how to get into a phd clinical psychology program

DEPARTMENT OF PSYCHOLOGY

• Undergraduate
• Graduate Studies in Psychology
• Areas of Specialization
• Considering Clinical Psychology

What Does It Take to Get Into Graduate School in Clinical Psychology?

Admission to PhD programs in clinical psychology is very competitive. Ratios of 300 applicants to 8 positions are common (though perhaps 10-15 people would have to be accepted to fill the 8 slots; some who are accepted decide to go elsewhere, or enter a different kind of graduate or professional program ). Different programs emphasize different characteristics, but it is safe to say that in all programs GREs and GPAs are examined closely. Graduate students in Northwestern's program have averaged over 1400 on the GRE (Verbal plus Quantitative), with an average GPA of over 3.5. (GPAs for the last two years of undergraduate schooling are most important, so students with uneven early records have a good chance if they've improved.) There are respectable programs whose students score lower on these measures, but students who have lower than 1200 on the GRE or a GPA of less than 3.3 can expect to find it difficult to get into a top graduate program in clinical psychology without other special qualifications.

Regarding less standardized criteria, most graduate programs in clinical psychology will prefer that you have taken a course in psychopathology, e.g., our Psych 303. Introduction to Clinical Psychology (Psych 306) can also be useful, in part as a way to learn more about the field and your options within it. Most graduate schools also expect students to have obtained some research experience. The primary concern is that students should have conducted some psychological research in order to know whether they find it interesting. From an admissions perspective, it is less important that you have had clinical research experience than it is that you have had meaningful research experiences (e.g., not just entering data). It is also important that you be able to solicit a letter of recommendation from at least one research supervisor. This means that it is important to get involved in research before you do your applications. If you plan to apply to graduate programs during fall of your senior year, then you should begin your research involvement as a junior, or even earlier.

Northwestern’s psychology department offers many  research opportunities  for undergraduate students. Each quarter, many of our students do  research for course credit  through 399-Independent Study or the two-quarter sequence 397-Advanced Supervised Research. You can learn more about 399 and 397, including their requirements and the differences between them, by reading our webpage on research for course credit. This page also includes tips on choosing a professor with whom to do research. Other students obtain paid positions in the department, typically through the federal  work-study program . You should make sure that your research experience provides you with an in-depth look at the nature of psychological research and at the theories and past research relevant for the questions under investigation. Entering data, scheduling research participants, and so on are integral parts of the research process, but it is important to do much more than that.

Some psychology students hope to do research that is outside the specific projects for which their faculty supervisors have funding. In addition, students who want to do research on campus during the summer may need to earn money for living expenses. Northwestern University, Weinberg College, and the psychology department all have funds available on a competitive basis to support student research. Guidelines for applying for the psychology department’s Benton J. Underwood Summer Fellowship are always included in the winter edition of our undergraduate newsletter,  Swift Thinking . See the Weinberg College webpage on  funds for undergraduate research  and the university page on  Research Opportunities for Undergraduates  for additional funding options.

Many graduate schools give a great deal of consideration to the likely match between potential students' interests and faculty interests. Students can convey their interests through the personal statements they include in their applications and in direct contact with relevant professors. If you have strong interests in a professor's research, this will make you a much more desirable applicant to that person. But you must be able to convey that your interests are serious, for example, by discussing a specific study. Faculty will not be impressed if it appears that you merely scanned the departmental brochure searching for topics that sound interesting.

Students may also want to consider trying some hands-on counseling-type work. Many agencies accept and train volunteers. For example, volunteering at a teen drop-in center or a hospital, working as a camp counselor for special needs children, and answering phones for a helpline can all be relevant experiences. If your goal is to work with some specific population – troubled teens, the elderly, autistic children – then you should try to gain some firsthand experience with this population. In part, this may serve as a valuable credential when you apply for graduate training. Perhaps more importantly, it will let you know if working with this population is as rewarding for you as you expect it to be. Two student groups –  Northwestern Community Development Corps (NCDC)  and  OASIS  – are good sources of information about volunteer opportunities in Evanston and surrounding communities

Clinical Psychology

Mission statement.

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

Information about the Clinical Psychology Graduate Major

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

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

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

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

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

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

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

APA CoA – American Psychological Association Commission on Accreditation

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

Future Accreditation Plans:  

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

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

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

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

Notice to Students re: Professional Licensure and Certification

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

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

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

Clinical Program Policy on Diversity-Related Training 

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

Clinical Program Grievance Policies & Procedures

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

More Clinical Psychology Information

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

Students sit around a table and discuss with a professor nearby. Photo source: Sallie

PhD Admissions

The PhD program in Psychology trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program is characterized by close collaboration between students and their faculty advisors. 

General Information

The Department of Psychology holistically reviews each candidate's complete application to assess the promise of a career in teaching and research. Consideration is based on various factors, including courses taken, grade point average, letters of recommendation, and the statement of purpose. Additionally, the Department of Psychology places considerable emphasis on research training, and admitted students have often been involved in independent research as undergraduate students or post-baccalaureate settings. Although there are no course requirements for admission, all applicants should have sufficient foundational knowledge and research experience to engage in graduate-level coursework and research.

We accept students with undergraduate degrees and those with both undergraduate and master's degrees. An undergraduate psychology major is not required; the Department welcomes applicants from other academic backgrounds.

Our application portal is now OPEN for the AY25-26 admissions cycle.

How to Apply

Application and deadline.

Our 2025-26 Admissions application will open on September 15, 2024.

Applications will be due on November 22, 2024

The deadline for letters of recommendation will be  November 22, 2024 . 

Once an applicant submits the recommenders' information, the recommenders will receive an automated email with instructions for submitting the letter. Late letters should be sent directly to psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Staff will add them to the application file if the review process is still underway. Still, the faculty reviewers are not obligated to re-review files for materials submitted after the deadline.

Generally, students will hear from us by the end of January. 

The status of submitted applications can be viewed anytime by logging in to the   application portal . 

The deadline to apply for the '25-26 PhD cohort this year is  November 22, 2024 . Applicants who are admitted to the program will matriculate in Autumn 2025. 

Our next admissions cycle will open in September 2025 and have a November 2025 deadline.

In addition to the information below, please review the  Graduate Admissions  website prior to starting your application. The Department of Psychology does not have rolling admissions. We admit for the Autumn term only.

Requirements

• U.S. Bachelor's degree or its  foreign equivalent
• Statement of Purpose (submitted electronically as part of the graduate application). You will be able to specify three  Psychology Department faculty members , in order of preference, with whom you would like to work. 
• Three  Letters of Recommendation  (submitted electronically). A maximum of six letters will be accepted.
• Unofficial transcripts from all universities and colleges you have attended for at least one year must be uploaded to the graduate application. Applicants who reach the interview stage will be asked to provide official transcripts as well; Department staff will reach out to these applicants with instructions for submitting official transcripts. Please do  not  submit official transcripts with your initial application.
• Required for non-native English speakers: TOEFL (Test of English as a Foreign Language) scores, submitted by the Educational Testing Service (ETS) electronically to Stanford. 

Application Fee

The fee to apply for graduate study at Stanford is $125. Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

Application Review & Status Check

The Department of Psychology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

To check the status or activity of your application, please log into your  application account . You can also send reminders to recommenders who have not yet submitted their letter of recommendation.

