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Editors’ Choice Best APA Accredited Psy.D. Programs for 2024

Our mission at PsyDPrograms.org is to foster a social community for clinical psychologists around the world in which to educate, inform and share. As part of that mission, we set out to find the best Psy.D. programs in the United States and share that information with you, our community.

To do this, we surveyed dozens of our members currently searching for a top Psy.D. clinical psychology program on what they consider to be important decision-making factors. Based on the survey results, we focused on four key metrics to determine the best programs: affordability, completion time, degrees conferred and internship placement.

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To determine our rankings, we evaluated over 80 APA accredited programs and assigned points based on each metric.

Click here to see a breakdown of our methodology for calculating the scores and what to consider when choosing a program.

Best APA Accredited Psy.D. Programs

Cost Legend: $ = up to $40,000, $$ = 41k – 60k, $$$ = $61k – 80k, $$$$ = over $81k

George Washington University

Washington, dc | visit school.

Tuition: $$

Degree: Doctor of Psychology (Psy.D.)

• Duration: 4 years
• Accreditation: APA
• Credit Hours: 83

Nearing a quarter-century of preparing professional psychologists in the heart of our nation’s capital, George Washington University’s Psy.D. program is highly selective. Each school year’s cohort consists of only about 24 students who are immersed in a hands-on clinical experience that culminates in training in the university’s in-house clinic. The intensive, year-round educational experience at George Washington University ensures that the program’s graduates are prepared for professional practice today and well into the future. Programs, Outcomes and Other Data »

Overall Rank: 1

Total Score: 100.00

Tuition: $44,800

Internship Placement: 88

Degrees Conferred: 285

Alliant International University–Los Angeles

Alhambra, ca | visit school.

• Credit Hours: 120

Alliant International University’s Los Angeles clinical Psy.D. program has a unique focus on diversity and multiculturalism that produces psychology professionals who have completed education that integrates a variety of perspectives, including issues on race, gender, sexual orientation and socioeconomic status, among others. The program has been recognized as unique not only for its focus on multiculturalism in curriculum but for representation among the student body and faculty. Programs, Outcomes and Other Data »

Overall Rank: 2

Total Score: 97.96

Tuition: $48,200

Internship Placement: 77

Degrees Conferred: 505

Alliant International University–Fresno

Fresno, ca | visit school.

Alliant’s Fresno program offers a broad foundational education in the core principles of the clinical practice of psychology, giving all students the clinical skills and research knowledge to begin hands-on work immediately. In addition, the Fresno Psy.D. program offers a focus area unique among many other Psy.D. programs — forensic psychology, or the practice of psychology as it relates to courts and the criminal justice system. Students also are encouraged to create their own focus areas based on their personal interests and passions. Programs, Outcomes and Other Data »

Overall Rank: 3

Total Score: 95.89

Tuition: $38,560

Internship Placement: 100

Degrees Conferred: 111

Palo Alto University

Palo alto, ca | visit school.

• Duration: 4.96 years
• Credit Hours: 175-180

Through a partnership with medical school faculty at Stanford University, Palo Alto University’s PGSP-Stanford Psy.D. Consortium is a Psy.D. program designed to provide a generalist education in clinical psychology through evidence-based practice. Graduates of the consortium have a broad but powerful understanding of the science of human behavior and an ability to think critically about the history, theories and future applications of new understanding of psychology. The program will soon mark its 15th year of American Psychological Association accreditation. Programs, Outcomes and Other Data »

Overall Rank: 4

Total Score: 95.10

Tuition: $50,451

Degrees Conferred: 259

The Wright Institute

Berkeley, ca | visit school.

• Duration: 5 years
• Credit Hours: 170

Designed to take advantage of the cumulative effects of an immersive educational program, the Wright Institute’s Psy.D. covers the broad body of scientific understanding of human psychology while ensuring that students gain the skills necessary to develop effective clinician-client relationships. A wide range of focus areas may be possible, depending on students’ interests, including family systems, social justice and cognitive behavioral therapy. Wright recently completed its 20th year of American Psychological Association accreditation. Programs, Outcomes and Other Data »

Overall Rank: 5

Total Score: 94.11

Tuition: $37,650

Internship Placement: 93

Degrees Conferred: 556

Alliant International University–San Francisco Bay

San francisco, ca | visit school.

