yale clinical psychology phd faculty

Doctor of Philosophy in Clinical Psychology with Health Emphasis

Ferkauf graduate school of psychology.

Degree level

Course structure

Internship Match

APA Accredited

Training in

Multiculturalism and Diversity

The Clinical Psychology with Health Emphasis PhD program at Ferkauf Graduate School of Psychology is dedicated to the goals of diversity and inclusion throughout all aspects of our program including coursework, research, clinical work, and for the students, faculty, and staff. We value diversity in all forms, including, but not limited to, age, race, ethnicity, culture, nationality, immigration status, sex (or sex assigned at birth), gender, gender identity, sexual orientation, class or socioeconomic status, religious belief and non-belief, political views or party, and level of ability/disability. Information about a range of diversity- and inclusion-related topics (e.g., multiculturalism, social determinants of health, working with diverse clients) is incorporated into our classes, our research programs, and our clinical work and supervision. We actively participate in and support Ferkauf’s ongoing diversity and inclusion efforts such as the Student-Faculty Coalition for Diversity and Social Justice and a number of affinity groups (e.g., BIPOC, LGBTQIA+, international).

Announcements

Please join us in welcoming Dr. Hannah-Rose Mitchell, who recently joined our faculty!

Dr. Hannah-Rose Mitchell, PhD, MPH, is a clinical health psychologist joining as an Assistant Professor in Ferkauf’s PhD Program in Clinical Psychology, Health Emphasis. She recently completed an NIH-funded T32 fellowship in Psycho-Oncology at Memorial Sloan Kettering Cancer Center in the Department of Psychiatry and Behavioral Sciences, where she served as Chief Postdoctoral Research Fellow, and worked on trials examining interventions targeting cancer-related distress in patients and caregivers. She received her PhD in Clinical Health Psychology from the University of Miami and earned a Master of Public Health from Yale University. Her research focuses on the psychosocial effects of cancer on the family/family caregivers, particularly the traumatic impact and development of posttraumatic stress and growth.

Noteworthy News and Accomplishments

• Congratulations to Sarah Styke on being awarded the 2024 American Psychological Foundation (APF) National Register Internship Travel Scholarship!
• Kensei Maeda is the recipient of a research fellowship from the American Heart Association to evaluate the role of migraine in development of dementia.  This research will be conducted at the Veterans Health Administration Headache Centers of Excellence. Existing evidence regarding the risk of dementia conferred by migraine is inconsistent. The most compelling evidence is derived from cohorts including only women. However, during a one-year period, 6% of men also experience migraine. The goal of the current study is to evaluate the risk of a new diagnosis of dementia 10+ years after patients present with migraine in the Veterans Health Administration system. This research will include approximately half-a-million veterans with migraine (2/3 men) and a million matched controls. Kensei will explore the role of moderating factors such as gender, age, cardiovascular comorbidities and treatments for both migraine and cardiovascular diseases. 
• Dr. Seng's Interview with Nature Medicine highlights issues around diet in neurologic diseases
• Research by Dr. Gonzalez featured in Special Issue of Diabetes Care
• Dr. Jonathan Feldman Receives National Heart Lung and Blood Institute Grant entitled "A Randomized Trial of Perception of Airflow Limitation Training to Improve Outcomes for Older Adults with Asthma"
• Dr. Jonathan Feldman Receives Grant from Agency for Healthcare Research and Quality to Create Mobile App Using Voice Biomarkers to Help Asthma Control
• Her publication that won the "Member's Choice" award for the best article published in Headache in 2022
• Her interview with CBS News Health Watch
• Dr. Roee Holtzer Receives National Institute of Neurological Disorders and Stroke Grant entitled "Central Control and Neuroinflammatory Mechanisms of Locomotion in Older Adults with HIV"
• Dr. Roee Holtzer Receives National Institute on Aging Grant for the Assessment of Cognitive Decline using Multimodal Neuroimaging with Embedded Artificial Intelligence
• Dr. Elizabeth Seng Receives National Institutes for Health/National Center for Complementary and Integrative Health Grant to Study Mindfulness Therapy for Migraine
• Dr. Jeffrey Gonzalez Receives Juvenile Diabetes Research Foundation Grant to Explore Cognitive Behavioral Therapy to Reduce Diabetes Distress
• Dr. Jeffrey Gonzalez and the New York Regional Center for Diabetes Translation Research (NY-CDTR) Receive Renewal Grant from the National Institute of Diabetes and Digestive and Kidney Diseases
• Dr. Michelle Chen Receives K23 Career Development Award from the National Institutes of Health
• Dr. Amy Grinberg Wins Society for Health Psychology (Division 38) Award for Excellence in Clinical Health Psychology by an Early Career Professional
• Dr. Elizabeth Gromisch Receives the Harry Weaver Scholar Award from the National Multiple Sclerosis Society

See more exciting news about our Alumni on our  Featured Alumni  page!

Program Overview

The primary goal of this 99-credit program is to train doctoral-level (Ph.D.) students in the ethical science and practice of clinical psychology with an additional emphasis on the interaction of physical and mental health. 

Mission Statement

The overarching mission of the program is to train qualified clinicians, academic scholars, and applied researchers in clinical psychology. Embedded in this mission statement are core values of Yeshiva University that include: (1) bringing wisdom to life; (2) love of knowledge for its own sake; (3) a commitment to excellence in teaching and research; and (4) the view that liberal arts and social sciences are compatible with high ethical and moral standards. At the graduate level of training, this mission is manifested through an emphasis on the ethical and moral principles that govern professional scientist-practitioners' search for knowledge.

The program's training philosophy is aimed at training psychologists who are both clinically and academically prepared to work as clinicians and researchers in diverse settings. This program design is based on the premise that psychologists working in mental and physical health settings need a strong foundation of clinical and research skills, to enable graduates to provide superior clinical services and make meaningful research contributions .   The foundations of psychology represent the primary base, with in-depth training in general clinical psychology. This training base is complemented by training in health psychology, physiological bases of behavior, and public health systems.  In addition to broad-based training in clinical psychology, the overarching goals of our program are briefly described below. 

• Goal 1 :  Provide sequential and cumulative training of increasing complexity in evidence-based psychological and healthcare assessment, intervention, and consultation services. 
• Goal 2 : Produce independent researchers capable of contributing to the scientific body of knowledge in the field of clinical psychology as it is applied to diverse health issues, and able to educate and mentor future researchers in the field. 
• Goal 3 : Train effective clinical providers and researchers, through comprehensive training that is cumulative and graded in complexity in psychological theories, clinical practice, and research with clinical health psychology as an emphasis.  
• Goal 4 : Provide comprehensive training in the professional values, attitudes, standards and ethics of clinical work and research with diverse individuals and groups. 

Our teaching and training philosophy is consistent with the Boulder model of the scientist-practitioner. Furthermore, in our view and interpretation of the Boulder model the integration of the functions of the scientist and practitioner is critical in advancing the science and practice of clinical psychology; and in translating empirically based assessment and treatment approaches to diverse settings.

Accreditation

The Ph.D. in Clinical Psychology with Health Emphasis was awarded the maximum seven years of APA accreditation in 2016. The program was initially granted APA accreditation effective October 2005. In 2017, the program was re-accredited for seven years. The next accreditation review is scheduled for 2023.

The APA Office of Program Consultation and Accreditation supports the APA Commission on Accreditation (CoA) in carrying out its responsibilities as the nationally recognized accrediting body for education and training programs in professional psychology. Contact information for the CoA as follows:

APA Accreditation Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 Phone: 202.336.5979, 202.336.5979 TDD/TTY: 202.336.6123 Fax: 202.336.5978

Email:  [email protected]

Full Program Breakdown

Swipe to learn more!

Program Director and Faculty

Program director.

Jonathan Feldman, Ph.D. Dr. Feldman's Lab Webpage

Jeffrey Gonzalez, Ph.D. Dr. Gonzalez's Lab Webpage

Bari Hillman, Ph.D. Director of Clinical Training

Roee Holtzer, Ph.D. Dr. Holtzer's Lab Webpage

Hannah-Rose Mitchell, Ph.D. MPH Dr. Mitchell's Lab Webpage

Elizabeth Seng, Ph.D. Dr. Seng's Lab Webpage

Charles Swencionis, Ph.D. Dr. Swencionis' Lab Webpage

Andrea Weinberger, Ph.D. Dr. Weinberger's Lab Webpage

Vance Zemon, Ph.D. Dr. Zemon's Lab Webpage

Emeritus Faculty

Fred Foley, Ph.D. Dr. Foley's Lab Webpage (No longer mentoring new students)

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• Admission Information
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• Student Admissions, Outcomes, and Other Data  -   (Updated 9/2023) - Information concerning admissions, internships, costs, graduation rates, and licensure.

Elective Courses and Minors

The ph.d. in clinical psychology (health emphasis) program minors.

Students have the option to complete a number of minors that are offered by the Ph.D. in Clinical Psychology (Health Emphasis) Program. In order to successfully fulfill the requirements for a minor, a student must complete all required coursework with grades of B+ or higher in each course as well as any required externships and/or research projects. A summary of each minor can be found below and can also be found in the Ferkauf Graduate School of Psychology Academic Catalog.

*Students interested in elective training opportunities through the minors are required to schedule an in-person appointment with the faculty member who directs the minor they wish to pursue in order to discuss the training process and requirements, and to receive formal approval.

Clinical Neuropsychology Minor

Director: Dr. Roee Holtzer                                         The training in Clinical Neuropsychology is consistent with the educational and training guidelines recommended by Division 40 of the APA and the Houston Conference. Core courses in assessment, interviewing, psychopathology, therapy, statistics, and biological basis of behavior must be completed before students begin their training in the Clinical Neuropsychology Minor. Successful completion of the courses “Neuroscience of Human Behavior, Cognition and Affect” and “Physiological Health Psychology” also serves as a prerequisite for admissions to the minor. Then, concurrent with the two-semester didactic sequence (Introduction to Clinical Neuropsychology I and II) students are required to complete a formal year-long externship in Clinical Neuropsychology. The course in Psychopharmacology may be taken in parallel or subsequent to completion of the above year- long didactic sequence. As discussed above, the following courses are required for the minor: Physiological Psychology [PSH 6938], (2) Neuroscience of Human Behavior, Cognition and Affect [PSH 6014], (3) Clinical Neuropsychology I [PSH 6011], (4) Clinical Neuropsychology II [PSH 6012], (5) Psychopharmacology [PSA 6071].