Due to limited bandwidth, the Department of Psychology staff will not answer any phone or email queries about application status, including requests to confirm the receipt of official transcripts.

Our faculty will interview prospective students before making final admission decisions. Candidates who progress to the interview round will be informed in January. Interviews are generally conducted in February.

The Department of Psychology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

• Diversity and Engagement in Psychology PhD Programs 
• Vice Provost for Graduate Education
• Stanford IDEAL
• Graduate Application Fee Waiver Information

For More Information

Please see our  list of Frequently Asked Questions  and  psych-admissions [at] stanford.edu (contact us)  should you have additional questions.

Department of Psychology

You are here, clinical psychology.

The Clinical Psychology area is dedicated to research and training in clinical science. The graduate program aspires to educate the next generation of leading academic and research psychologists and to create an environment for advancing research related to psychopathology and its treatment. While the program is decidedly research oriented, clinical training is viewed as essential to the development of outstanding clinical scientists and is designed to emphasize scientific principles that will enable students to investigate theoretically important and clinically relevant questions and to ensure competence in the provision of evidence-based assessment and intervention. Our students routinely secure placements at the most prestigious national internship sites, however the clinical program at Yale is not a match for students primarily interested in clinical practice. The program is well suited to students who desire to begin an independent, structured program of clinical science research and are likely to emerge as leaders in the study of psychopathology and its treatment. The values of the clinical program are reflected in current themes of our work, including 1) basic science research on psychopathology and its treatment; 2) integrative science involving methods and theories from related psychological disciplines; 3) evaluations of the psychological mechanisms, efficacy, effectiveness, and applications of psychosocial treatments; 4) applications of scientific inquiry to prevention and social policy.

Students admitted to the clinical area are expected to develop an independent line of research under the supervision of our primary faculty. Research training includes an emphasis on theory, methods, data analysis, grant writing, and manuscript preparation. Our students routinely publish in scholarly journals and disseminate their work at professional conferences during their graduate training, and many have successfully obtained external funding to support research projects.

Important additional information about the clinical program is contained in the document entitled “ Mission Statement, Program Structure and Requirements .” Please read that document carefully before applying to the clinical program.  For information on practicum opportunities, click here , for  information about the departmental clinic click here , and for information about eligibility of program graduates for professional licensure, click here . Details regarding professional activities post-graduation that are required for licensure are listed here , and a summary of the professional activities of program alumni at 2- and 5-years post-graduation are presented here .

The clinical program is strongly dedicated to promoting diversity and inclusion in our program and in students’ training . Students from underrepresented minority groups are especially encouraged to apply to our program.

General information about applying to clinical psychology programs and application tips can be found at:

http://clinicalpsychgradschool.org

The Clinical Psychology Doctoral Training Program is accredited by the  Commission on Accreditation  of the  American Psychological Association  and the Psychological Clinical Science Accreditation System (PCSAS), and is a member of  The Academy of Psychological Clinical Science .

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

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

Psychological Clinical Science Accreditation System (PCSAS) 1800 Massachusetts Ave NW, Suite 402 Washington, DC 20036-1218  Phone: (301) 455-8046 /E-mail:  akraut@pcsas.org  Web:  www.pcsas.org

As stated above, the Yale Clinical Psychology Doctoral Training Program is accredited by the American Psychological Association’s Commission on Accreditation (CoA) and the Psychological Clinical Science Accreditation System (PCSAS). Our clinical science training model and vision is most consistent with the standards of the PCSAS. Presently, PCSAS is working toward ensuring that: 1) graduates from its programs are fully license-eligible in the majority of states in which they may pursue professional practice; and 2) the American Board of Professional Psychology (ABPP) provides parity for and recognition of PCSAS within all of its regulatory standards. If and when these changes are realized, our program may consider remaining accredited solely by PCSAS. However, any such consideration would be based on clear evidence that our graduates can continue to obtain the sorts of successful career positions they have long enjoyed (e.g., as university professors, college teachers, public policy analysts, faculty in medical centers, research institutes and VA settings, licensed clinical psychologists, and administrators/directors of a variety of community agencies/organizations).

Questions related to the Yale Graduate Program in Clinical Psychology should be directed to the Director of Clinical Training, Mary O’Brien, Ph.D., or the primary faculty listed above.

*Students should apply to do graduate work only with primary faculty in the Psychology Department. Affiliated Faculty may serve as secondary mentors.

Applying to Graduate School

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

Get your questions answered

FAQ: Graduate education

Find answers to commonly asked questions about pursuing graduate education in psychology.

FAQ: Online education

Learn more about how the advantages and disadvantages of online education in psychology.

FAQ: PSYCAS application process

Understand what to expect from the PSYCAS application process if your graduate program uses this service.

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Finding fit: A roadmap to graduate school

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Researching psychology graduate programs

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Paying for graduate school

Funding for dissertations, graduate school, and research can come from many sources.

Submit your application

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PSYCAS participating programs

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

PSYCAS application instructions

Get an overview of the PSYCAS application process and learn about important deadlines.

Training and webinars

Advice and tips from experts on navigating the application process.

Becoming a psychological scientist

The application process for doctoral programs for psychological science has several steps. This eight-part video series offers advice for navigating the process, discusses important considerations for selecting a program, and highlights resources for funding your graduate education.

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Strategies for applying to psychology graduate school

Expert panelists discuss how prospective students can strategically approach the graduate school application process and highlight APA resources to help students find and apply to the program that best meets their professional goals.

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Preparing and applying for graduate school in psychology

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

APA publications

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

Your Complete Guide to College Success

Internships in Psychology, 4th ed.

Graduate Study in Psychology, 2019 Edition

Journal of Diversity in Higher Education

You’ve applied to graduate school and been accepted...now what?

Explore APA’s resources to help students succeed in graduate school, including tools for academic success, information about how to get involved as a student, and helpful resources guides.

Succeeding in graduate school

7 Tips for Applying to a Psychology PhD Program

The unwritten rules that i wish i knew.

Posted January 7, 2015

I just sifted through this year's batch of graduate student applications to the clinical psychology PhD program at George Mason University . Here are the emotions that I experienced:

Awe - reminded that if I was applying to graduate school with my 1998 packet, I would never get in. There are some psychology obsessed youngbloods out there.

Elevation - ignore the pessimism in the news, a vast number of hungry characters are coming through the pipelines to improve society. They are already making inroads and want a PhD to give them extra leverage.

Anxiety - the pressure to get near perfect grades, near perfect standardized test scores, and intensive research and clinical experience is palpable. I often wonder how many of these characters pause to enjoy their once-in-a-lifetime college years. I remember reading The Fountainhead on a bench in the middle of campus at 2am on a random Tuesday while the Ithaca snow rained down in slow-motion. Sitting across the quad from me was a muscular guy reading The Celestine Prophecy. The two of us talked about books, women, society's expectations, and the hero's journey for hours. This is the kind of intimacy that creates life long bonds, raising the bar for how strangers should communicate. Then there was the time [insert dangerous, naked, and/or drunken story #4-103]. I never thought about graduate school while attending Cornell University. I lived day-to-day, semester by semester. Not today's graduate school applicants....