• Duration: 4.9 years

In its nearly 30-year history, this San Francisco clinical Psy.D. program has meshed classroom learning with hands-on clinical training, and this is a combination that starts on a student’s first day. Required courses are paired with field training placement from the beginning of each learner’s journey, giving San Francisco Bay clinical Psy.D. students a unique leg-up when it comes to boots-on-the-ground experience. The program also carries through Alliant’s focus on diversity and multiculturalism, whether that’s reflected in classroom learning, the student body or the faculty. Programs, Outcomes and Other Data »

Overall Rank: 6

Total Score: 92.74

Tuition: $40,970

Internship Placement: 67

Degrees Conferred: 517

University of Denver

Denver, co | visit school.

Tuition: $$$

• Credit Hours: 135

The University of Denver’s clinical Psy.D. program recently marked its 40th anniversary of American Psychological Association accreditation, and it’s not hard to see why the program has remained a steadfast presence in the clinical psychology community. In addition to an education that includes the pillars of the science of human behavior, students at the University of Denver begin clinical practice almost immediately thanks to an in-house, community-based psychological center, and the program offers more than 130 hands-on practicum sites. Programs, Outcomes and Other Data »

Overall Rank: 7

Total Score: 92.64

Tuition: $65,856

Degrees Conferred: 320

Alliant International University–Sacramento

Sacramento, ca | visit school.

• Duration: 4.6 years

The clinical Psy.D. program in Sacramento is designed to provide hands-on training in human behavior and techniques to effectively intervene in solving issues of behavioral or emotional disorders. Alliant’s Sacramento program also has the twin goal of producing graduates who can apply research and communicate findings effectively to others. In addition to a broad generalist education, Sacramento students can choose to focus on corrections psychology, or treating emotional and behavioral health problems among incarcerated individuals. Programs, Outcomes and Other Data »

Overall Rank: 8

Total Score: 92.02

Online: Yes

Tuition: $36,150

Degrees Conferred: 125

Chicago School of Professional Psychology–Chicago

Chicago, il | visit school.

• Credit Hours: 106

The Chicago School’s Chicago-based Psy.D. program is nearing its 40th year of operation in providing psychology students with important foundational knowledge in human behavior as well as the necessary hands-on clinical experience. The venerable program offers among the highest number of areas of focus for students, including child and family psychology, forensic psychology, health psychology, human rights, spirituality, and sexual orientation and gender identity. Programs, Outcomes and Other Data »

Overall Rank: 9

Total Score: 91.58

Tuition: $53,613

Internship Placement: 96

Degrees Conferred: 786

Nova Southeastern University

Fort lauderdale, fl | visit school.

• Credit Hours: 119

Nova Southeastern’s clinical PysD prepares students to embark upon careers in the practice of psychology by ensuring graduates demonstrate an understanding of the body of scientific research into human behavior as well as foundational knowledge in the practice of health service psychology, including legal and ethical standards. Nova’s graduates are well-prepared to work as generalists or, in some cases, to focus on specialty areas, such as social psychology or behavior modification. Programs, Outcomes and Other Data »

Overall Rank: 10

Total Score: 91.32

Tuition: $45,390

Degrees Conferred: 709

Widener University

Chester, pa | visit school.

Degree: Clinical Psychology (Psy.D.)

Widener’s clinical Psy.D. prepares students for future careers in the study and practice of human psychology. Graduates develop deep knowledge in the scientific understanding of human behavior as well as learning methods for applying their knowledge in the hands-on assessment and intervention that’s practiced by clinical psychologists in the real world. In addition to a generalist education, Widener’s students can choose to focus on areas like consulting psychology, cognitive-behavioral therapy, or child, adolescent and family therapy. Programs, Outcomes and Other Data »

Overall Rank: 11

Total Score: 90.31

Tuition: $34,246

Degrees Conferred: 1,123

Philadelphia College of Osteopathic Medicine

Philadelphia, pa | visit school.

• Credit Hours: 89

With a unique two-stage educational process, the Philadelphia College of Osteopathic Medicine’s clinical Psy.D. program effectively trains psychologists for real-world work with an emphasis on a holistic approach to care. The first two years of the program are devoted to course work that provides the scientific and clinical foundation for the next two years, which focus on fieldwork and practical experience. Programs, Outcomes and Other Data »

Overall Rank: 12

Total Score: 89.69

Tuition: $37,913

Internship Placement: 92

Degrees Conferred: 241

Yeshiva University

Bronx, ny | visit school.