Research Methodology and Statistics Minor

Director: Dr. Elizabeth Seng                                       The Research Methodology and Statistics Minor will give students an opportunity to gain advanced didactic and applied training in research methodology and statistics in the behavioral sciences. Students must take Statistics I [PSA 6280] and Statistics II [PSA 6283] as prerequisites to the minor. Students will then take coursework in Applied Statistics in Health [PSH 6284], Social Psychology in Health [PSH 6935], Qualitative Research [PSA 6289], and Test Construction [PSH 6321]. Students will also practice advanced research methodology and statistics skills through an applied project, which will consist of a written document describing the application of an advanced methodological or statistical technique in either an academic research project, an abstract submitted to a conference, or a peer-reviewed publication.

Addictions Minor

Director: Dr. Andrea H. Weinberger The Addictions Minor requires the completion of the three courses (listed below) which will provide the students with training related to clinical work in addictions (e.g., assessment, treatment), research (statistical analysis of addiction-related data), and the association of addictions to health. To fulfill the requirements of the minor, students must also complete one of the following: (1) a clinical externship with an emphasis on clinical work in addictions or (2) a research project focused on addictions. The externship and research project must be approved by the minor advisors. The following courses are required to complete the Addictions Minor: (1) Applied Statistics in Health [PSH 6284], (2) Health and Addictions [PSH 6421], and (3) the American Psychological Association (APA) Substance Use Disorders (SUD) Curriculum [https://www.apa.org/ed/graduate/substance-use] . For the APA SUD Curriculum, the certificate of complication must be submitted to Dr. Weinberger in order to get credit for the course as part of the Addictions Minor.

Additional Minors

Ph.D. in Clinical Psychology (Health Emphasis) students are eligible to complete several minors that are offered through the Psy.D. in Clinical Psychology program or the Psy.D. in School-Clinical Child Psychology program at the Ferkauf Graduate School of Psychology. In order to successfully fulfill the requirements for a minor, a student must complete all required coursework with grades of B+ or higher in each course as well as any required externships and/or research projects. A summary of each minor can be found below and can also be found in the Ferkauf Graduate School of Psychology Academic Catalog.

Geropsychology Minor

Director: Dr. Richard Zweig The Ferkauf Older Adult Program (FOAP) offers a minor in the newly emerging field of clinical geropsychology comprised of didactic coursework and clinical training experiences. Didactic Training Requirement: Students who seek a minor in clinical geropsychology must complete 9 credits (see below) to meet the didactic coursework requirement; one of these must include Assessment and Treatment of Older Adults [PSC 6448], an overview of issues critical to the diagnosis and psychological treatment of psychological problems in older adults. Required Coursework: (1) Assessment and Treatment of Older Adults [PSC 6448] and (2) Two of the following courses: Neuroscience of Human Behavior, Cognition and Affect [PSH 6014]; Geropsychology Lab I [PSC 6449L] & II [PSC 6450L]; Research in Depression & Personality Disorders in Older Adults I [PSC 6459L]; Research in Depression & Personality Disorders in Older Adults II (PSC 6450L]; Clinical Neuropsychology I [PSH 6011] & Clinical Neuropsychology II [PSH 6012] (only open to students pursuing the Neuropsychology minor); Geriatric Neuropsychology Practicum I [PSC 6449] & Geriatric Neuropsychology Practicum II [PSC 6550] (open to participants in the FOAP geropsychology externship ONLY). Advanced Clinical Training Requirement: Students who seek the minor may satisfy the advanced clinical training requirements through participation in an externship that emphasizes supervised clinical work with older adults (minimum experience of nine (9) months of applied supervised training for at least ten (10) hours per week). For more information, please see the FOAP website: https://www.yu.edu/ferkauf/ degrees-programs/clinical- psychology/elective-training

Child Minor

Director: Dr. Greta Doctoroff Students in all doctoral programs have the option of completing a Child Minor. Students must contact the School-Clinical Child Program Director prior to registration for the Spring semester to apply for the child minor. Please be aware that availability may be limited based on enrollment in any given year. Students accepted to the minor will be assigned a Child Minor advisor. The Child Minor requires the completion of four courses that must be taken in the order listed below. These courses equip students with foundational knowledge to inform future supervised training outside of the minor in child and adolescent therapy. In addition to these courses, Child Minor students must also have either 1) a year-long externship which involves 75% of time dedicated to child/adolescent therapy/assessment that has been approved by the Child Minor advisor or 2) a doctoral research project which is focused on child or adolescent research that is approved by the Child Minor advisor. Required Coursework: (1) Developmental Psychopathology [PSS 6250 (Spring)] and (2) Beginning Work with Children, Parents, and Families [PSS 6610 (Spring)] and either: (3) Cognitive Behavioral Psychotherapy for Youth I [PSS 6213 (Fall)] (4) Cognitive Behavioral Psychotherapy for Youth II [PSS 6449 (Spring)] or: (3) Psychodynamic Theory [PSS 6118 (Fall)] (4) Psychodynamic Therapy for Youth [PSS 6119 (Spring)]. Please note: the Child Minor does not involve the opportunity to complete the Child Therapy Practicum courses, which are reserved for students in the School-Clinical Child Program.

Other Training Information

Our training process is sequential, graded in complexity and cumulative. Upon entering the program, each student is assigned a core faculty member as an  academic advisor,  who meets with the student at least twice per year to address academic and program-related issues. During the first month of the program, each student collaboratively identifies a  research mentor , a core faculty member who provides individual supervision to students in her/his lab about research and career development mentorship throughout the student’s tenure in the program. Academically, students first complete core courses and emphasis is placed on achievement of foundational knowledge.

Clinical training begins in the spring semester of the 1 st  year with our in-house training clinic, the Parnes Clinic, as part of the program’s Behavioral Medicine Practicum sequence. In the second year and throughout their tenure in the program students are placed in year-long externships, which are formal external clinical training sites typically located in medical centers, hospitals and outpatient clinic settings.  After the students satisfactorily achieve all academic and clinical requirements during in-residence training they are required to complete a full-time predoctoral internship (see clinical training section for further details).

The program’s robust training in research is focused on the application of clinical psychology to diverse health conditions and populations. The research lab courses, which are required throughout the tenure of the students in the program, serve as platforms for students to learn core concepts related to the specific research area and to develop, implement and successfully complete their research projects.  The student is required to achieve two research milestones, the predoctoral project and dissertation thesis.

Students are expected to demonstrate competencies in all areas of training. Our assessment of competencies is based on academic performance, direct observations of expected skill sets, indirect evaluations including but not limited to students’ evaluations by clinical supervisors as well as procedures developed by the program faculty to directly observe and evaluate core clinical and research competencies. In addition, the program has developed two independent procedures that assess competency in a manner consistent with the APA competency benchmark system.

For a comprehensive overview of the programs’ training procedures, policies and values see the  Program Manual (PDF) .

Student Resources

• Ferkauf Graduate School of Psychology Academic Calendar 2023-2024
• Program Manual (PDF)
• Ferkauf Academic Catalog (PDF)
• YU Handbook (PDF)
• Parnes Clinic Manual (PDF)

Student Groups

• Association of Neuropsychology Students in Training (ANST) ANST Website
• Psychologists for Social Responsibility (PsySR) PsySR (PDF)
• The Organization of Psychology Students (OPS) The Organization of Psychology Students (OPS)  is the student organization of Ferkauf Graduate School of Psychology. 

Reimbursements

• Click Here to find out more about Reimbursements (PDF)
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Department of Psychology

You are here, current work in clinical psychology.

Faculty organizer for Current Work in Clinical Psychology: Tyrone Cannon

The Department of Economics Welcomes New Faculty for Fall 2024

The Department of Economics is excited to welcome five new professors to its faculty this fall, and one new Postdoctoral Associate who will later join as a faculty member.

These esteemed scholars bring a wealth of expertise and diverse perspectives that will create exciting new research opportunities within the Department, enrich our teaching curriculum, and contribute to the vibrant Yale economics community. We are thrilled to have them join our faculty!

The new faculty members are Professor Timothy Christensen , an econometrician, Assistant Professor Mayara Felix , a trade and development economist, Assistant Professor Joel Flynn , a macroeconomist and economic theorist, Associate Professor Elliot Lipnowski , an economic theorist, and Associate Professor Pascual Restrepo , a macroeconomist and labor economist. We also welcome Cody Cook , a labor and public economist, who will serve as a Cowles Foundation Postdoctoral Associate this year and then join the faculty as an Assistant Professor in the 2025-26 academic year. You can read more about their backgrounds and research below.

Looking forward, Bentley MacLeod , a labor economist, will join as a Visiting Professor and Senior Research Scientist, starting in Spring 2025. Finally, starting in the 2025-26 academic year, we are also excited to welcome Janet Currie , a renowned public economist, to our faculty.

Timothy Christensen

Timothy Christensen joins the Department as a Professor of Economics. Before joining Yale, he was a Professor of Economics at University College London. He received a PhD in Economics from Yale in 2014. His research interests lie broadly across theoretical and applied econometrics, financial econometrics, and statistics/data science. His most recent research is at the intersection of econometrics and machine learning, where he works on the integration of unstructured data into quantitative economic modeling. He has been awarded grants by the National Science Foundation and the European Research Council.

Mayara Felix

Mayara Felix joins the Department as an Assistant Professor, after completing the 2023-2024 year as a Cowles Foundation Postdoctoral Associate. Her research is in the fields of development and international trade. She studies policies intended to improve market efficiency, such as import tariff reductions, free trade agreements, and outsourcing. A special focus of her research is firms’ responses to these policies and their implications to competition, either in labor or product markets. She thus often borrows methods and insights from the fields of labor, public, and industrial organization. Mayara received a PhD in Economics from MIT in June 2021.