Dismay - as someone who takes mentoring seriously, I am disappointed to read poorly constructed applications. Everybody should have a high quality mentor who points out problems before that submission button is pressed.

Inspired - I wish somebody offered me inside information on what professors really care about when they read an application. Because I have a natural distaste for authority, I feel compelled to provide this information to every student aspiring to be a psychologist.

With these emotions in tow, here are my seven concrete suggestions for those masochistic enough to apply to a PhD program in clinical psychology (this will also be relevant for other graduate programs that emphasize science). A strong clinical psychology program will reject more than 90% of applicants. The odds are against you. This post has been designed to improve your odds.

whatever manner works best for you.

Wisdom #1. You will not get an interview without direct research experience. This was not the case 10 years ago. We know that undergraduate courses are required and many universities allow you to retake courses until you get the desired grade. For this reason, grades matter little (get over a 3.2 GPA and I am ready to treat you no differently than someone with a 4.0). Now an honor thesis is optional. Completing one shows dedication, discipline, and devotion to science. Gaining research experience in a professor's laboratory is behavioral evidence that you know about sweat equity and the delay of gratification. My advice is that it is better to aim for an A- in your courses if it means that you can dedicate more time to assist in research with a scientist and eventually conduct studies under their guidance. Nothing in the classroom approximates the skills, knowledge, and psychological strengths that you develop with hands-on research. Nothing.

Corollary - Don't waste your time accruing a wide breadth of experiences unless you are doing it as an end it itself. I don't care if you are vice-president of Psi Chi, a volunteer fire fighter for 6 hours per year, and created the first cultural neuroscience book club at your local library. I am more impressed with hardcore dedication and deep penetration in one activity (where somebody can speak to your invaluable contributions) than a lengthy curriculum vitae (CV). In a similar vein, I don't care if you obtained authorship on multiple journal articles. To me, this says that you work with generous people. One first author poster presentation where you did the bulk of the writing, analyzing, and conceptualizing is all I need. Aim for quality and depth.

Wisdom #2 . It does not matter where you go to college. Ignore guidance counselors and well-meaning parents that argue for the edge afforded by those with an Ivy League education (and those schools that make the capricious top 25 in the latest US News and World Report rankings). I only care about what you did and whether you can hit the ground running in my research laboratory. This year alone, I sifted through applications from Armstrong Atlantic State University, Samford University, Wofford College, and Help University. I never heard of any of them. What I care about is that you can write, possess superior critical thinking skills, and know the agony and ecstasy of following through from a fetal research idea to the initial analytical tests to the interpretation of these results and finally, the dissemination of this work to the world. Don't spend extra money for badges and stars. Spend your time in a research laboratory to understand psychological science.

Wisdom #3 . If you suck at taking standardized tests, take them as many times as you can. This shows me that you are determined. This shows me you care about verbal, quantitative, and analytical intelligence and you are pissed off that the GRE fails to capture yours ( which is often the case ). Take it once, fail, quit and what I infer is that you are unequipped to handle setbacks. The life of a psychological scientist is littered with setbacks and failures. I want somebody who can be counted on when the stakes are high and the probability of success is unknown. Show me you are that person. Don't tell me, show me.

Wisdom #4 . Be interesting. When you sound like a walking, talking scientific article, you are uninteresting. Be a human first. The best way to be interesting is to live an interesting life. Exotic people. Exotic places. Cultural Immersion. A willingness to be vulnerable. Strange experiences. Anxiety provoking experiences. To be psychologically minded and ask great questions, you must truly live. I remember an applicant several years back who at the end of her CV listed the 18 countries she visited. That one bit of information gave the extra edge that landed her an interview. After all, that much travel should give you an interesting lens to view the complexity of human behavior.

Wisdom #5 . You don't need three amazing letters of recommendation, you need one. You must cultivate a relationship with one person who understands what you have done in psychology and more importantly, what you strive to become. Find a great mentor and work hard at forming a strong relationship. Show them what you can do. Ask for experiences and tasks that are beyond your skill level and then deliver - over and over again. You want one person to be able to say that you are one of the top 3 people they have ever mentored in an important skill set - writing ability, critical thinking, work ethic, creativity , teamwork , etc. Show somebody what you are capable of doing and make sure that it is visible to them. When I talk to my colleagues at conferences, I ask them about students who might be applying to work with me. Conversations with trusted colleagues are persuasive. I want you to know that these conversations happen. So be a good colleague. Be trustworthy. Be autonomous. Ask questions when you don't know something. Seize opportunities. Ask for opportunities. Repair relationships when needed. Be the type of person that somebody can speak highly of at all times. You never know when these backchannel conversations are going to happen.

Wisdom #6 . Showcase your uniqueness. Avoid clichés of how psychology is your life's passion (you are just getting started and don't know yet). If this is true, tell a story (show me, don't tell me). When asked what separates you from applicants with perfect GRE scores, a 4.0 GPA, and two years of research experience, do not state that you work harder (72 applicants will make the same claim). Do not mention that the origin of your interest in psychology was the psychological problems of relatives or the social difficulties faced during teenage years (we all need to be loved just like everybody else does so move on). You possess a configuration of strengths and weaknesses that inform a life history and perspective unlike any other human being. Learn how to tell a compelling, emotionally engaging story about how this informs your potential. I am more interested in your potential than your past. Do not be afraid of marketing yourself. Sell me on your potential.

Wisdom #7 . Do not lie. Almost every applicant says they want to be a scientist because they think this is what PhD programs want to hear. Pretend that you are uninterested in clinical practice and you will despise graduate school with me. Lying about your interests will hurt your experience in graduate school and the mentor that selected you from an impressive pool of applicants. Be honest and find the best mentor match. You only get trained once. Make it count. Show integrity. The field of psychology is small and relationships matter.

The goal of the admissions process is to find the best people for the exact mentors available at a specific program. The hope is that the relationships that develop will last far beyond the five years of graduate school. How you get trained and by who matters. I hope the information in this blog post will help your journey. Keep me posted on your accomplishments.

Dr. Todd B. Kashdan is a public speaker, psychologist, and professor of psychology and senior scientist at the Center for the Advancement of Well-Being at George Mason University. His new book, The upside of your dark side: Why being your whole self - not just your “good” self - drives success and fulfillment is available from Amazon , Barnes & Noble , Booksamillion , Powell's or Indie Bound . If you're interested in speaking engagements or workshops, go to: toddkashdan.com

Todd B. Kashdan, Ph.D. , is a professor of psychology at George Mason University and the author of The Art of Insubordination: How to Dissent and Defy Effectively .

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The Clinical Psychology doctoral program (PhD) has been accredited by the American Psychological Association since 1949 and is also accredited by the Psychological Clinical Science Accreditation System (PCSAS) since 2017 through 2027.

We emphasize training in clinically-informed research and evidence-based clinical work and recognize that students have varying career aspirations that may evolve over the course of graduate training. Our program offers two tracks: Adult and Child/Family . Read more about our Student Admissions, Outcomes and Other Data.

We are strongly committed to promoting diversity and training early career scientists of diverse backgrounds. We encourage students from backgrounds historically underrepresented in the sciences to apply, including but not limited to BIPOC, LGBTQIA+, first generation college students, and those of low socioeconomic status.