• Credit Hours: 116

Yeshiva University has been graduating clinical psychologists for more than 50 years, and the school’s general clinical Psy.D. program has been accredited by the American Psychological Association since the mid-1980s. Yeshiva’s unique student-centered program provides the crucial scientific and methodological knowledge necessary for work as a clinical psychologist as well as giving students many opportunities for engagement and networking. Programs, Outcomes and Other Data »

Overall Rank: 13

Total Score: 89.30

Tuition: $38,320

Internship Placement: 90

Degrees Conferred: 257

Midwestern University

Glendale, az | visit school.

• Credit Hours: 219.5 – 226.5

Midwestern’s Glendale campus houses a uniquely effective clinical Psy.D. program that prepares future licensed clinical psychologists within the context of a healthcare environment. This interdisciplinary approach ensures graduates have the scientific understanding of human behavior as well as the hands-on experience that comes from studying alongside practicing healthcare and medical professionals. Both coursework and clinical experience reinforce the diagnostic and therapeutic skills necessary for a thriving career in clinical psychology. Programs, Outcomes and Other Data »

Overall Rank: 14

Total Score: 89.21

Tuition: $36,220

Degrees Conferred: 83

Adler University – Chicago

• Credit Hours: 114

Adler University in Chicago boasts one of the few clinical Psy.D. programs that focuses on the practice of psychology as it relates to effecting positive social change. Adler’s social justice focus ensures that its Psy.D. graduates are socially responsible clinical psychologists who empower others and strengthen communities. Students are prepared to support positive mental and behavioral health outcomes among some of society’s most vulnerable members through a curriculum that is centered on evidence-based standards. Programs, Outcomes and Other Data »

Overall Rank: 15

Total Score: 88.83

Tuition: $49,980

Internship Placement: 86

Degrees Conferred: 595

Chaminade University–Argosy

Honolulu, hi | visit school.

• Credit Hours: 98

The Hawaii School of Professional Psychology at Chaminade University prepares students for current and future roles in the practice of psychology. With a generalist-centric curriculum, Chaminade’s clinical Psy.D., accredited by the American Psychological Association since 1998, ensures that graduates develop the skills necessary to contribute to emotional and behavioral well-being of their clients, including education in psychological assessment and intervention as well as the theory and practice of psychology. A favorable student-to-faculty ratio gives Chaminade’s graduates the individualized support necessary to allow them to launch successful careers in clinical psychology. Programs, Outcomes and Other Data »

Overall Rank: 16

Total Score: 87.92

Tuition: $38,384

Internship Placement: 82

Degrees Conferred: 266

Pacific University–Oregon

Hillsboro, or | visit school.

Nearing its third decade of American Psychological Association accreditation, Pacific University’s clinical Psy.D. program combines rigorous coursework, hands-on practical experience and a dissertation process that ensures its graduates have the scientific knowledge and clinical aptitude for success. While largely a generalist-focused program, Pacific’s Psy.D. students may choose from five concentration areas — adult, child, forensic, health and neuropsychology. In addition to their education in the practice of psychology, Pacific graduates also learn about the business and organizational aspects of the field. Programs, Outcomes and Other Data »

Overall Rank: 17

Total Score: 87.84

Tuition: $36,644

Degrees Conferred: 450

Degree: Clinical Child Psychology (Psy.D.)

• Credit Hours: 110

Building upon its long-established tradition in preparing psychology clinicians for real-world work, Yeshiva’s child psychology Psy.D. is geared toward prospective clinical psychologists who want to work on the unique issues facing children. In this program, students receive training that includes school, child and clinical psychology, preparing graduates work with young people in a variety of settings, including schools, mental healthcare facilities, hospitals and other places. Students will spend much of their hands-on time in the program within Yeshiva’s in-house clinical settings, including year-long programs in techniques like cognitive-behavioral therapy. Programs, Outcomes and Other Data »

Overall Rank: 18

Total Score: 87.28

Tuition: $35,750

Degrees Conferred: 194

Pace University

New york, ny | visit school.

Degree: School-Clinical Child Psychology (Psy.D.)