Joel Flynn joins the Department as an Assistant Professor, after completing the 2023-24 year as a Cowles Foundation Postdoctoral Associate. His research is in macroeconomics and economic theory with an emphasis on business cycles and mechanism design. He has recently studied how economic uncertainty affects the transmission of monetary policy and how viral economic narratives cause macroeconomic boom-bust cycles. His mechanism design research has focused on the optimal design of two-sided matching markets and optimal contracting when contracts are incomplete. Joel graduated from MIT with a PhD in Economics in June 2023.

Elliot Lipnowski

Elliot Lipnowski joins the Department as an Associate Professor, studying microeconomic theory. His interests include information design, mechanism design, dynamic games, organizational economics, and strategic uncertainty. He completed his undergraduate studies at the University of Waterloo and his PhD at the Stern School of Business at New York University. Before joining Yale, he was a faculty member at the University of Chicago and at Columbia University. He currently serves as an associate editor at Theoretical Economics and at Econometrica .

Pascual Restrepo

Pascual Restrepo joins the Department as an Associate Professor. Prior to Yale, Restrepo was a Professor at Boston University. He completed a PhD in Economics at MIT and a Postdoc at the Cowles Foundation at Yale. His research explores the implications of technological change for inequality and productivity. His most recent work studies the development and adoption of new automation technologies and how they have affected the economy, firms, and labor markets.

Cody Cook joins the Department as a Cowles Postdoctoral Associate before joining as an Assistant Professor in July 2025. He is an economist who works at the intersection of public, urban, and labor economics, often focusing on the design and evaluation of policies affecting inequality in cities. His research combines large-scale datasets with tools adapted from industrial organization. Some of his recent work has studied the tradeoffs of building affordable housing in different types of neighborhoods, the distributional effects of congestion pricing, and how preferences for neighborhood amenities vary by household income. He holds a PhD from Stanford GSB.

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INFORMATION FOR

• Prospective Students
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• myYSPH Members

In the EMPH program, Yale’s award-winning faculty teach alongside expert practitioners to provide our students with a broad range of perspectives and expertise. Each student is assigned a faculty advisor. For those who elect a track the faculty track director takes on this role to ensure tailored support and engagement.

Track Directors

Professor of Neurology; Track Director, Health Informatics, Executive MPH; Chief of VA Neurology Service, VA Connecticut Healthcare System

• Brain Injuries
• Medical Informatics
• Health Care Quality, Access, and Evaluation
• Psychiatry and Psychology

Professor of Epidemiology (Environmental Health Sciences) and Teresa and H. John Heinz III Professor in the Practice of Chemistry for the Environment; Co-Director, Environmental Health Sciences Track, Executive MPH

Professor of Epidemiology (Chronic Diseases) and Associate Dean for Diversity, Equity, Inclusion and Belonging; Director, Advanced Professional MPH Program; Track Director, Applied Analytic Methods and Epidemiology, Executive MPH; Affiliated Faculty, Yale Institute for Global Health; Core Faculty, National Clinician Scholars Program

• Mental Disorders
• Cardiovascular Diseases
• Chronic Disease
• Epidemiologic Methods
• Health Workforce
• Health Services Research
• Public Health
• Quality of Health Care
• Quality Indicators, Health Care
• Vulnerable Populations
• Emigrants and Immigrants
• Noncommunicable Diseases

Senior Advisor, Career Management, Admissions and Curriculum

Department Chair and Susan Dwight Bliss Professor of Epidemiology (Environmental Health Sciences) and of Ophthalmology and Visual Science and of Environment; Director, Yale Superfund Research Center; Affiliated Faculty, Yale Cancer Center; Affiliated Faculty, Yale Institute for Global Health; Co-Director, Environmental Health Sciences Track, Executive MPH

• Aldehyde Dehydrogenase
• Diabetes Mellitus
• Environmental Health
• Glutathione
• Ophthalmology
• Mass Spectrometry

Course Faculty

Senior Lecturer in Epidemiology (Microbial Diseases); Assistant Professor, Epidemiology of Microbial Diseases; Affiliated Faculty, Yale Institute for Global Health

• Environment and Public Health
• Epidemiology
• History of Medicine
• Human Rights
• Political Systems
• Social Justice
• Social Medicine
• Randomized Controlled Trials as Topic
• Pharmacoepidemiology
• Government Regulation
• Social Determinants of Health
• Public Health Systems Research
• Adaptive Clinical Trials as Topic

Associate Research Scientist (General Medicine); Affiliated Faculty, Yale Institute for Global Health

Professor of Biomedical Informatics & Data Science; Professor, Biostatistics

• Anesthesiology
• Emergency Medicine
• Natural Language Processing
• Databases, Genetic

Associate Professor of Radiology and Biomedical Imaging; Vice Chair for Imaging Informatics, Radiology & Biomedical Imaging

• Artificial Intelligence
• Organizational Innovation

Associate Professor of Epidemiology (Environmental Health Sciences); Co-Director, Yale Center for Perinatal, Pediatric and Environmental Epidemiology (CPPEE)

Associate Professor of Emergency Medicine & Biostatistics (Health Informatics)

• Social Behavior Disorders
• Data Mining
• Machine Learning

Professor Adjunct of Epidemiology (Environmental Health); Clinical Professor, Environmental Health Sciences

Associate Dean for Faculty Affairs, Department Chair and Professor of Public Health (Health Policy)

• Health Care Economics and Organizations

Assistant Professor Adjunct of Epidemiology (Chronic Diseases); Affiliated Faculty, Yale Institute for Global Health

• Acquired Immunodeficiency Syndrome
• Developing Countries
• Hookworm Infections
• Parasitology
• Nutrition Policy

Samuel and Liselotte Herman Professor of Social and Behavioral Sciences, Yale School of Public Health; Dean of Faculty, Yale-NUS College; Director, Program on Climate Change and Urban Health; Affiliated Faculty, Yale Institute for Global Health

• Community Health Services
• Prenatal Care
• Urban Health

Associate Research Scientist in Public Health (Social and Behavioral Sciences)

Associate Research Scientist; Director, ECHORN Coordinating Center

• Breast Feeding
• Community Health Workers
• Child Health
• Maternal Health
• Implementation Science

Assistant Professor of Biostatistics; Co-Training Director, Health Informatics MS

• Computer Simulation
• Neurosciences
• Computational Biology
• Informatics

Assistant Professor; Director of Research, Equity Research and Innovation Center (ERIC); Affiliated Faculty, Yale Institute for Global Health

• Healthcare Disparities

Associate Professor of Epidemiology (Environmental Health); Affiliated Faculty, Yale Institute for Global Health

• Air Pollution
• Environmental Exposure

Professor of Public Health (Social and Behavioral Sciences); Director, Office of Public Health Practice; Affiliated Faculty, Yale Institute for Global Health; Director, YSPH Global Health Concentration; Director, Maternal and Child Health Promotion (MCHP) Program

• Child Development
• Diabetes Mellitus, Type 2
• Food Deprivation
• Hypertension
• Maternal Health Services
• Maternal-Child Health Centers
• Nutrition Surveys

Assistant Professor of Medicine

Associate Professor of Emergency Medicine and of Bioinformatics & Data Science; Director of Artificial Intelligence and Data Science, Emergency Medicine

• Decision Theory
• Neural Networks, Computer
• Deep Learning
• Data Science

Senior Research Scientist in Epidemiology

• Breast Neoplasms
• Terminal Care

Professor of Public Health (Social and Behavioral Sciences); Director of Online Education, Social and Behavioral Sciences; Professor, Social and Behavioral Sciences; Affiliated Faculty, Yale Institute for Global Health; Professor, Psychiatry

• Feeding and Eating Disorders
• Psychometrics
• Tobacco Use Disorder

Assistant Professor Adjunct of Biostatistics

• Statements on Current Events
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Clinical (Adult and Child)

Our PCSAS 1  and APA 2  accredited Clinical Science program is designed to train graduate students to produce and disseminate cutting edge knowledge that moves the field of clinical science forward. The program simultaneously provides outstanding applied training in assessment and intervention, which prepares students with the educational background needed to pursue subsequent professional licensure 3 .

The overall goal of the training program is to provide a seamless integration of clinical science and practice.  We provide students with the highest quality science-centered education and training in both research and application. Our graduates demonstrate competence: (a) to conduct research relevant to the promotion of mental health, and the assessment, prevention, treatment, and understanding of psychopathology; and (b) to apply clinical science to design, develop, select, evaluate, deliver, supervise, and disseminate empirically based assessments, interventions, and prevention strategies.

The structure of tomorrow’s health care system should be determined based on the best scientific evidence available. Penn State’s graduates are playing leading roles in this future — designing, building, overseeing, delivering, and evaluating the science-driven health-care system of tomorrow.

In addition to course work, students are expected to engage in both research and practice throughout their graduate training. Students generally complete course work during their first three to four years, and complete their dissertation in the fifth year. Most students complete their predoctoral internship in the sixth year. The program includes courses in clinical psychology, neuroscience, personality, research design, psychopathology, psychotherapy, clinical assessment, and statistics. Students must also meet APA Discipline Specific Knowledge requirements covering biological bases of behavior, cognitive bases of behavior, affective bases of behavior, social bases of behavior, and developmental lifespan psychology.  The main clinical training practica occur in the departmental  Psychological Clinic and its community and school based services, as well as occasional externship placements. Several specialized clinical courses and seminars, focused on the interest areas of the faculty, are offered regularly

The adult clinical track has a clinical science focus with areas of research specialization in psychotherapy process and outcome, personality assessment, personality disorders, multicultural factors in psychopathology, clinical neuropsychology, anxiety disorders and PTSD, intimate partner violence, and addiction. Faculty labs employ a range of advanced research methods including brain imaging, longitudinal studies, ecological momentary assessment and experience sampling, psychophysiological assessment, and direct clinical interviews. The Psychological Clinic includes a Practice Research Network, allowing students streamlined access to clinical populations for research and promoting the seamless integration of science and practice. Students gain intensive research experience usually in close collaboration with one faculty mentor, and typically have several publications upon program completion. Students also gain extensive clinical experiences in cognitive behavioral and psychodynamic therapies, clinical neuropsychology, diagnostic assessment, and crisis management. 