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

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

Psychology Clinical Science Accreditation System (PCSAS) Joseph E. Steinmetz, Ph.D. Executive Director 1101 E 10th Street, Bloomington, IN 47401; Phone: 479-301-8008 | Email:   [email protected] Website: https://pcsas.org/pcsas-accredited-programs/

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The UNT Clinical Psychology doctoral (Ph.D.) program is one of only a handful of APA-accredited clinical psychology doctoral programs nationwide that is housed in a top tier (R1) university that also holds the distinction of being a minority serving intitution (MSI). Over the past decade our program has transformed into a majority-minority student body. Additional information is provided in our Student Admissions, Outcomes, and Other Data .

We are committed to a student-centered learning approach with close faculty mentorship. The program offers intensive research training in the science of Clinical Psychology via highly productive faculty research labs . Simultaneously, students obtain in-depth, closely supervised training in the practice of Clinical Psychology. Students begin clinical practicum internally within our psychology training clinic, which is located in a mental health professional shortage area, before advancing to high quality external practicum sites across the DFW Metroplex, gaining experience with underserved areas or populations. In addition to achievements among our graduates , our program is:

• ranked 14th nationally (top 6%) on its number of publications in the most influential assessment journals 1
• ranked 6th nationally (top 3%) on its impact as measured by its citations in the area of assessment 1
• ranked 5th nationally (top 3% on its adjusted passing rate on the national licensing exam (EPPP) 2
• home to one of the largest psychology training clinics in the country; offering high quality, low-cost services to a diverse clientele
• accredited by the American Psychological Association

Our Commitment to Diversity

Across research areas, our faculty evidence their commitment to diveristy, broadly defined (race/ethnicity, sex, language, age, country of origin, sexual orientation, religious/spiritual beliefs, social class, and physical disability). We are a proud member of the BRIDGE Psychology Network , which aims to connect prospective students to programs that collaborate and improve initiatives that nurture inclusivity and diversity in psychology graduate programs, and encourage students to utilize anti-racist resources as part of their multicultural competency development. Resources that inform our training and pertain to diversity include:

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• APA Presidential Task Force on Enhancing Diversity
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Statement on Licensure

Our program adheres to APA accreditation standards and prepares students for entry into the profession of Clinical Psychology. Given the varied and changing requirements across jurisdictions, we cannot assure, nor is it our responsibility, that graduates will meet all requirements for licensure in all states, territories, or international locations. Doctoral trainess in this program are encouraged to become familiar with licensing laws applicable to their career plans and discuss their curricular plan with their major professor and/or the Director of Clinical Training (DCT) as needed. A compilation of licensure requirements, organized by jurisdictions, is available and updated annually via these links:

https://cdn.ymaws.com/www.asppb.net/resource/resmgr/docs/7.22.21_consume...

https://asppbcentre.org/additional-resources/survey-questions-and-answers/

• Morey, L.C. (2010). Leading North American programs in clinical assessment research: An assessment of productivity and impact. Journal of Personality Assessment, 92, 207-211. doi: 10.1080/00223891003670133
• Callahan, J.L., Ruggero, C.J., & Parent, M.C. (2013). Hidden gems among clinical psychology training programs. Training and Education in Professional Psychology, 7, 278-284. doi: 10.1037/a0034233

The Doctoral Program in Clinical Psychology at the University of North Texas is accredited by the American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington, DC 20002-4242. 202-336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation

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Admissions to the CoPsy PhD programs is highly selective. We welcome applications from students holding BA, BS, or equivalent degree (for international students). We are committed to diversity, equity, and inclusion and are actively seeking applicants from historically underrepresented groups, whose application fees are waived.

Scholarships and Aid

Brown guarantees full tuition, fees and a stipend for its regularly enrolled, degree-seeking Ph.D. candidates for five years of regular program enrollment, contingent upon satisfactory academic performance. Explore the Graduate School website to learn more about about Brown funding.

For information on how to apply for Brown funding, federal loans, private loans, research scholarships or fellowships please visit the  Funding and Support  website for graduate students.

Applications

The deadline to apply is December 1.

A critical element in judging applications is our assessment of the fit between the applicant’s intellectual and research interests and those of one or more faculty members. We strongly recommend that before applying, you carefully read through this departmental website, giving particular attention to the  faculty research descriptions .

We invite you to correspond directly with individual faculty members before applying, but this is not required. Please note that we cannot estimate the probability of being admitted before you have applied. Our admission decisions are based on the complete application, which is considered by multiple members of the faculty.

Admission to the CoPsy Ph.D. programs is highly selective. About 15 percent of applicants are invited for interviews, and about half of the interviewees receive offers of admission. Accepted students receive five years of financial support (tuition and stipend).

Students accepted into one of the CoPsy Ph.D. programs are guaranteed five years of financial support contingent on satisfactory progress toward the degree. Support includes full-time tuition, a health fee, and a stipend to cover basic living expenses during the academic year.

The department also typically provides summer stipends if the student continues to work on research over the summer. Support normally comes in the form of teaching or research assistantships, and students are encouraged to apply for their own fellowships (e.g., NSF) before or after being admitted to the program.

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Applying to Graduate Programs

• Applying to Clinical Psychology Programs

Applying to clinical psychology programs involves many of the same steps (in particular, the statement of purpose , letters of recommendation , taking the Graduate Record Examination , and interviews ) as other psychology graduate programs.  The application timelines are also the same or similar.  Thus, the same resources and tips that we provide on this website for those topics apply to clinical psychology applications.  However, there are a variety of different types of clinical programs to choose from, students should take relevant coursework in clinical psychology , and they might need to demonstrate not just research experience, but clinical experience as well.  Here we further explore those issues. 

Types of Clinical Psychology Programs

Becoming a clinical psychologist – a psychologist that specializes in research and/or treatment of mental health – involves a variety of graduate training routes.  These can occur at the doctoral (PhD or PsyD) or master’s levels (and a related possibility is a PhD in Counseling Psychology; additionally, for those seeking to take a medical approach, including the prescription of medication, training to become a psychiatrist – i.e., the holder of an MD or DO degree – is an avenue).  Here we overview several of the major routes for becoming a clinical psychologist. 1

PhD in Clinical Psychology

The doctoral degree, earned over approximately 4-6 years (plus an internship year), equips its recipient to conduct research, teach, and/or work as a practicing clinician.  It is the most versatile of the degrees that can be earned in clinical psychology.  PhD programs in clinical psychology are heavily research-focused and are typically designed around a scientist-practitioner model which idealizes the ability to both conduct research and practice.  Among all graduate programs, clinical psychology doctoral programs are among the most difficult to get into; admission rates are lower than that of law school, medical school, or other research-based graduate programs (for instance, 8 accepted out of 300 applicants). 1 Clinical psychology PhD programs typically provide funding to graduate students, however, thus making this route less financially burdensome. 

PsyD in Clinical Psychology

Developed in the 1970s as an alternative to the traditional PhD, the PsyD is a professional doctoral degree that is more clinically focused.  Holders of the PsyD can work as a practicing clinician; access to teaching opportunities is however more limited than those holding PhDs.  The PsyD is typically earned over 4-6 years (plus an internship year), similar to the PhD, but the research component of the program is greatly reduced (a greater proportion of graduate training occurs in clinical settings).  PsyD programs are easier to be admitted into, but also tend to be more expensive.