Pace University’s Psy.D. program is focused on school, clinical and child psychology, and it’s designed to prepare graduates to provide mental and behavioral services in a variety of settings, including schools. Students are instructed in the foundations of psychology, evaluation and treatment techniques that will enable them to serve children and families with diverse concerns and across an array of settings, including educational and clinical settings. Programs, Outcomes and Other Data »

Overall Rank: 19

Total Score: 87.20

Tuition: $39,928

Degrees Conferred: 203

Azusa Pacific University

Azusa, ca | visit school.

• Credit Hours: 133

Azusa Pacific University’s clinical Psy.D. provides a broad educational experience that melds theoretical and scientific understanding of psychology with the hands-on work necessary for licensure as a clinical psychologist. Azusa Pacific’s program allows for a few potential areas of focusing, including systems thinking (family therapy), diversity and the integration of spirituality and faith traditions into clinical psychology settings. Programs, Outcomes and Other Data »

Overall Rank: 20

Total Score: 85.38

Tuition: $42,510

Internship Placement: 84

Degrees Conferred: 222

The Chicago School of Professional Psychology–IrvineArgosy

Irvine, ca | visit school.

Students of The Chicago School’s clinical Psy.D. program in Irvine are prepared to work with a diverse array of people seeking psychological services. Through theory, research and practice, Irvine students are able to apply the skills of clinical observation, evaluation and intervention, and Irvine graduates go on to work in settings like clinics, hospitals, schools and government agencies. Concentrations are possible in child and adolescent psychology as well as forensic psychology, though the program is not currently American Psychological Association-accredited for new non-Argosy transfer students. Programs, Outcomes and Other Data »

Overall Rank: 21

Total Score: 85.00

Tuition: $52,220

Internship Placement: 71

University of St. Thomas

Minneapolis, mn | visit school.

Degree: Counseling Psychology (Psy.D.)

• Credit Hours: 82

At the University of St. Thomas, the Psy.D. program is aimed at those who wish to further their study of counseling psychology by establishing competency in several areas, including diagnosing or identifying issues relating to mental or behavioral health, ethical knowledge and decision-making, and understanding cultural and individual differences. The Psy.D. program at the university of St. Thomas has been accredited by the American Psychological Association since 2000. Programs, Outcomes and Other Data »

Overall Rank: 22

Total Score: 84.48

Tuition: $26,200

Degrees Conferred: 139

Wheaton College

Wheaton, il | visit school.

Wheaton College’s Psy.D. program is among only six American Psychological Association-accredited clinical psychology doctoral programs in the United States that focus on graduating psychology clinicians who can serve the Christian population in a manner that’s consistent with biblical teachings. Wheaton’s Psy.D. is focused on endowing students with the necessary scientific and research-based knowledge of human behavior and providing them with the tools to practice in a way that’s shaped by Christian beliefs and practices. Programs, Outcomes and Other Data »

Overall Rank: 23

Total Score: 83.94

Tuition: $40,660

Degrees Conferred: 152

Pepperdine University

Los angeles, ca | visit school.

Pepperdine’s clinical psychology Psy.D. has its foundation firmly moored in the traditional teachings of psychology and human behavior while still providing students with the skills necessary to adapt to broader societal and cultural forces. The program has a clinical focus from the very start, with first-year students being trained in in-house clinics and second- and third-year students being placed in clinics and medical centers around the region, and somewhat rare among Psy.D. programs, Pepperdine students also are expected to complete a dissertation in a clinically relevant topic.. Programs, Outcomes and Other Data »

Overall Rank: 24

Total Score: 80.07

Tuition: $64,200

Degrees Conferred: 261

Downers Grove, IL | Visit School

• Credit Hours: 233.5

With small cohort sizes, Midwestern University’s clinical psychology Psy.D. in Downers Grove gives students a one-of-a-kind chance to work as part of an integrated healthcare team that provides care to diverse populations. Midwestern’s program ensures graduates have the academic and hands-on experience necessary for successful professional work in clinical psychology by taking advantage of a mentor-student model that gives each student a fully individualized educational journey. Programs, Outcomes and Other Data »

Overall Rank: 25

Total Score: 79.72

Tuition: $32,547

Degrees Conferred: 169

Baylor University

Waco, tx | visit school.

• Credit Hours: 115

Now in its fourth decade of accreditation by the American Psychological Association, the Psy.D. program at Baylor University aims to graduate professional psychologists who have the scientific and clinical experience necessary to contribute to the study of human behavior as well as delivering necessary psychological services to general or specific populations. Baylor’s program focuses on preparing clinical psychologists to work within a broader health care ecosystem. Programs, Outcomes and Other Data »

Overall Rank: 26

Total Score: 79.68

Tuition: $42,072

Degrees Conferred: 53

Regent University

Virginia beach, va | visit school.