The child clinical track also has a clinical science focus. It lies at the interface of developmental and clinical psychology, and emphasizes intervention and research with individuals ranging in age from infancy to young adulthood. Students in this track obtain specialized training in: (1) research in developmental psychopathology, including understanding the effects of biological, cognitive, social, emotional, family and community contexts on typical and atypical development, and research on translating knowledge to interventions to foster early school age mental health and coping with the stresses families and children face; and (2) mental health services to children and families, including evidence-based intervention, school-based consultation and comprehensive neuropsychological evaluation. Specific areas of expertise in the child track faculty include infant and toddler emotional development, neuropsychology of disruptive behavior disorders, child abuse, anxiety and mood disorders, and prevention programs. In addition to the general clinical requirements, the child track specialization includes core courses in Child Psychopathology, Clinical Child Intervention, and Clinical Child Assessment. Students can also choose to complete either a minor in Developmental Psychology or the Specialization in Cognitive and Affective Neuroscience (SCAN).

1 Questions related to the program’s PCSAS accredited status should be directed to the PCSAS

Psychological Clinical Science Accreditation System Joe Steinmetz, Executive Director 1800 Massachusetts Ave NW, Suite 402 Washington, DC  20036-1218  USA  Phone: (301) 455-8046 Web:  http://www.pcsas.org  

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

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

3 Many US states and territories require professional licensure/certification to be employed. If you plan to pursue employment in a licensed profession after completing this program, please visit the  Professional Licensure/Certification Disclosures by State interactive map.   Psychological Clinical Science Accreditation System

Joe Steinmetz, Executive Director 1800 Massachusetts Ave NW, Suite 402 Washington, DC 20036-1218 USA Phone: (301) 455-8046 Web: http://www.pcsas.org

Contact the Clinical Area

• Graduate Office, Graduate Records
• [email protected]
• 814-863-1721
• 133A Moore Building, Penn State University, University Park, PA 16802

Additional Informational Downloads

• Penn State Clinical Psychology Program Brochure
• The Clinical Psychology Program Manual of Procedures and Requirements
• Applicant Data
• Student Admissions, Outcomes, and Other Data
• Policies Relates to Training Clinical Psychologists to Serve a Diverse Public

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Admission Steps

Clinical psychology (child emphasis) - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Final submission deadline: December 2, 2024

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

Degrees and GPA Requirements

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

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

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

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

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

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

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

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

Minimum TOEFL Score (Internet-based test): 80 (including a minimum of 26 on the speaking section)

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

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

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

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

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

Application Materials

Transcripts, standardized test scores, letters of recommendation.

Required Essays and Statements

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

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

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

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

University Standardized Test Policy

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

Essays and Statements

Personal statement instructions.

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

Diversity Statement Instructions

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

Résumé Instructions

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

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Financial Aid Information

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

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

Application Fee: $65.00 Application Fee

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

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

California Institute for Human Science

PhD in Psychology Concentrations

• - Clinical Psychology (Licensure)
• - Integral, Transpersonal & Positive Psychology
• - Individually Designed Concentration
• - General/No Concentration

Master of Arts in Psychology Concentration

• - Consciousness & Transformation
• - Spirituality & Whole Person Psychology

INTEGRAL NOETIC SCIENCE

Phd in integral noetic science concentrations.

• - Anomalous Studies
• - Wisdom Design
• - UAP & Consciousness Studies

Master of Arts in Integral Noetic Science Concentrations

Integral health, phd in integral health concentrations, master of arts in integral health concentrations.

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PhD in Clinical Psychology

Doctor of philosophy in psychology clinical psychology.

Home » Degrees and Programs » PhD in Clinical Psychology

PhD In Psychology - Clinical Psychology

Degree requirements.

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By submitting this form, I agree to be contacted by CIHS by email, phone, and text. I understand that I may opt out of communication with CIHS at any time.

PROMOTE HUMAN FLOURISHING AND MENTAL WELLNESS IN DIVERSE COMMUNITIES.

As a graduate of Doctor of Psychology – Clinical Psychology you are eligible to apply for the California License of Psychology, the highest mental health license granted by the state of California. Our 4-year full-time program empowers you with the necessary skills and knowledge to work as a whole person mental health professional in clinical psychology.

The PhD program’s mission is to train professionals who will provide traditional and innovative mind-body-spirit informed mental health services to a variety of communities. Our specific focus on mind-body spirituality sets us apart from other Clinical PhD programs.

The program can be completed fully online* and incorporates face-to-face synchronous components.

In this program you will:

• Integrate mind-body spirituality with the scientific discipline of psychology
• Train with our world-class holistically focused faculty and staff, as well as our student community
• Gain invaluable and highly impactful expertise in delivering both traditional and spiritually sensitive mental health services
• Prepare to serve diverse communities in key roles such as licensed psychologist, practitioner-scholar, program administrator, consultants, coach educator
• Develop skills for effectiveness in leadership and entrepreneurship
• Enrich your clinical education with an optional specialized coursework in Integral, Transpersonal and Positive psychology.

Attention to mind-body spirituality and the whole person is woven through every course.

This program qualifies you to apply for Psychology Licensure in the state of California and may also be accepted in the following states:  AL, AK, AZ, AR, CA CO, CT, DE, DC, HI, ID, IL, IN, KY, LA, MA, MN, MO, MT, NE, NV, NH, NJ, NY, NC, OR, RI, SC, SD, TX, UT, VT, VA, WA, WV, WI, WY.

If you are planning on applying for psychology licensure in a state other than California, please check with the licensing body of that state for updated information.

The PhD in Psychology – Clinical Licensure requires 116 units, as follows:

Core Curriculum Clinical Psychology Concentration (28 units)

• Psychology Required Courses for the Clinical Psychology Concentration (66 units)

Dissertation Sequence Clinical Psychology Concentration (22 units)

In addition to completing the above 116 units of coursework, this degree requires students to complete the following:

• 500 hours of practicum
• 1500 hours of internship

Coursework (116 units)

• Scholarly Writing for Psychology I (4 units)
• Foundations in Whole Person Psychology (4 units)
• Consciousness Studies for Psychology (4 units)
• Counseling & Communications Skills (4 units)
• Spiritual Education (Several options available) (4 units)
• Advanced Qualitative Research Methods (4 units)
• Advanced Quantitative Research Methods (4 units)

Concentration Electives for Clinical Psychology (66 units)

• Human Sexuality: Clinical Considerations (4 units)
• Ethics & Law in Psychology (4 units)
• Family Violence, Partner Abuse, and Child Abuse: Assess & Intervention (4 units)
• Aging, Long-term Care, Grief and Suicide Risk Assessment (4 units)
• Psychopharmacology (4 units)
• Substance Abuse: Assessment, Intervention, and Treatment (4 units)
• Diagnosis in Clinical Psychology (4 units)
• Multiculturalism and Diversity in Counseling (4 units)
• Objective Personality Testing & Assessment (4 units)
• Intellectual Testing & Assessment (4 units)
• Projective Testing & Integrative Assessment (4 units)
• Psychodynamic Psychotherapy (4 units)
• Existential Humanistic Psychotherapy (4 units)
• Evidence-Based Psychotherapy (4 units)
• Dynamic Group Therapy: Theory and Practice (4 units)
• Family Therapy: Assessment and Intervention (4 units)
• Pre-Practicum Seminar (1 unit)
• Practicum Consultation Group (1 unit)
• Dissertation Topic Research (5 units)
• Dissertation Methodology Review (5 units)
• Dissertation I (6 units)
• Dissertation II (6 units)

PLO 1:  Examine people as ever evolving, multidimensional beings on a developmental journey toward wholeness, which encompasses the domains of mind, body, and spirit.

PLO 2:  Apply multidisciplinary research, theory and praxis to aspects of psychology and/or psychotherapy.

PLO 3:  Utilize holistic thought to psychology and/or psychotherapy in a way that includes consciousness and spirituality. PLO 4:  Evaluate and test elements of theory and/or application of psychological knowledge to human wellbeing.

PLO 5:  Develop a personal framework for “self-as-healer” and/or “self-as-scholar” underscoring the notion that ongoing self-development is positively correlated with professional aptitude.

When you reach out for more information or to apply, you’ll immediately be connecting with one of the leaders in your field of study. Although today these individuals are distinguished professors, once upon a time they were in your shoes and they haven’t forgotten what it is like and what you need.

They are passionate about their area of study, and want to do everything they can to mentor the next generation of experts and leaders to rise up, and exceed what even they have accomplished. As true leaders they know that is the best way of ensuring that their their area of study continues to significantly advance. They want you to succeed succeed beyond your expectations and do everything they can to ensure that – right from the start.

During the application process these leaders will work hard to understand where you’re at and give you their best advice, even if that means not joining their program. All of our faculty and staff are devoted to what is best for you, and the profession they serve.

CIHS is a relatively small family of people who are having an outsized impact on the world. We involve everyone who could possibly be needed to ensure that it’s as easy as possible to join us, and that you thrive with us right from the start.

The admissions team is always ready and overjoyed to help you. The core team consists of the senior Professor for the program that we’ve just mentioned, also known as the Program Director, and the  Dean of Admissions. The extended team includes the Provost (the most senior academic leader at the university) and key administrative members of her team such as the Registrar, the Dean of Student Assessments and Outcomes, and the Dean of Student Success. 

The program may be completed in person or 100% at a distance. 

International students from all countries are welcome in person or online.

In person classes are held at our campus in beautiful Encinitas California.

U.S. Based distance students must reside in one of the following states: AZ, CA, CO, DE, FL, HI, ID, IL, IN, KY, ME, MI, MS, MO, NE, NH, NJ, NY, NC, NV, OH, OK, PA, SC, SD, TN, TX, UT, WA. 

You can apply and be admitted to the program 4 times a year, at the start of each quarter.

We recommend beginning your application as soon as possible if you want to join the next start date.

