionals to identify and enact strategies to overcome barriers ranging from job dissatisfaction, miscommunication and poor leadership to lack of motivation and lack of resources to foster a more productive and efficient work environment.

Understanding and aiding in organizational change

Change is a given in any organization, yet poorly managed changes can lead to chaos, resistance and a decline in performance. I/O psychologists serve a crucial role in understanding the dynamics of organizational change. They help reduce change-related anxieties and resistance, paving the way for strategic growth and adaptation.

Improving job satisfaction, employee retention and overall organizational efficacy

One of the central tenets of I/O psychology lies in its goal to enhance job satisfaction and improve employee retention rates. By exploring factors such as workplace environment, job design, leadership style, reward systems and work-life balance, I/O psychologists can formulate strategies that boost employee engagement and overall job satisfaction.

There are a lot of benefits to having a small cohort. There’s more one-on-one interaction with your professor and that allows for more deep insights and deep learning.

Westley Giadolor ’23, management consultant associate at KPMG

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