Master’s Degree in Clinical Psychology, Counseling Psychology, or Social Work

Typically completed in two years, a master’s program can be a faster way to earn a graduate degree and enter the workforce.  Acceptance rates are higher than for doctoral programs, although annual program expenses can be higher.  There are a variety of master’s programs that aspiring clinical psychologists may wish to pursue – ranging from clinical psychology to social work – and many confer on its holder the ability to work in private practice or in corporate/organizational settings.

Do I Need Research or Clinical Experience?

According to the Council of University Directors of Clinical Psychology (CUDCP), having research experience is critically important and “it is not necessary to have prior experience assisting with clinical work”. 2   Similar statements can be found in other guides to applying to clinical programs. 1  Thus, just as with other psychology graduate programs, research experience is critically important.  The CUDCP further specifies that serving in a post-baccalaureate research assistant position, completing a Senior Thesis or Honors Thesis , or other type of supervised research experience is especially useful. 2

However, although clinical experience is not necessarily required, gaining such experience can be valuable in helping you determine whether the clinical psychology route is genuinely your preferred career choice.  It also is not likely to hurt your application, and given the competitiveness of many clinical psychology programs, may actually help your application stand out. 

Workshops and Downloadable Resources

• For in-person discussion of the process of applying to graduate programs in psychology, including clinical psychology programs, please consider attending this department’s “Paths to PhDs” workshop and other related events (for dates and times, please check the undergraduate workshops calendar).

Further Resources

How-To Videos     

• Applying to Grad School Videos

Recommended Reading

• American Psychological Association (2007). Getting in: a step-by-step plan for gaining admission to graduate school in psychology .  Washington, DC: American Psychological Association.
• Keith-Spiegel, P., & Wiederman, M. W. (2000). The complete guide to graduate school admission: psychology, counseling, and related professions . Mahwah, NJ: Erlbaum.

APA Videos on Graduate Applications

• Preparing and applying for graduate school in psychology [12-part video series]
• Preparing and applying for graduate school in psychology [video slides in PDF format]
• Mitch’s uncensored advice for applying to graduate school in clinical psychology [PDF]
• Applying to graduate school in clinical psychology, a student’s step-by-step guide [PDF]
• I just got an interview for a clinical psychology program now what do I do? [PDF]
• Getting into clinical psychology graduate school, a guide by the CUDCP
• What do clinical psychology programs look for in applicants from the APA
• What does it take to get into graduate school in clinical psychology from Northwestern University

1  Prinstein, M. (2012).  Applying to graduate schools in clinical psychology .  DePauw University .

2 council of university directors of clinical psychology.  (2017).  getting into clinical psych grad school ..

• Finding and Choosing Graduate Programs of Interest
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• Requesting Letters of Recommendation
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Clinical Admissions

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Accreditation, Licensure, Student Admissions, Outcomes, and Other Data

Educational Requirements for Licensure in Psychology

The Clinical Psychology PhD Program in the Department of Psychology at the University of Washington is designed to achieve an integration of academic, scientific, and professional training. As recognition of our compliance with national standards, the UW Program is accredited by the American Psychological Association (APA; http://www.apa.org/ed/accreditation ) through 2027 and the Psychological Clinical Science Accreditation System (PCSAS; http://www.pcsas.org ) through 2028.

The practice of psychology, however, is regulated at the state level. State licensing authorities, commonly referred to as “State Boards,” determine the specific educational and training requirements for licensure in their state. Of note, many states require post-doctoral training as well as examinations beyond educational and training requirements. As such, a PhD degree from the UW Program in Clinical Psychology is not sufficient, in and of itself, to meet licensure requirements in most states. 

If you are planning to pursue professional licensure or certification, it is strongly recommended that you contact the appropriate licensing entity in the state for which you are seeking licensure or certification to obtain information and guidance regarding licensure or certification requirements before beginning an academic program.  Given that state requirements for licensure or certification vary and may change over time it is also strongly recommended that you review licensing or certification requirements as you get closer to seeking licensure or certification. You are encouraged to review the Association of State and Provincial Psychology Boards’ online tool, PsyBook ( https://www.asppb.net/page/psybook ), which summarizes requirements for most states and territories. You are also encouraged to confirm state licensing requirements directly with the state in which you are interested in seeking licensure or certification. 

To the best of our ability, we have determined that the curriculum offered by our Program meets – or does not meet – the educational requirements for licensure or certification to practice psychology in each of the states, territories, and district listed in Table 1 . For states in which the Program’s educational offerings do not meet a specific state’s requirements for licensure or certification, students may be required to obtain alternate or additional courses or more experiential or clinical hours. These findings are accurate, to the best of our ability, as of July 1, 2020.

Program Outcomes

A small minority (fewer than 10%) of our students enter with a masters degree in clinical or counseling psychology, or in some other discipline. Such students are required to take all required clinical area courses, practica, and training experiences. They may, however, be able to waive a limited number of out-of-area "breadth" courses with the permission of the relevant departmental area Graduate Training Committee representative. Nonetheless, we have found that entering with a masters degree does not shorten program completion time.

Note: Tuition is waived for students on research or teaching assitantships.

Note: All students who failed to match limited their applications to two internship centers in the Seattle area to facilitate completion of their dissertations, then matched the following year when they applied more widely.

Note: Graduates of our program frequently choose research or other career tracks that do not require licensure, and therefore do not apply. We know of no instances in which a graduate of our program applied for and failed to attain licensure.

Duration of the Program

Our program requires a minimum of 3 full-time academic years of in-residence study. Typically, students spend 5-6 years in full-time residence prior to the one-year full-time internship (or, in rare cases, 2 years of half-time internship) that completes program requirements. See the Time to Completion table (in the data sheet attached below) for more detailed statistics on program duration. Because of the rich array of clinical and research training opportunities available to our students (plus the attractiveness of Seattle), many students take a bit longer to complete the program.

Admissions: Guidelines from the Council of University Directors of Clinical Psychology (CUDCP)

• Policy for Admissions Offers and Acceptances (Please review PDF)
• Choosing a Graduate Program in Clinical psychology (PDF)
• Student Admissions Outcomes and Other Data (PDF)
• Educational requirements for licensure or certification to practice psychology in each of the states, territories, and district (PDF current as of July 1, 2020)

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Ph.D. in Clinical Psychology

Our mission.