Just click the button below for more information, or to begin the process…

• Fully accredited by WSCUC & non-profit serving students since 1992
• Unique, highly customizable degree programs
• Well known, proven leaders in the fields we specialize in
• World-class faculty and research programs
• Year round enrollment with frequent and convenient start dates
• Ability to complete your program in person, 100% online, or a hybrid between the two
• 10 week classes so you can start and finish faster
• Flexible class hours for working professionals
• Holistic & integral approaches
• Welcoming and inclusive environment
• Small class size with personalized attention
• Exceptional student support services
• Access to CIHS’s Science of Consciousness and Subtle Energy Research Laboratories, and one of the largest Faraday cages in the region.
• Extensive networking and career preparation opportunities
• Diverse faculty and industry professionals from a variety of fields
• Located in the beautiful beach city of Encinitas in northern San Diego, 95 miles south of Los Angeles

The most important benefit of attending CIHS does comes down to our focus on what we do.

We are the only fully accredited consciousness-based university in the U.S.

It’s what we’ve been exclusively focused on since our founding in 1992.

Since the beginning we’ve been a magnet for the top faculty, researchers, and students in the space.

If you want to advance the future of media technology, and have an outsized impact on the world with it, you go to the MIT Media Lab.

If you want to advance the understanding and applications of consciousness , and have an outsized impact on the world with it,  you come to CIHS.

There truly is no other fully accredited institution dedicated to it like we are.

Farnaz Khoromi, Psy.D.

Concentration director program co-director lead faculty.

DR. ARTHUR SUN

“CIHS is the best graduate school. I love the emphasis on scientific rigor and spirituality, and the integration of personal growth in each class. The professors are amazing and the administration is committed to the success and growth of each student. CIHS is an integral school that encourages multiple perspectives. If you want to grow not just academically but personally and spiritually, as well, come check out CIHS.”

CHRIS ORREY

“Receiving higher education from an institute such as CIHS was the most transformative journey of my life. Academic rigor paired with spiritual awakening, psychological healing, and professional development put me through the wringer. I had never felt more complete, whole, and connected to the higher truths that I had never known I already knew. At the same time, my entire worldview was shaken and flipped upside down. I have come to see life, existence, and the perception of the physical world in an entirely new way. I have come to understand, witness and meet the force of nature that underlies human consciousness, that is to the extent of my own pscyho-spiritual evolution. ”

FRANCESCA PARETTA

“CIHS has provided me with opportunities to understand psychology in a grounded scientific way, simultaneously exploring life, healing, and consciousness. CIHS is an ideal setting for those who are motivated to contribute to the evolution and progression of academic engagement, experiential learning, and research, and an equally supportive environment for healing practitioners seeking to deepen their skills and add to their credentials, where a multitude of perspectives are accepted and integrated, from wisdom traditions, to clinical understandings, to transpersonal awareness and beyond.”

MICHAEL SCOTT

“CIHS has been an incredible experience so far, both academically and personally. I have found a “home” here where I can study consciousness and subtle energy in ways I couldn’t at previous graduate institutions. The students, faculty, and administration are amazing and have such diverse backgrounds and interests. I can’t wait to see how the school continues to evolve and grow!.”

LAUREN HICKEY

“I am so pleased with my recent PhD from CIHS. Nowhere else could I have achieved such a blended education of psychology, spirituality, and consciousness. The instructors were all well qualified and knowledgeable and assignments were reasonable. CIHS gave me the confidence I needed to expand my private practice. I also have now begun running international retreats. I feel well prepared to present myself as an expert in the field.”

MICHELLE LEUSCHEN

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Matthew K. Nock

Professor Nock’s research is aimed at advancing the understanding why people behave in ways that are harmful to themselves, with an emphasis on suicide...

George A. Alvarez

The human visual system can only select and keep track of a small handful of objects at any given moment. Yet, for the most part, people successfully...

Mahzarin R. Banaji

Professor Banaji studies thinking and feeling as they unfold in social context, with a focus on mental systems that operate in implicit or unconscious...

Elika Bergelson

The work in the Bergelson lab seeks to uncover how infants learn language from the world around them, i.e. how...

Randy L. Buckner

Randy Buckner received his BA in Psychology and his PhD in Neurosciences from Washington University in St. Louis. He is a member of the Center for Brain...

Alfonso Caramazza

A number of specific issues concerning the structure of lexical forms and their relation to grammatical, morphological and semantic information are being...

Mina Cikara

Professor Cikara studies how the mind, brain, and behavior change when the social context shifts from “me and you” to “us and them.” She focuses primarily...

Fiery Cushman

Cushman's research aims to organize the astonishing complexity of moral judgment around basic functional principles. Much of it is motivated by a simple...

Samuel J. Gershman

The Gershman lab's research aims to understand how richly structured knowledge about the environment is acquired, and how this knowledge aids adaptive...

Daniel Gilbert

Professor Gilbert has won numerous awards for his research and teaching. His popular book, Stumbling on Happiness , spent 6 months on the New York...

Joshua D. Greene

The Greene lab studies the mechanics of moral thinking, and high-level cognition more generally, using behavioral experiments and functional neuroimaging...

Mark L. Hatzenbuehler

Professor Hatzenbuehler’s research focuses broadly on identifying the biopsychosocial mechanisms that contribute to adverse mental health outcomes...

Jill M. Hooley

A major focus of Professor Hooley’s research interests concerns psychosocial (especially family) predictors of psychiatric relapse in patients with severe...

Talia Konkle

Talia Konkle's research focuses on the cognitive and neural organization of high-level visual experience: how do we see and understand the visual world...

Ellen Langer

Ellen Langer earned her Ph.D. at Yale University in Social and Clinical Psychology and joined the faculty at Harvard in 1977.

She is considered...

Richard J. McNally

Professor McNally’s main research emphasis has concerned the psychopathology of anxiety and related disorders (e.g., panic disorder, specific phobia,...

Jason P. Mitchell

I use a combination of neuroimaging and behavioral measures to investigate the cognitive processes that support inferences about the psychological states...

Elizabeth A. Phelps

The primary inspiration behind Professor Phelps’ research is the observation that emotions color our lives, and even subtle, everyday variations in our...

Steven Pinker

Steven Pinker is an experimental cognitive psychologist and a popular writer on language, mind, and human nature. A native of Montreal, he earned his...

Daniel L. Schacter

Schacter’s research is broadly concerned with understanding the nature and function of human memory, using cognitive, neuropsychological, and neuroimaging...

Jesse Snedeker

My laboratory explores many facets of language development, comprehension, production and representation. We study typically developing children (from...

Leah H. Somerville

Leah Somerville is the Grafstein Family Professor of Psychology and Director of the Affective Neuroscience and Development Laboratory. She received a...

Elizabeth S. Spelke

Spelke’s laboratory focuses on the sources of uniquely human cognitive capacities, especially young children’s prodigious capacities for fast and flexible...

Ashley Thomas

Tomer D. Ullman

Tomer Ullman is a cognitive scientist interested in common-sense reasoning, and building computational models for explaining high-level cognitive...

John R. Weisz

One in five children and adolescents will experience a mental health disorder in any given year, and many more...

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Doctoral Internship in Clinical & Community Psychology Graduates 14; Honors Faculty

Yale doctoral internship in clinical & community psychology.

The Yale Doctoral Internship in Clinical & Community Psychology honored 14 graduates at a commencement ceremony June 14 at the Greenberg Center.

The program, one of the nation’s premier internships in clinical and community psychology, also honored four faculty with awards and presented the first Yale Doctoral Internship in Clinical and Community Psychology Alumni Award for Early Career Excellence in Psychology.

The program provides state-of-the-art training to the next generation of health service psychologists that prepares them for entry-level practice in which they deliver high quality services within an increasingly integrated healthcare landscape; fosters growth and development of psychology leaders and innovators who can effectively apply their knowledge and skills to ensure access, availability and affordability of psychological interventions to meet the needs of an increasingly diverse public; fosters academic leadership and development, including scholarly contributions to the field; and promotes the career development of fellows by facilitating informed choices about their next steps professionally.

The 2022 graduates were: Ishita Sunita Arora, Lauren Carney, Gabriel Cartagena, Tania Chowdhury, Alyssa Lauren Conigliaro, Wendy Cook, Reihonna Frost-Calhoun, Kayla Aubrey Lord, Nicolas G. Meade, Christie Whitney Musket, Rachel R. Ouellette, Shannon Schrader, Isaiah Imani Sypher, and Hemrie Zalman.

Faculty honorees included:

• Allison N. Ponce , PhD: In Recognition of Outstanding Contributions as a Teacher
• Christy L. Olezeski, PhD: In Recognition of Outstanding Contributions as a Supervisor
• Francisco Lopez, PhD: In Recognition of Outstanding Contributions to Psychology Training
• Whitney A. E. Randall, PsyD: In Recognition of Outstanding Contributions to Psychology Training

The first Yale Doctoral Internship in Clinical and Community Psychology Alumni Award for Early Career Excellence in Psychology was presented to Dr. Abir Aldhalimi, a member of the Yale Doctoral Internship graduating class of 2015-2016, where she was a fellow in Behavioral Medicine within Yale New Haven Hospital.

Aldhalimi is the senior mental health advisor in the Inclusive Development Hub in the United States Agency for International Development (USAID). She works to promote U.S. development assistance that recognizes and respects marginalized groups, including those who have been exposed to potentially traumatic events and human rights violations.

As the technical lead for the mental health team, she designs and implements assistance programs for marginalized populations at the intersection of mental health, inclusive development, and human rights with the goal of increasing access to mental health services. She has helped develop and implement inclusion training to employees within the embassies of Morocco, Jamacia, Germany, Egypt, Tanzania, Guinea, Senegal, and Jordan.

Along with these programs, she develops tools to be used by USAID country offices and international organizations to develop mental health programs in low-income countries as well as works with governments to advance mental health policy. As a former child refugee, leaving Iraq during the Gulf War, she has dedicated her career to better understanding and meeting the needs of marginalized populations through inclusive United States Government programming, policy, and academic research, on a national and international front.