• Credit Hours: 124

Regent University’s clinical Psy.D. students are equipped with the practical application of psychological theory and intervention techniques so that they can assist a range of populations in dealing with their emotional and behavioral issues from a Christian perspective. One of just a handful of clinical Psy.D. programs with a biblical perspective, Regent integrates a Christian faith tradition and worldview with evidence-based clinical psychology research and practice. Programs, Outcomes and Other Data »

Overall Rank: 27

Total Score: 79.54

Tuition: $29,750

Degrees Conferred: 182

Ft. Lauderdale, FL | Visit School

• Duration: 4.8 years
• Credit Hours: 118

Nova Southeastern’s Psy.D. in school psychology builds on the university’s well-regarded clinical psychology program by offering a separate Psy.D. in school psychology. The unique program is designed to prepare future psychologists to serve the unique emotional and behavioral health issues of children, families, teachers and other educators they serve. In addition to rigorous coursework, Nova students have the unique opportunity to work with at-risk youth in the south Florida area. Programs, Outcomes and Other Data »

Overall Rank: 28

Total Score: 79.01

Tuition: $50,030

Degrees Conferred: 30

Alliant International University–San Diego

San diego, ca | visit school.

• Duration: 5.2 years

Alliant’s San Diego-based Psy.D. in clinical psychology aims to help students apply the theory and science of the study of human behavior to their hands-on clinical practice. While San Diego Psy.D. students take a broad and general course of study, they also can choose to focus on a particular population, such as children and families or those in the criminal justice system. Programs, Outcomes and Other Data »

Overall Rank: 29

Total Score: 78.95

Tuition: $37,355

Internship Placement: 69

Degrees Conferred: 358

Marywood University

Scranton, pa | visit school.

• Duration: 4.92 years
• Credit Hours: 117

Marywood University’s clinical psychology Psy.D. empowers graduates with the ability to deliver cutting-edge, compassionate clinical mental and behavioral health services to a diverse range of populations. Marywood’s Psy.D. program is nearing its 15th year of accreditation by the American Psychological Association, and the program was designed not only to give students the psychological background to help people in crisis but to succeed as mental health professionals by grounding them in the fundamentals of legal and business practices. Programs, Outcomes and Other Data »

Overall Rank: 30

Total Score: 78.25

Tuition: $31,913

William James College

Newton, ma | visit school.

• Credit Hours: 134

A Psy.D. program ideal for learners who need training in the science of psychology as well as the business of practicing psychology, William James College’s psychology doctorate provides a smooth combination of both. Students learn the theory, science and practice of psychology, hands-on techniques for assessing and treating issues as well as the development of the student as a professional, inside and outside the classroom. Programs, Outcomes and Other Data »

Overall Rank: 31

Total Score: 77.91

Tuition: $47,200

Internship Placement: N/A

Degrees Conferred: 665

Florida Institute of Technology

Melbourne, fl | visit school.

• Credit Hours: 123

Florida Tech’s clinical Psy.D. trains learners within a practitioner-scientist model that helps them develop clinical competencies and knowledge of the scientific basis of psychology as well as ensuring they work within the highest ethical and professional standards. With a small cohort size, Florida Tech students benefit from a colleague-in-training atmosphere while they complete a generalist clinical psychology program. Students have the option of creating an area of focus from four tracks — child and family, forensic psychology, neuropsychology and integrated behavioral healthcare. Programs, Outcomes and Other Data »

Overall Rank: 32

Total Score: 76.18

Tuition: $29,430

Internship Placement: 94

Degrees Conferred: 155

Chatham University

Pittsburgh, pa | visit school.

• Duration: 4.83 years

Chatham University boasts one of only a handful of American Psychological Association-accredited Psy.D. programs that has a stated programmatic focus on counseling psychology. Chatham’s counseling Psy.D. educates students on the practice of counseling while providing a thorough grounding in the science of human behavior. In addition to being designed for those who seek careers in counseling, Chatham’s Psy.D. has a commitment to diversity and inclusion while providing a huge range of hands-on learning opportunities both on campus and off. Programs, Outcomes and Other Data »

Overall Rank: 33

Total Score: 75.31

Tuition: $31,614

Degrees Conferred: 28

Carlos Albizu University–Miami Campus

Miami, fl | visit school.