The Clinical Psychology Ph.D. Program at the University of Central Florida educates graduate students “to generate and integrate scientific and professional knowledge, attitudes, and skills to further psychological science, professional practice, and human welfare. Graduates are capable of functioning as a scientist and a practitioner, and may function as either or both, consistent with the highest standards in psychology” (National Conference on the Education and Training of Scientist-Practitioners for the Professional Practice of Psychology, 1990). The program is a generalist program with a strong emphasis on assessment and treatment in adults. We do not have any formal tracks within the program (e.g., child, neuropsychology). Our program welcomes the inclusion of students, faculty, and staff from different backgrounds (e.g., racial, ethnic, sexual orientation). In addition, we infuse the latest empirical knowledge related to clinical treatment, research, and pedagogy with individuals from diverse backgrounds in our curriculum and clinical/research experiences. Consistent with our departmental mission , we aspire to provide high quality education to include “the dissemination of state-of-the-field theoretical and empirical information, training in the methodological, statistical, and technical skills necessary to conduct psychological research, and practice in the application of psychological knowledge to real-life problems” (National Conference on the Education and Training of Scientist-Practitioners for the Professional Practice of Psychology, 1990). Our program aspires to achieve excellence in research and clinical training and to contribute to and perpetuate science and practice in the field of Clinical Psychology through faculty and graduate student involvement in scholarly and professional activities. We are active contributors to research in Clinical Psychology. We advocate for initiatives that improve the profession of psychology and the welfare of individuals, families, and groups. We also are active members of professional organizations.

Degree Requirements

The Clinical Psychology Ph.D. Program is designed to be completed in six years of full-time study (with summer enrollment expected), regardless of whether the student enters with a Bachelor’s or Master’s degree. The program includes a one-year predoctoral internship to be completed off-campus at an APA accredited internship site. There are a total of 90 semester hours of courses, practica, and research requirements as detailed in our handbook (linked below). A Master’s Thesis and a Dissertation, which represent significant contributions to the field, are both required. Successful completion of the Qualifying and Comprehensive Examination is required prior to initiation of dissertation research.

Program Admissions

Application deadline is december 1st.

The UCF Psychology Department coordinates the admission process with the UCF Graduate Studies office. In order to enroll in graduate classes, students must have obtained a baccalaureate or higher degree in Psychology, prior to the start of the term for which the student is admitted, from a regionally accredited institution or from a recognized foreign institution. Students without a baccalaureate or higher degree from an accredited institution (or equivalent) are not admitted to graduate degree programs, graduate certificate programs, or graduate nondegree status. If the baccalaureate degree does not include a major in Psychology, students must have completed at least 18 credit hours of Psychology courses at the undergraduate level or above. These courses must include Intro/General Psychology, Research Methods/Statistics, Abnormal Psychology, and Personality Theory/Psychology. The following courses are strongly encouraged: Social Psychology, Cognitive Psychology, Biological/Physiological Psychology, and Developmental Psychology.

Note for all applicants : Our program requires that History and Systems of Psychology is completed at the undergraduate level with a grade of at least a “B.” This can either be completed prior to starting our program or as an undergraduate course during our program.

We will not accept or consider GRE scores for a start date of Fall 2025.

Successful applicants typically have both strengths and relative weaknesses in their applications, and it is important to view one’s application as a portfolio.  The components of the application are as follow:

• Educational history/grades
• Letters of recommendation: Three letters written by people who can speak to your work ethic, range of professional interests, and what it is like to work with you.
• Personal essay: An essay about your research and clinical interests and faculty you may be interested in working with while enrolled in our program.
• Content training: Information about career and research experiences should be highlighted on the CV and personal statement and are often described in an applicant’s letters of recommendation.

At UCF, the applicant’s fit with the goals of the program are a critical component. It is very rare that an application is positively distinguished on all four of the areas described above. To be considered for admission, the program requires having some hands-on research experience outside of a course (e.g., as a research assistant/coordinator) preferably in a topic area which overlaps one of our faculty members who you would like to work with on research. In your essay, you need to highlight that experience in relation to what you’d like to conduct research on if accepted to our program, along with which faculty mentor(s) you’d like to work with for research.

For the submission deadline of 12/1/2024, only the following faculty will be recruiting a student: Dr. Amie Newins, Dr. Jeffrey Bedwell, Dr. Kimberly Renk, Dr. Robert Dvorak, Dr. Jacqueline Woerner, and Dr. Jeffrey Cassisi. Please only apply for this cycle if you’d like to work with one or more of these individuals as your primary research mentor(s), conducting research that is compatible with their laboratory and line of research.  

Note Regarding National Program Rankings:

Some applicants to doctoral programs in Clinical Psychology may consider national rankings when deciding where to apply for graduate school. Applicants are encouraged to carefully review the  methodology  used by any national ranking system. For example, the approach used by the U.S. News and World Report relies simply on rankings of programs by the chairs of psychology departments and directors of clinical training ( click here for their methodology ). As such, their rankings rely purely on the subjective estimation of the reputation of programs by the individuals completing the survey; no specific metrics or objective data are used in the rankings (see additional critiques of these national ranking systems by  Malcolm Gladwell  and  John Byrne ).

Only 18% of chairs and directors completed the last iteration of this reputational survey, the lowest of any health profession. As such, the rankings are not representative of the opinions of chairs and directors. The low rankings are due, in part, to the training council representing scientist practitioner and clinical scientist doctoral programs in clinical psychology, the Council of University Directors of Clinical Psychology ( CUDCP ), passing a resolution in 1995 encouraging programs  not to participate in the survey. Given these concerns, we strongly encourage applicants – and others – to  ignore  national rankings when considering the quality of a doctoral program in Clinical Psychology.

Even with improved methodology, national rankings are likely to be of little use to applicants in identifying  their  best programs. Instead, applicants need to consider if a program’s goals and objectives align with their goals and objectives. A national ranking system will never be able to capture the individualized strengths and weakness of programs for unique applicants.

Please note that every clinical psychology program accredited by the American Psychological Association must post data on their program website about admissions and outcomes, including time to completion, program costs, internship placement, attrition, and licensure. CUDCP programs are also encouraged to provide information on their selectivity/yield (e.g., # of applicants, offers, matriculated students) and number of students with funding.

Mailing Address UCF College of Graduate Studies Millican Hall 230 PO Box 160112 Orlando, FL  32816-0112

Institution Codes GRE: 5233 GMAT: RZT-HT-58 TOEFL: 5233 ETS PPI: 5233

For more information on the application process, please contact:

Dr. Jeffrey Bedwell Professor, Department of Psychology Clinical Psychology Ph.D. Program Director Director of Clinical Training [email protected]

Our Program Handbook contains a wealth of information about our program, covering topics such as:

• The Program Overview
• The Scientist-Practitioner Model
• Training Emphasis
• Program Goals
• Curriculum Goals
• Expectations of Doctoral Students
• Development of Competencies
• Practicum Training
• Internships

Accreditation

The Clinical Psychology Ph.D. Program in the Department of Psychology received initial accreditation by the American Psychological Association (APA) in 2003, for a period of five years. The program then was re-accredited in 2008, 2013, and 2024, and remains accredited with the next re-accreditation process scheduled for 2033.

For information about our accreditation status, you can contact the Commission on Accreditation of the American Psychological Association.

Contact Information Commission on Accreditation Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 Phone: 202-336-5979 TDD/TTY: 202-336-6123 Fax: 202-336-5978 [email protected]

Licensing Disclosure

For information regarding how this program meets the educational requirements to obtain a license as a Psychologist, please see: https://apq.ucf.edu/document/clinicalpsychphd-disclosure/ .

One aspect of obtaining a license as a Psychologist in the United States is to achieve a passing score on the national Examination for Professional Practice in Psychology (EPPP), which is typically taken after obtaining a PhD in the field. According to the most recent report from the Association of State and Provincial Psychology Boards, our program’s pass rate across only our first-time test takers (alumni) between Jan 2019 to Dec 2023 was 86% (n = 29 alumni).