She was nominated by Drs. Donna LaPaglia and Dwain Fehon. In a segment of their compelling nomination, they shared that “Throughout her life, Abir has demonstrated grit, determination, an indefatigable work ethic. She has a positive spirit and a wonderful ‘can-do’ attitude that has helped her to achieve higher and higher levels of academic and professional success. Abir has worked tirelessly to understand, articulate, and serve the mental health needs of vulnerable medically ill and culturally disenfranchised people. She is passionate about her career as a health service psychologist and she seeks opportunities where she can serve the mental health needs of others, not only through clinical service, but also through program development and the advocacy of culturally sensitive and informed mental health policy and legislation”

The award was formed in consultation with the Psychology Training Faculty and represents a collaborative effort to honor alumni who continue to embody the core values of the training program in clinical service, scholarship, and leadership. Specifically, the award is granted to a person, who is within 10 years of graduating from the program, and who has shown distinguished excellence in their careers in one or more of the following areas: humanitarian efforts or contributions, clinical or service excellence, teaching, research and scholarship, diversity, equity and inclusion, advocacy, and/or leadership.

Presenting the award to Aldhalimi was Amber W. Childs, PhD, assistant professor of psychiatry and the program’s director of training.

Featured in this article

• Amber Wimsatt Childs, PhD
• Ishita S. Arora, PhD
• Gabriel Cartagena, PhD
• Nicolas Meade, PsyD
• Christie Musket
• Rachel Ouellette, PhD
• Shannon Schrader
• Isaiah Sypher
• Christy Olezeski, PhD
• Allison Ponce, PhD
• Francisco Lopez, PhD
• Whitney Randall, PsyD
• Rajita Sinha, PhD
• Donna LaPaglia, PsyD, ABPP
• Dwain Fehon, PsyD

Core Faculty

George Bonanno  | Professor of Clinical Psychology 

CCPX 5020 Cognition, Emotion, and Culture CCPX 4900, CCPX 6900

Loss, Trauma, and Emotion Lab Website

Faculty Bio:

George A. Bonanno, Ph.D.  is a Professor of Clinical Psychology. He received his Ph.D. from Yale University in 1991. His research and scholarly interests have centered on the question of how human beings cope with loss, trauma and other forms of extreme adversity, with an emphasis on resilience and the salutary role of flexible coping and emotion regulatory processes. Professor Bonanno’s recent empirical and theoretical work has focused on defining and documenting adult resilience in the face of loss or potential traumatic events, and on identifying the range of psychological and contextual variables that predict both psychopathological and resilient outcomes. In 2019, he received lifetime achievement awards from both the Association for Psychological Science (APS) and the International Positive Psychology Association (IPPA). His most recent book is  The End of Trauma: How the New Science of Resilience is Changing How We Think about PTSD (Basic Books, 2021).  Dr. Bonanno  is also the author of The Other Side of Sadness: What the New Science of Bereavement Tells us about Life After Loss  (Basic Books). Email:   [email protected]

George Bonanno's Research Publications  - Google Scholar

George Bonanno's Research Publications  - Research Gate

Christine Cha  | Associate Professor of Clinical Psychology

CCPX 5110 Research Apprenticeship

CCPX 5610 Colloquium 

CCPX 5034 Child Psychopathology

CCPX 5041 Self-Destructive Behaviors

CCPX 4900, CCPX 6900

Laboratory for Clinical and Developmental Studies Website

Dr. Christine Cha is an Associate Professor of Clinical Psychology at Teachers College, Columbia University, and Director of the Laboratory for Clinical and Developmental Studies. She received her Ph.D. from Harvard University in 2015. Her research focuses on cognitive processes that contribute to suicidal thoughts and behaviors, ranging from those closely pertaining to suicide (e.g., implicit attitudes toward death) to those that are more distal and likely malleable in nature (e.g., episodic future thinking). Dr. Cha’s work has been funded by the American Foundation for Suicide Prevention and the National Institute of Mental Health (NIMH). Her current NIMH-funded investigation examines episodic future thinking among suicidal adolescents. She serves on the editorial boards of the Journal of Clinical Child and Adolescent Psychology and Journal of Psychopathology and Clinical Science (formerly Journal of Abnormal Psychology), and received the 2021 'Rising Star Award' from the Association for Psychological Science (APS)  Email:  [email protected]

Christine Cha's Research Publications  - Google Scholar

Christine Cha's Research Publications  - Research Gate

Barry Farber  | Professor of Psychology and Education

CCPX 4038 Comparative Psychotherapies

CCPX 4120 Psychotherapy through Fiction and Film

CCPX 5032 Adult Personality and Psychopathology 

CCPX 6335 Practicum in Clinical Intervention

  https://sites.google.com/a/tc.columbia.edu/farberlabs

Barry Farber, Ph.D. is a Professor of Psychology in Education. He received his PhD from Yale University in 1978, joined the clinical psychology faculty at TC the following year, and served as Director of Clinical Training (DCT) at TC for 24 years. Dr. Farber ha’s pursued varied interests within the area of psychotherapy research, including the extent to which patients, therapists, supervisors, and supervisees honestly disclose (and sometimes lie) to each other; the ways in which the therapist functions as an attachment figure; the nature of “informal” supervision among psychotherapy trainees; the ways in which individuals construct and evoke mental representations of others, including former therapists and romantic partners; and the nature and consequences of therapists’ provision of positive regard. His books include Understanding and Enhancing Positive Regard in Psychotherapy; Carl Rogers and Beyond (with Jessica Suzuki and Daisy Ort); Secrets and Lies in Psychotherapy (with Matt Blanchard and Melanie Love) ; Self-disclosure in Psychotherapy; The Psychotherapy of Carl Rogers (with Debora Brink and Patricia Raskin) ; and Rock ‘n roll Wisdom: What Psychologically Astute Lyrics Can Teach about Life and Love. He recently completed an 8-year term as editor of Journal of Clinical Psychology: In Session , and maintains a small private practice of psychotherapy. Email: [email protected]

Barry Farber's Research Publications  - Google Scholar

Barry Farber's Research Publications  - Research Gate

Douglas Mennin  | Professor of Clinical Psychology

CCPX 6336 Emotion Regulation Therapy

Read Lab Website

Dr. Douglas  Mennin  obtained his Ph.D.  in  Psychology (Clinical) from Temple University  in  2001. Since that time, he has held faculty positions at New York University, Yale University, and Hunter College of the City University of New York (CUNY). Currently, he serves on the faculty at Teachers College, Columbia University, where he directs the Regulation of Emotion  in  Anxiety and Depression (READ) Lab. He also serves as the Director of Clinical Training (DCT) for the Clinical Psychology Ph.D. Program at Teachers College. Over more than two decades, he has focused his research program on utilizing an affect science perspective to understand and treat chronic anxiety and mood conditions with a particular focus on  distress and negative self-referential processing (NSRP; e.g., worry, rumination, self-criticism),  in  order to expand our knowledge of their etiology, development, and maintenance across the lifespan.

He has published extensively on these topics and has served on the editorial board of multiple journals including the Journal of Abnormal Psychology, Journal of Consulting Psychology, and Brain and Behavior. He also formerly served as Chair of the Scientific Council of the Anxiety and Depression Association of America (ADAA) and has been a member of executive boards of the APA Division of Clinical Psychology and the Society for a Science of Clinical Psychology.

Douglas Mennin's Research Publications  - Google Scholar

Douglas Mennin's Research Publications  - Research Gate

Lisa Miller  | Professor of Psychology and Education

Spirituality and Psychology Lab Website

Lisa Miller, Ph.D. is Professor and Director of the Clinical Psychology Program as well as Director of Spirituality and Mind-Body Institute. She received her Ph.D. from the University of Pennsylvania. Dr. Miller's lab investigates spirituality, mental health, wellness and thriving at multiple levels of analysis, spiritually informed positive psychotherapy and treatment interventions. She is Co-Editor-in-Chief of the APA journal "Spirituality in Clinical Practice," Associate Editor of the APA journal "Psychology of Religion and Spirituality" and Editor of the "Oxford University Press Handbook of Psychology and Spirituality." Dr. Miller works through scholarship and public discourse to integrate spirituality into contemporary psychology. Email:  [email protected]

Lisa Miller's Research Publications  - Google Scholar

Lisa Miller's Research Publications  - Research Gate

Helen Verdeli  | Associate Professor of Psychology and Education

CCPX 5038 Cognitive, Behavioral, and Interpersonal Therapies

Global Mental Health Lab Website

Lena Verdeli is an Associate Professor of Clinical Psychology and the Director of Clinical Training at Teachers College, Columbia University. She received her Ph.D. from Yeshiva University. She received federal and foundation funding to study psychotherapy for prevention and treatment of mood disorders. In the past fifteen years Lena Verdeli has played a key role in landmark studies involving adaptation, training, and testing of psychotherapy packages used by non-specialists (primary care staff, community health workers, etc.) with depressed adults in southern Uganda; war-affected adolescents in IDP camps in northern Uganda and depressed IDP women in Colombia; distressed patients in primary care in Goa, India; depressed community members in Haiti; and war-affected Syrian refugees in Lebanon, among others. She is a member of the Mental Health Advisory Committee for the Millennium Villages Project of the Earth Institute, a Scientific Advisory Council member of the American Foundation for Suicide Prevention, and the Scientific Advisory Board of Depression and Bipolar Support Alliance. She received the American Psychological Association International Psychology Division Mentoring Award and chaired the research workgroup of the Family NGO at the UN. She is currently a technical advisor for the WHO on global dissemination of psychosocial treatments.