• Duration: 6.67 years

Since 1991, Carlos Albizu University has offered an American Psychological Association-accredited Psy.D. in clinical psychology. Albizu’s Psy.D. program carries through the university’s foundational principle of service to a multicultural society, and the Psy.D. program aims to ensure that graduates are steeped in the science and practice of psychology but also have broad exposure to diverse populations. Students may choose to create a focus area, such as neuropsychology or forensic psychology, among others, and the university has an APA-accredited internship program housed in an on-campus clinic. Programs, Outcomes and Other Data »

Overall Rank: 34

Total Score: 74.81

Tuition: $33,825

Internship Placement: 91

Degrees Conferred: 377

Roosevelt University

• Credit Hours: 105

Roosevelt’s Psy.D. program is designed for generalist psychologists who wish to practice clinically in a variety of settings, from private practice to veterans centers. Roosevelt’s program provides broad foundational clinical psychology training within a small cohort size as well as focusing on diversity and multiculturalism, ensuring that graduates can help have a positive impact on the lives of people from many different backgrounds. Programs, Outcomes and Other Data »

Overall Rank: 35

Total Score: 74.34

Tuition: $25,925

Degrees Conferred: 158

University of La Verne

La verne, ca | visit school.

• Duration: 6 years

The University of La Verne boasts tiny cohort sizes, with as few as a dozen new students entering each fall, and that collegial system boosts participation and learning of the entire group. With a generalist Psy.D. approach, La Verne graduates learn the theory and science of human behavior in addition to becoming experts at the practice of psychology. La Verne is somewhat unique in that as much as it encourages students to learn about the fundamentals and history of psychology, graduates also are required to learn something about themselves — students must complete at least 20 hours of personal psychotherapy themselves. Programs, Outcomes and Other Data »

Overall Rank: 36

Total Score: 72.03

Tuition: $37,600

Degrees Conferred: 146

Michigan School of Psychology

Farmington hills, mi | visit school.

• Duration: 4.5 years
• Credit Hours: 141

The Michigan School of Psychology’s clinical psychology Psy.D. instills graduates with foundational knowledge in the study and practice of psychology as well as the rigors of day-to-day clinical training and dissertation research. MSP students get to know their classmates and faculty well, which fosters relationships and connections that graduates will use for the rest of their careers. Programs, Outcomes and Other Data »

Overall Rank: 37

Total Score: 71.39

Tuition: $39,852

Internship Placement: 17

Degrees Conferred: 140

Divine Mercy University

Arlington, va | visit school.

• Duration: 4.7 years
• Credit Hours: 122

Divine Mercy University’s clinical psychology Psy.D. was designed to train the next generation of mental health professionals by instilling them with advanced skills in psychotherapy, analysis, testing and intervention in a range of pathologies from the perspective of Catholic teachings. As a generalist clinical Psy.D. program, DMU graduates will become qualified to seek employment as professional psychologists in a number of behavioral and mental health settings, from private practice to the military to non-secular consultation. Programs, Outcomes and Other Data »

Overall Rank: 38

Total Score: 71.37

Tuition: $39,368

Internship Placement: 43

Degrees Conferred: 36

Chestnut Hill College

Chestnut Hill College’s clinical psychology Psy.D. provides a solid foundational education in the science and practice of psychology while blending in-class work with hands-on training and experience. In addition to that traditional Psy.D. approach, Chestnut Hill somewhat uniquely offers optional concentrations in couples, family or child therapy, as well as offering a concentration in psychological assessment. Programs, Outcomes and Other Data »

Overall Rank: 39

Total Score: 71.04

Internship Placement: 95

Xavier University

Cincinnati, oh | visit school.

Xavier University’s clinical psychology Psy.D. aims to prepare generalist clinical psychologists for professional practice across a range of settings by educating them in the principles and science of psychology as well as requiring an aggressive hands-on training program in psychology. Xavier’s Psy.D. program has a broad focus on serving three underserved populations — children and adolescents, people interacting with the healthcare system and those who have severe emotional and behavioral health issues. Programs, Outcomes and Other Data »

Overall Rank: 40

Total Score: 69.90

Tuition: $22,120

Duquesne University

Degree: School Psychology (Psy.D.)