The Clinical Psychology Ph.D. Faculty adhere to the belief that research activities are an integral part of being a Clinical Psychologist. Consistent with this belief, the majority of our graduates seek academic- and research-oriented positions after they complete our program. Even for those who take other types of positions and who work in more applied settings, however, Clinical Psychologists must be able to locate and evaluate research literature relevant to evidence-based interventions and best practice in the field of Clinical Psychology.

Clinical Psychology Research Laboratories

• Children’s Learning Clinic – IV
• The Health Psychology Laboratory
• Mood, Personality, and CogniTion (MPACT) Lab
• Psychology Clinic
• Health, Expectancies, & Addiction Laboratory (HEAL)
• Risk, Eating, and Addiction Longitudinally Examined Through In situ Momentary Experiences Laboratory (REAL-TIME Lab)
• Designing Research & Education for Addiction Management Laboratory (DREAM Lab)
• UCF RESTORES
• Understanding Children & Family Laboratory

Faculty in Ph.d. Clinical Psychology

Are you interested in developing your research skills?  Research is a part of everyday life in our program. Students are expected to be active in research throughout their doctoral program, and coursework is designed to encourage students to discover connections between research and practice. Students whose research interests match one or more of our faculty members may find our training program particularly rewarding. Conversely, our program probably would not be a good fit for people who have little interest in conducting research and building their research skills.   Are you most interested in counseling adult populations? Our courses on counseling and assessment focus on working with clients who are young adults or older. Most of our practicum courses involve working with clients in the University of Maryland Counseling Center, all of whom are university students. For these reasons, our program is not a good choice for people who wish to focus their training on children and adolescents.  Are you more interested in counseling than assessment and testing? Our training program emphasizes counseling over assessment and testing. We do offer a solid introduction to assessment and testing; however, our two course assessment sequence is designed only to help students achieve basic competence in cognitive, personality, and career assessment. In contrast, our curriculum gives students intensive training in counseling over their first three years of the program; students gain additional counseling experience in externship placements (typically starting in their third year). Students with a strong interest in assessment can seek outside training experiences in psychiatric settings, such as the Veterans Affairs hospitals and state psychiatric hospitals. Do you resonate with the values and traditions of counseling psychology? Our curriculum, training model, and research all reflect a strong connection to the main unifying themes of counseling psychology: focus on assets and strengths, person–environment interactions, educational and career development, social justice and diversity, and a focus on intact personalities. As a result, little class time is spent studying severe psychopathology and the medical model of assessment and treatment. Our students with a strong interest in psychopathology can seek outside training experiences in psychiatric settings, such as the Veterans Affairs hospitals and state psychiatric hospitals.   Do you want to be part of a multicultural training environment? We strive to create an inclusive training environment that promotes multicultural self-awareness, knowledge, skills, and experiences that enable our graduates to develop and share knowledge regarding multicultural issues as well as to provide culturally sensitive services to a variety of individuals in our society and abroad. The process of deepening one’s awareness and understanding of multicultural diversity is inherently challenging. Our program is a good match for students who wish to embrace this challenge. Are you ready for at least 5 years of graduate training? Most of our students complete their doctorate in 6 years, though a minority earn their degree in 5 years (< 10% in recent years). Our program fits best for people who enjoy being in school. People who prefer a briefer graduate school experience might be more satisfied in a master's program in counseling or related fields, which are typically designed to be completed in two years. Links to directories of master's programs are available on our FAQ page . 

Sharon Fries-Britt, Distinguished University Professor

Courses, research and practical elements in this program are carefully selected to give you a well-rounded education, preparing you to excel in your career and make meaningful contributions to your field. 

For full details on curriculum and program requirements, view the handbook.

Counseling Psychology Handbook

Our distinguished faculty bring expertise in areas such as psychotherapy outcomes, multicultural psychology, vocational psychology and interpersonal relationships.

View Faculty List

Sep 17 Graduate Fair Expo Sep 17, 2024 4:00 – 6:00 pm

Master’s in Psychology Costs and Fees: Ways to Pay for Your Graduate Degree

Reviewed by David Krug David Krug is a seasoned expert with 20 years in educational technology (EdTech). His career spans the pivotal years of technology integration in education, where he has played a key role in advancing student-centric learning solutions. David's expertise lies in marrying technological innovation with pedagogical effectiveness, making him a valuable asset in transforming educational experiences. As an advisor for enrollment startups, David provides strategic guidance, helping these companies navigate the complexities of the education sector. His insights are crucial in developing impactful and sustainable enrollment strategies.

Updated: September 12, 2024 , Reading time: 9 minutes

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Psychology is one of the top majors in the 21st centur y, providing graduates with several job prospects. Even with just a bachelor’s degree, you can compete in many fields, like human resources, marketing, and social services. The average annual salary for these fields is $73,279 per year.

Now, think of what a master’s degree in psychology can do. Although the cost of a master’s in psychology can be high, its benefits often outweigh the expense.

Several benefits come with earning this advanced degree:

• Clinical Psychology
• Educational Psychology
• Social Psychology
• Forensic Psychology
• Health Psychology
• Industrial-Organizational (I-O) Psychology
• Boost earnings. Although specific salary rates depend on several factors, master’s in psychology graduates, on average, earn $101,175 per year. This is significantly higher than that of bachelor’s degree holders.
• Better job stability. The unemployment rate for people with a master’s degree is just 2.0%, much lower than for those with only a bachelor’s degree.

Ultimately, a master’s degree in psychology gives you more professional respect than a bachelor’s. With a Master’s in Psychology, you better understand people and improve empathy and communication. This helps you succeed at work and strengthens your personal relationships and outlook on life.

Contrary to popular belief, you don’t always need a bachelor’s in psychology degree to get a Master’s in Psychology. Yet, you may need to demonstrate that you’ve mastered basic psychology concepts through your undergrad coursework.

You might still get in even if you don’t have all the required courses but meet other admission requirements. Some schools let you take extra classes to catch up.

In addition, doctorate programs are available .

How Much Does A Master’s in Psychology Program Cost?

The total cost of a master’s in psychology depends on several factors . The general rules are:

• More renowned schools often come with a higher price tag.
• Private institution tuition is significantly higher than public colleges.
• Schools in major cities or high-cost areas usually cost more.
• Online programs might be more affordable compared to on-campus options.
• Out-of-state residents pay significantly more than in-state students. This is especially true in government-funded public colleges and universities.
• Specialized programs or those with clinical training can be pricier, and shorter programs might have higher annual fees.

According to the Education Data Initiative, the average cost of graduate degrees in Psychology is as follows:

• Master of Arts: $66,950
• Master of Science: $57,770

Online learning can be cheaper in tuition. Yet again, it varies from university to university.

Although tuition is the biggest expense, it is only one part of the total psychology master’s cost. Whether online or on-campus, pursuing a degree entails so much more than just tuition.

The total online masters in psychology cost will also include the following:

Housing and Meals

This is the second-biggest expense after tuition. On average, students at private four-year schools spend about $11,100 per year, while those at public institutions spend around $9,800.

Technology Requirements

Technology is really important in classrooms. College students often use their own laptops to take notes, talk to their professors, and apply for jobs. On average, college students spend about $700 on technology for their classes.