Helen Verdeli's Research Publications  - Google Scholar

Helen Verdeli's Research Publications  - Research Gate

Ayorkor Gaba | Assistant Professor

CCPX 5036 Clinical Work with Diverse Populations CCPX 4032 Assessment and Treatment of Alcohol and Chemical Dependency

Dr. Gaba's Research Lab Page

Faculty Bio: Dr. Ayorkor Gaba is an A ssistant Professor of Clinical Psychology at Teachers College, Columbia University, and Director of the Behavioral Health Equity Advancement Lab . She received her P sy.D . from Rutgers University in 2 009 . Her research focuses on cultural and implementation factors impacting equitable access to and engagement in substance use and/or mental health treatment s and supports . Dr. Gaba’ s work has been funded by the Substance Abuse and Mental Health Services Administration (SAMHSA) , the National Center for Advancing Translational Sciences of the National Institutes of Health (NCATS), the National Heart, Lung, and Blood Institute (NHLBI), and the National Institute on Alcohol Abuse and Alcoholism (NIAAA) . Her current community-engaged research focuses on the equitable implementation of behavioral health interventions in Adult Recovery Courts. She is an editor for the Research, Community, & Services Partnerships column in the Psychiatric Services journal and is an appointed American Psychological Association NGO representative to the United Nations. She is trained in family systems, cognitive behavioral, and multicultural approaches to assessment and treatment.

Dr. Ayorkor Gaba's Research Publications  - Google Scholar

Dr. Ayorkor Gaba's Research Publications - Research Gate

Dinelia Rosa  | Director, Dean Hope Center for Educational & Psychological Services; Adjunct Full Professor

CCPX 5036 Clinical Work with Diverse Populations

CCPX 5539 Clinical Interview

CCPX 6333 Supervision Practicum

Dean Hope Center Website

Dr. Dinelia Rosa is director of the Dean-Hope Center for Educational and Psychological Services at Teachers College. She is also adjunct full professor at Teachers College, Columbia University. Dr. Rosa obtained her Clinical Psychology degree at The Derner Institute, Adelphi University. Prior to her current job, Dr. Rosa worked for 18 years throughout New York City in various clinical and educational settings predominantly with children and families from diverse backgrounds.

Dr. Rosa is a founding member of the Health Psychology rotation in the Bellevue-NYU Internship Program. She worked in the Cardiac subspecialty clinic and offered support groups for post-operative patients with coronary artery disease. Additionally, she worked in the Breast Cancer and Infertility clinics also in Bellevue Medical Center. For the last 15 years, Dr. Rosa has volunteered in Latino Share, a non-profit organization offering support groups to women survivors of breast and ovarian cancer. In the past, she ran focus groups for them as part of the Novela Project, aimed at developing a Spanish written story in a soap opera format to educate Latinas about breast cancer in a culturally- sensitive way. Dr. Rosa also co-authored with Dr. Carmen Vazquez the book, Grief Therapy with Latinos: Integrating Culture for Clinicians.

Dr. Rosa was a member of the Multicultural Advisory Committee for the New York Office of Mental Health, is founding member of the Division of Culture, Race, and Ethnicity at the New York State Psychological Association (NYSPA), and served as Council Representative for this division at NYSPA's governance for six years. In 2014, she became the first Latino President of NYSPA.  She is past President of the New York Association of Hispanic Mental Health Professionals, served as Board Member for two community-based organizations including a faith-based community organization in NYC. Dr. Rosa served as a member of Sesame Street Workshop advisory committee for the development of a videotape tape program for children 3-8 and parents titled, "Helping you help children cope with stress," designed to help preschool children cope with stress related to the 9/11 terrorism attack. Dr. Rosa is actively involved in the American Psychological Association. She served as Member-at-Large and Chair of the Membership Committee for Division 31, State, Provincial and Territorial Psychological Association Affairs, a division that focuses on advocacy and leadership issues. She served as president of this same division, and member of the APA Board of Professional Affairs. She currently serves as commissioner in the APA Commission on Accreditation.

At TC, Dr. Rosa coordinates the practicum training for students of four graduate programs, and teaches and supervises for the Clinical Psychology Program. She is a founding member of the TC Psychological Emergency Response Team (PERT), a predecessor of the current TC Student Wellness Center. She is interested in research associated with treatment outcome measures and to that is leading a research initiative at the Dean-Hope Center. In the past she was the recipient of a grant from the APA Committee of Ethnic Minority Recruitment, Retention and Training (CEMRRAT) to address the need of graduate students in Clinical and Counseling psychology able to speak Spanish and interested in working with linguistic minority populations. In 2014 she was awarded a GPE Training Grant from HRSA, federal agency to develop a training program in integrated behavioral health care.  Dr. Rosa has been invited to speak in radio and television, and offers seminars on mental health issues with the Latino community to professionals and community-based organizations. Dr. Rosa is the recipient of the 2007 NYSPA Service Award, and in 2015 received the APA Heiser Award issued to leaders in advocacy. Dr. Rosa holds a small private practice.

Randall Richardson-Vejlgaard  |  Lecturer | Director, Psychology in Education

CCPX 5330 Principles & Techniques of Clinical Assessment CCPX 5333 Practicum in Clinical Assessment CCPX 4900, CCPX 6900

Randall Richardson-Vejlgaard, Ph.D. received his doctorate in Clinical Psychology at the New School for Social Research, and completed post-doctoral training at Albert Einstein College of Medicine and Yale School of Medicine. Previous to joining the clinical faculty at Teachers College, Dr. Richardson-Vejlgaard was a Research Scientist at the New York State Psychiatric Institute, and holds a joint appointment as Assistant Professor of Clinical Psychology in the Dept. of Psychiatry of Columbia College of Physicians and Surgeons. His research examines the psychological factors that contribute to the initiation of behavior. Specifically, his current work examines the precipitants of suicidal behavior in individuals with Borderline Personality Disorder and Major Depressive Disorder to better understand the cognitive and emotional states associated with suicide attempts. He teaches Psychological Assessment, Neuropsychological Assessment, Clinical Neuropsychology, and Personality and Behavior Change.

Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

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

Email: shulevitz@tc.columbia.edu

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Leah M Adams

Associate professor.

Psychosocial aspects of adapting to chronic disease and/or traumatic injury; HIV risk & prevention among high-risk groups; Health equity & reducing health disparities

Tanie Boeddeker

Julie Brewer

Graduate research assistant.

Lauren B Cattaneo

empowerment, resilience, community-based learning, transformative education, civic engagement, intimate partner violence, survivor-centered services

David D Cerri

Tara Chaplin

Emotion regulation and the development of psychopathology and substance use in adolescence; Parent-focused interventions; Bio-psycho-social models of emotion

Thomas Deakin

Anna Defayette

Clinical Psychology: adolescence, suicide, acute stress, translational research

Danielle Dufresne

Christianne Esposito-Smythers

adolescent suicide, adolescent substance abuse, development of cognitive behavioral prevention and intervention programs for adolescent mental health problems

MacKenzie Feeken

Sarah Fischer

personality traits and psychosocial factors influencing the co-morbidity and maintenance of addictive behavior patterns

Sasha Flowers

Graduate teaching assistant.

equity-informed implementation science, culturally responsive evidence-based practice, cultural humility of clinicians, addressing power imbalances within the therapeutic relationship, mindfulness, interoceptive awareness

Beth M Foote

Michelle L. Harlan

Eating Disorders, Suicide, Nonsuicidal Self-Injury, Emotion Regulation, Dialectical Behavior Therapy

Katherine Maultsby Harris

Rafael E. Hernández Dubon

Latinx psychology, parental self-sacrifice, spirituality, religiosity

Jesus Hernández Ortiz

The intersection of machine learning, health disparities, severe mental illness, and patient-clinician interactions in historically underserved communities.

Cristopher Lance Hinagpis

Social Support, Social Constraint, Chronic Pain, Psychological Well-Being, Stress

Sasha Jessica Hofman

Abril Amparo King

Jeremy Maciarz

James E Maddux

Emeritus faculty.

Maddux's major scholarly interest is the interface of social, clinical, and health psychology, which is concerned with the ways that theory and research from social psychology can help us understand psychological adjustment, psychological disorders, and health-related behavior.

Micaela Maron

Lucy McClellan

Robyn Mehlenbeck

adolescent, medical, eating, diabetes

Patricia Mejia

Physical Health; Exercise; Physiology; Behavioral Interventions; Distress Disorders; Scientist-Practitioner-Activism

Rebecca Rose Mendoza

Leo Augustus Miller

Eating disorders, Alcohol and Substance Use, Treatment Innovation, LGBTQ, Minority Stress, Gender Incongruence, fMRI, Transdiagnostic Mechanisms, Scholar-Activist

Kevin C Ramseur II

Gendered Racism; Mental Health Equity; Men & Masculinities; CBPR

Irene Regalario

Clinical Psychology: health and stress, chronic health illness adjustment, health behaviors, caregiver stress

Keith D Renshaw

Anxiety, stress/trauma reactions, and interpersonal relationships; scalable solutions to promote mental health

Susan Ridley

Asha Rudrabhatla

Mary Ryan (Fesalbon)

Amanda L Sanchez

Assistant professor.

Culturally responsive care; reducing mental health disparities; community-engagement, equity-informed implementation science

Jerome Short

Well-being; exercise; sleep; physical health and longevity; social support; self-compassion; mental health apps; and help-seeking.

June P Tangney

Distinguished university professor.

* Moral Emotions and Cognitions, Self-Control, Helpful and Harmful Psychotherapy, Computer-Assisted Jail-based Interventions, Substance Misuse * Values and virtues (e.g., humility, forgiveness, self-compassion) * Self control generally, and emotion regulation specifically * Borderline Personality Disorder * Brief interventions for jail inmates * Motivational Interviewing * Mindfulness-based Interventions * Values Affirmations * Restorative Justice-themed Interventions * Reducing Substance Misuse * Reducing HIV risk behavior

Natasha A Tonge

minority mental health disparities; trust; self-disclosure; anxiety; patient-provider interactions in adults

Kristina Marisa Volgenau

Psychological Well-being, Health Behaviors, Biological Mechanisms

Deirdre Ward

Are you in HFAC, ADP, or CBN? Do you need help with budget or accounting issues?

Maggie Webb

Self perception, future thinking, vividness of thought, delinquency, recidivism, suicide, depression, brief interventions

Kevin Christopher Young

Clinical Psychology

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Ph.D. Program in Clinical Psychology

[NOTE ABOUT APPLICATIONS: See “Application Instructions” link on the sidebar for important additional application information. The application review process will begin on December 1. All applications must be received by January 5 in order to receive full consideration. Applicants are encouraged to apply as early as possible.]