• Credit Hours: 111

Designed for individuals who want to work within educational settings, Duquesne’s Psy.D. program focuses on school psychology, making it one of the few to have such a focus on children, families and educators. The Psy.D. has many traditional markers, such as training in evidence-based practices and understanding of human behavior, but Duquesne’s modern school psychology curriculum helps ensure graduates can serve a diverse population and navigate a changing cultural landscape. Programs, Outcomes and Other Data »

Overall Rank: 41

Total Score: 69.86

Tuition: $41,088

Internship Placement: 25

Degrees Conferred: 40

Spalding University

Louisville, ky | visit school.

Spalding University’s clinical Psy.D. program has been accredited by the American Psychological Association since 1991, making Spalding among the most storied programs in the study of clinical psychology. While centered on a generalist approach that instills a foundational knowledge of the science of psychology, Spalding Psy.D. students also can choose from a few specializations, such as adult psychology, health psychology or forensic psychology. Programs, Outcomes and Other Data »

Overall Rank: 42

Total Score: 69.12

Tuition: $29,250

Wisconsin School of Professional Psychology

Milwaukee, wi | visit school.

Degree: Professional Psychology (Psy.D.)

• Duration: 5.95 years
• Credit Hours: 121

The Wisconsin School of Professional Psychology offers a Psy.D. degree that provides a generalist education in the science of human behavior as well as training in the hands-on practice of clinical psychology. WSPP allows students to specialize in child or adult clinical psychology, and ensuring graduates are well-prepared for the modern mental health landscape, the school requires multiple courses on health psychology. Programs, Outcomes and Other Data »

Overall Rank: 43

Total Score: 69.11

Tuition: $38,950

Internship Placement: 83

Degrees Conferred: 105

Long Island University–CW–Post

Brookville, ny | visit school.

LIU Post’s clinical psychology Psy.D. was designed for prospective clinical psychologists who seek to work with chronically underserved populations, such as individuals with serious mental illness, high-risk families and people affected by substance abuse disorders. LIU Post faculty provide instruction in cognitive-behavioral and psychodynamic methodologies, allowing students to practice in one or both orientations. In addition to in-class work taught by practicing clinicians, students have the benefit of hands-on training at a local community-based center Programs, Outcomes and Other Data »

Overall Rank: 44

Total Score: 68.49

Tuition: $49,990

Internship Placement: 89

Degrees Conferred: N/A

Wright State University

Dayton, oh | visit school.

• Credit Hours: 90

Wright State University’s clinical psychology Psy.D. has a purposeful generalist bent that gives students broad exposure to an array of theoretical models, scientific principles and clinical skills and a taste of different professional roles. While the programmatic focus is broad, students may elect to emphasize areas such as child psychology or forensic psychology during their Psy.D. journey. Programs, Outcomes and Other Data »

Overall Rank: 45

Total Score: 66.92

Tuition: $18,170

Degrees Conferred: 205

George Fox University

Newberg, or | visit school.

Tuition: $$$$

• Credit Hours: 125

George Fox University’s clinical Psy.D. program is ideal for prospective clinical psychologists who seek an education not only in the fundamentals of the practice and science of psychology but who wish to work within the Christian faith tradition as professional practitioners. In addition to a generalist educational approach, it’s possible for students to specialize in a few areas — primary care psychology, child and adolescent psychology, and psychological and neurological assessment. Programs, Outcomes and Other Data »

Overall Rank: 46

Total Score: 65.48

Tuition: $122,302

Degrees Conferred: 204

Immaculata University

Immaculata, pa | visit school.

Immaculata University’s clinical Psy.D. was designed with professional students in mind, providing a rigorous, traditional Psy.D. education that’s offered only in the evenings. As a Catholic university, Immaculata’s foundational psychology education provides an experience that gives students what they need to work in the field of clinical psychology both from a scientific as well as spiritual standpoint. Programs, Outcomes and Other Data »

Overall Rank: 47

Total Score: 65.28

Tuition: $25,470

The Chicago School of Professional Psychology–WashingtonDC

The Chicago School’s clinical psychology Psy.D. provides students in our nation’s capital with the foundational scientific knowledge required to understand human behavior as well as the intensive hands-on training that sets the Psy.D. apart. The Chicago School Psy.D. students in Washington, D.C., may decide to narrow their training to one potential concentration area, forensic psychology. Programs, Outcomes and Other Data »

Overall Rank: 48

Total Score: 65.19

Tuition: $55,062

Degrees Conferred: 33

Hofstra University

Hempstead, ny | visit school.