Online students often face higher technology costs than those on campus for several reasons:

• They don’t have easy access to campus computer labs.
• They usually pay more for online course materials.
• They’re required to follow specific device requirements/specs.
• They may not qualify for device loan programs available to on-campus students.

Additional Fees

These fees are often minimal upfront. However, when added together, they become quite significant.

Required for All Students (Online and On-Campus):

• Health Insurance
• International Student Fees
• Technology Fees
• Graduation Fees

Required Mostly for On-Campus Students Only:

• Environmental Fees .
• Course Fees
• Health and Wellness Fees .
• Transportation Fees
• Parking Fees
• Building Fees

It’s estimated that these additional fees could cost a master’s degree student an average of $2,000 to $3,000 annually.

So, how much is the cost of a master’s in psychology in the USA? Again, it depends. But you should expect to spend $35,000 to $50,000 annually.

Paying for Your Psychology Graduate Degree

The estimated cost of a master’s in psychology may scare you. However, you need to know that the total cost of education doesn’t have to come all at once. You don’t have to pay them out of your own pocket.

Is there a free online master’s degree in psychology? Probably none. Most accredited programs require tuition, though some may offer financial aid or scholarships.

Here are some of the most effective ways to pay for a master’s in psychology cost:

Federal Financial Aid

As a graduate student, you’ve most likely already started building your financial profile. Financial aid from the federal government may include

• Scholarships and grants
• Tuition discounts and loans
• Work-study opportunities

Scholarships and Grants

Scholarships are the best form of financial aid since they do not require repayment. Grants are similar to scholarships; they’re also free money. However, some grants may require repayment if you don’t meet certain conditions.

Graduate students can seek scholarships in two main ways:

From the college or university

College-based scholarships are often easier to find and apply for. They usually require only your admissions application or a separate form. Check your school’s website or financial aid office for details.

From private or outside sources

Private scholarships can be harder to find but might have fewer applicants, increasing your chances for financial aid.

Here are some of the top scholarships for master’s in psychology students:

• Eligibility: Graduate students researching personality, culture, and work behavior.
• Award Amount: Up to $5,000
• Deadline: September 18, 2024
• Eligibility: Active duty service members pursuing advanced education in healthcare professions, including clinical psychology.
• Award Amount: Full tuition, stipends, and additional benefits
• Deadline: Rolling
• Eligibility: This scholarship is for graduate psychology students from minority or underrepresented groups who show financial need and a commitment to addressing racial and cultural disparities.
• Award Amount: Up to $4,000
• Deadline: January

Employer tuition reimbursement

Basically, your company helps pay for your education as long as it fits their criteria. It’s a win-win—you get financial help for your studies, and the company gains a more skilled employee. Remember that some employers might require you to stick around for a while after you graduate.

Here’s a quick step-by-step guide on applying for and maximizing Master’s in Psychology financial assistance:

• Know your deadlines: Research and understand federal, state, and institutional aid deadlines to ensure timely submissions.
• Complete the FAFSA: Fill out the FAFSA as soon as it becomes available (October 1) to be eligible for federal aid.
• Research State Aid: Look into state-specific financial aid programs and apply early, as funds can be limited.
• Explore Institutional Aid: Check for scholarships and grants offered by the colleges you’re interested in, and follow any additional application requirements.
• Consider Private Scholarships: To help cover extra costs, apply for private scholarships based on academic achievements or other criteria.
• Review Financial Aid Offers: Evaluate the aid offers you receive, comparing the types and terms of aid to make informed decisions.
• Accept, Decline, or Negotiate: Decide which aid offers to accept or decline, and consider negotiating with colleges for better packages if needed.
• Complete additional forms: If required, fill out additional forms for specific aid types, such as work-study programs.
• Attend information sessions: Participate in financial aid information sessions for guidance and clarification on the process.

The average cost of a master’s degree in psychology programs is initially high. Yet, with a combination of various financial assistance, the overall expense can be significantly reduced.

How much does a master’s degree in Psychology make? $101,175 per year! If you obtain your degree from a reputable institution, you can almost guarantee a high ROI.

Top 5 Grad Schools Offering Affordable Psychology Programs

Purdue university global.

Online Master’s in Psychology

Cost per credit: $420

Credit Hours: 60–75

Available Financial Aid:

• Reduced Tuition
• Military Benefits & Tuition Assistance
• Student Loans and Grants

The curriculum focuses on human behavior and key psychological theories, culminating in either a thesis or capstone course. Courses include Professional Psychology, Testing and Measurement, Applied Statistics, Advanced Research Methods, and Life Span Development.

Purdue Global reports that 94% of MS in Psychology graduates are employed or continue their education within 18 months.

Southern New Hampshire University

Cost per credit: $637

Credit Hours: 36

• Grants and Scholarships
• Military Discounts
• Generous Transfer Credit

The average cost of a master’s degree in psychology at SNHU is among the lowest. In-state and out-of-state students pay an average of $18,900 to earn their graduate degrees.

While affordable, the curriculum for this online master’s in psychology is among the most comprehensive. It covers Research Methods, Cognitive and Social Psychology, and Ethical Practice, focusing on Applying Psychological Research.

Salem State University

Traditional Master’s in Industrial/Organizational Psychology

Cost per credit: $486.55

Credit Hours: 42

• Scholarships

This on-campus I/O Psychology degree emphasizes the scientific method, aligning with STEM fields, and includes business-related courses from the Bertolon School of Business.

The program features a well-rounded curriculum, a 300-hour customized internship, expert faculty, and flexible class formats. It can be completed in two years full-time or three to four years part-time, with students worldwide.

Westfield State University

Traditional MA in Counseling

Cost per credit: $418

Credit Hours: 60

• Federal Work-Study

Westfield State University’s MA in Counseling allows students to learn from expert faculty in a supportive environment. The curriculum offers a solid foundation in theory, research, and applied skills, with concentrations tailored to career goals.

Students can choose one of the following concentrations:

• Mental Health Counseling
• Forensic Mental Health Counseling
• School Counseling, Initial Licensure
• School Adjustment Counseling

Liberty University

Online Master’s in Applied Psychology

Cost per credit: $565

• Generous Transfer Credit Policy

Liberty University’s master’s in applied psychology blends psychological science with Christian faith. The program includes five core courses in cognitive Psychology, Research Methods, and Data Analysis.

Students can specialize in General Psychology, Developmental, Industrial/Organizational, or Public Mental Health, tailoring their degree to specific interests and career goals.

Key Takeaways

While a bachelor’s degree in psychology can qualify you for some jobs, obtaining a master’s degree significantly expands your job opportunities in the field. A master’s degree will increase your potential earnings and give you better job stability .

However, the cost of a master’s in psychology can be overwhelming. To avoid high student debt, pick a university with affordable credit hour rates and good financial aid. Also, look for programs that accept many transfer credits or offer accelerated programs .

Take advantage of this great resource, too: Great Apps for Psychology Students

Additional Resources:

• Cheapest Online Master’s Degree in Psychology
• Best Online Master of Psychology Graduate Schools
• Most Affordable Master’s in Forensic Psychology (MAFP) Grad Schools
• Fastest Online Masters in Psychology

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