“Doctoral students and faculty at LIU Brooklyn campus are hard at work in their research, clinical experiences, and academic coursework, but you won’t hear frantic footsteps and harried voices when you approach the Psychology Department on the 8th floor. Walking through the light wooden doors of the LIU Clinical Psychology program, you are greeted by modern glass-walled rooms, soft lights, and students gathered cozily on couches in thoughtful and engaged conversation. It’s the things that you may overlook on first glance - a faculty’s hand on a student’s shoulder offering advice on the research design of a study; a second-year student peering over the stats book of a first-year student explaining a data set; a friendly joke and nudge passed between professor and graduate assistant as they exchange morning greetings. As a graduate student in the LIU community, these supportive relationships distinguish the program in poignant ways. The pressures of competition amongst peers are nonexistent; instead an atmosphere is born of common goals, collaborative work, and nurturance, as students and faculty alike push themselves towards excellence as scholars and clinicians.” – a doctoral student

The Ph.D. Program and the Department of Psychology are located on the 8th floor of the Humanities Building on the Brooklyn campus in a suite of offices, conference rooms and graduate student lounge. The department also has a dedicated suite of research labs on the 6th floor. Visitors to the campus and the Ph.D. Program often comment on its attractive appearance. The first floor of the Humanities Building houses an Art gallery and the Kumble Performing Arts Theatre. The Humanities Building occupies one corner of the landscaped main courtyard of the Brooklyn campus and offers graduate students a place for contemplation within the busy metropolitan area of downtown Brooklyn. The campus is a short subway ride from Manhattan.

            The Psychological Services Center of the Ph.D. Program is located on the fifth floor of the Pratt Building. The Center offers psychological services to the Brooklyn campus undergraduate and graduate student body and is staffed by PhD students working under the supervision of clinical faculty.

This website contains important information about the Ph.D. Program and details about the application process and financial aid for prospective students.

Inquiries about the Program or faculty interests should be directed to individual Program faculty via email. Questions about student life can be directed to current students in the program.

Abby Torres

Administrative Secretary of the Ph.D. Program

Phone: 718-488-1164

Email: [email protected]

Kevin Meehan, Ph.D. 

Professor of Psychology

Director, Ph.D Program in Clinical Psychology

Email: [email protected]

Philip S. Wong, Ph.D.

Director of Clinical Training, Ph.D. Program in Clinical Psychology

Email: [email protected]

For additional information about the application process to the Ph.D. Program click the “Application Instructions” link on the sidebar.

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

Office of Program Consultation and Accreditation American Psychological Association 

750 First Street, NE

Washington, DC 20002

Phone: 202-336-5979

Email: [email protected]

Web:  www.apa.org/ed/accreditation

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Speaker 1: Thanks for checking out this video. Today is going to be super short. I'm just going to be sharing with you five questions that you should be asking after PhD interviews. After this intro, I'll get into it. Welcome to Grad Life Grind. If you're new to this channel, thank you for checking it out. And if you're already a subscriber, thanks for being back again. My name is Arielle, and I'm a PhD student in clinical psychology. And in this channel, I bring you information about the mental and talk about my journey as a PhD student. So at PhD interviews, you may be spending the entire day at a campus or an entire day online during virtual interviews now. So during PhD interview days, you may have multiple opportunities to ask questions to either faculty or students. For example, if you have a one-on-one interview with a faculty member or a student, at the end of the interview, they'll probably give you the opportunity to ask any questions that you may have. And you definitely want to be prepared. I also had a PhD interview where I asked all the questions the entire time. So the faculty member who interviewed me did not ask me a single question. They just told me that I can ask any questions that I want. And that's basically what guided the interview. That caught me super off guard. So now I always know to go into an interview with questions. So here are some questions you can ask either in one-on-one interviews, in group interviews, or even during some down time that you may have with current graduate students at that program. A lot of PhD programs are designed in such a way that you will be signing on to work with one faculty member for the duration of your time at the program. And if that's the case, then you should have lots of questions for the faculty member you're interviewing with because this is the person who's going to be your advisor for the entire time that you're there. So some questions that you can ask faculty members are, what is your mentorship style? What are your expectations for your students at each year of the program? For example, for clinical psychology, they're usually five to seven year programs. And faculty will usually expect different things from their first years than they expect from their fourth or fifth year students. So that is a great question as well. You can also ask faculty, what is the culture of the lab? What are the interactions between lab members and between students and the mentor? Is the lab super collaborative or do students in the lab work more independently? Another question that I think is really important to ask faculty members, whether it's the individual advisor that you're applying to work with, or really any faculty or administrator, this question is, how does the university handle issues of cultural competence or diversity? This is a pretty timely question. And for those who are studying clinical psychology, like me, it's a good question to ask because clinicians or future therapists, future psychologists of the world really should be culturally competent. It is part of our ethics code and it's super important to know how to work with clients from diverse backgrounds. If the doctoral program that you're applying to is research heavy, then you should also ask faculty, what are the opportunities to present at conferences? What are the conferences that the lab attends on a regular basis or on an annual basis? And what are the opportunities for co-authorship? Now, the questions that you ask current graduate students are going to be pretty different and you should be careful about the questions you ask because basically anytime you are interacting with someone from the university or program during interview day, you are technically still being evaluated. So even if you're not in a one-on-one interview, maybe there's downtime and you're talking to students, you're still technically being evaluated or watched. They may report your questions or answers back to the admissions committee and some students are on the admissions committee. So some questions to ask students could be more on the practical side. For example, where do students usually live? Is there on-campus housing? How does off-campus housing work? What is the cost of living in this area? What do students out here do for fun? Things like that. It's also really common for me as someone who works for admissions at my program to be asked about the financial situation or financial assistance. So it's common to ask current graduate students, how do you afford this program? Do you have grants, scholarships, stipends, etc? If not, then how are you able to get by? And it may seem like a personal question and you can let the student that you're asking know, like feel free not to answer this if you don't feel comfortable, but this is a huge decision and I would really like to know what your financial situation is, how are you financing this program? And most of the time students are happy to share how they're able to afford the program, whether they have loans, etc. But it's important information for you to know because a PhD program or whether to commit to a PhD program is a huge decision and it's a pretty long chunk of your life, five to seven years. So ask what you feel you need to know to make an informed decision about this program. You are interviewing and evaluating the program as much as they're evaluating you. I also recommend asking current graduate students, what does the university or the program do to support students' well-being? So some schools may have different student organizations or social events or self-care related events or resources that help students. So if the program offers that or if the university at large offers that, it's important for you to know. And it's also common for me to receive this question from applicants. They usually ask me like, what is work-life balance like in your program? And you're going to hear a range of answers. Some PhD students are really on top of everything and they're, they feel like they're on top of the world and that's awesome. And some PhD students are, will be honest with you and say it's super hard. I work 12 hour days, etc. But it's important for you to ask that question and to know what does a typical day look like for you as a graduate student in this program? And I recommend asking that typical day question to multiple students because a typical day for a first year student might look really different than the typical day for a fourth or fifth year student. I also recommend asking current graduate students about networking opportunities. Are they able to go to conferences? Does the program provide funding for them to go to conferences? Are there student organizations or professional organizations that they are part of and able to find opportunities from? That's a great question as well. And lastly, a super common and honestly great question to ask current graduate students is what sold you about this program? Why did you pick this program over others? And that will tell you kind of what the selling points for those students are. And honestly, I recommend asking the questions that I just mentioned to multiple people. So not just for the question about what a typical day is like, but for all of these questions. And you can ask, you can pick and choose whether to ask some of these questions to faculty, whether to ask them to faculty and students, whether to ask multiple students. You're fielding the people that you're interacting with for impressions about the program. You want to know are students happy there? Are faculty collaborative? Are faculty hands-on? Basically, are the faculty and students representative of what you are looking for? And of course, you should be clear for yourself about what you're looking for in a mentor, in a program, and in an environment or in a school culture. So you should be asking these questions knowing what appeals to you and what you want as well. So if you already got an interview for a PhD program, congratulations. If you're still waiting, hang in there. I know it is anxiety-inducing, it is scary, but it's also really exciting and it's a huge feat just to submit applications because that is a process that is super stressful as well. So I wish you the best of luck. I hope this video was helpful to you and if it was, I hope that you will hit the like button. I hope that you will subscribe and I hope that you'll also keep in touch with me on other platforms such as Instagram and TikTok. Again, my name is Arielle. My goal is to inform you, to inspire you, to spark an interest in you, and hopefully also entertain you. So I hope you'll check back soon.

Calculate for all schools

Your chance of acceptance, your chancing factors, extracurriculars, in search of best us colleges for psychology major.

Hey there! I'm currently a rising junior trying to plan out my life - no stress, right? I want to pursue a major in Psychology and am trying to figure out which colleges in the US are the best for that. Any insight or suggestions for universities that excel in their Psychology programs would be appreciated.

Absolutely, I can certainly help you out with that! First off, congrats on identifying your interest in Psychology - it's a fascinating field. There are several universities in the US known for their strong psychology programs.

Stanford University, University of California--Berkeley, and Harvard University offer some of the top Psychology programs in the country, according to multiple rankings. These schools are known for their distinguished faculty, rigorous coursework, and extensive research opportunities.

The University of Minnesota--Twin Cities also has an excellent Psychology program with strong faculty expertise in both experimental and clinical psychology. Furthermore, the Psychology program at University of Illinois--Urbana-Champaign also frequently ranks among the top.

However, keep in mind that the best school will also depend on your specific interests within Psychology - like developmental psychology, cognitive psychology, clinical psychology, etc. For instance, Yale University has eminent faculty in the field of social psychology while University of California--San Diego is renowned for cognitive psychology.

Also remember that these are highly selective schools, so you'll want to have a balance of match and safety schools on your list as well.

Finally, don't forget to consider other factors that are important to you like size, location, financial aid, student life, resources available to undergraduate students, etc. while making your decision.

Good luck with your college search, and let me know if you have any more questions!

About CollegeVine’s Expert FAQ

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