Degree: School-Community Psychology (Psy.D.)

• Credit Hours: 100

Hofstra University’s school-community Psy.D. prepares graduates to become qualified behavioral and mental health practitioners within school or community health settings. Like other traditional Psy.D. programs, Hofstra students learn the fundamental scientific principles of psychology and augment that classroom learning with intensive hands-on training in the practice of psychology. Uniquely, though, a Psy.D. from Hofstra also means that a graduate has been trained in the issues that are unique to mental health services that are delivered within schools and other community settings. Programs, Outcomes and Other Data »

Overall Rank: 49

Total Score: 63.69

Tuition: $43,008

Degrees Conferred: 109

Carlow University

• Credit Hours: 93

Among just a handful of institutions that offer a counseling psychology Psy.D. degree is Carlow University, which has a Psy.D. program that aims to prepare professionals in counseling psychology through education focused on assessment and intervention for mental health and behavioral disorders. Carlow’s Psy.D. program was designed to produce counseling psychologists who use the broad knowledge they gain of psychological theory and science to inform ethical, compassionate counseling services. Programs, Outcomes and Other Data »

Overall Rank: 50

Total Score: 63.51

Tuition: $24,672

Internship Placement: 50

Degrees Conferred: 45

Rankings Methodology

The four metrics below were used to calculate our rankings. The points per metric were as follows for a max total of 100: affordability (up to 30 points), completion time (up to 25), degrees conferred (up to 20) and internship placement (up to 25).

All programs in our report are accredited by the American Psychological Association. All schools were sourced directly using the data set available through the APA.org website. For prospective psychologists, the APA accreditation assures the educational and professional communities that a program meets certain basic quality levels and industry standards.

Affordability

Perhaps the biggest bottom-line issue for the average student is cost. If you can’t afford the program, then the rest of the rankings factors on this list don’t really matter. As important an issue as the cost is, it’s also one of the most individual considerations because every student has a different financial situation, and some prospective Psy.D. students can afford to spend far more or go much further into debt than others.

Generally, you’ll be looking for one or two key numbers here when exploring which school is right for you — cost per credit-hour (or unit) and total tuition cost. Some institutions focus on total tuition costs, while others spend more time promoting their credit-hour costs. It’s important that you get information about both costs, though, since your total tuition cost will likely depend largely on how many classes you end up taking and how much time you spend earning your degree.

Completion Time

While the length of your educational journey depends largely on how much time you’re able to devote to the endeavor, you’ll want to evaluate the average completion time of your PsyD programs as you consider them.

Most Psy.D. degrees are completed in 4-6 years, but you’ll find programs vary in length. Programs that lie on the outer edges should be carefully considered. For instance, if a program’s typical completion time is less than 4 years, you might want to verify that it rigorously covers all of the content that is important for your education. If the program takes longer than 5 or 6 years, find out if there is adequate support within the institution to help students progress toward successful completion.

Internship Placement

The Psy.D. is a popular alternative to a Ph.D. in psychology because it was designed specifically for learners who wanted to focus on the clinical practice of psychology rather than a traditional Ph.D. program, which has a more research-focused angle. One of the most important metrics as to how successfully a Psy.D. program prepares students for psychology fieldwork and how well-established a program is within the psychology community is its internship placement rate.

It’s important to understand before you commit to a program just how many of their students are able to secure an internship because, in most states, completion of an internship is required as part of the state licensure process.

Excellent internship placement rates generally are 90% or higher.

However, not all people who complete a Psy.D degree will go on to become a licensed clinical psychologist . Many of them will be able to have successful psychology careers in jobs or fields that don’t require licensures, such as forensic psychology , marketing or law enforcement. For these individuals, a low internship placement rate may not be a deal-breaker because they won’t need the hands-on clinical work as a counselor , psychologist or therapist in order to obtain a state license to practice.

Degrees Conferred

This metric, often referred to within universities and colleges as degrees conferred or degrees on transcript, denotes the total number of Psy.D. degrees the school has issued. Put another way, it’s the number of people who have earned this particular degree from this particular school.

Generally, higher numbers may make a school more attractive, though it’s wise to keep in mind that programs that have issued far more Psy.D’s than others may have lower admissions standards. The length of time a college or university has offered this degree is also something to take into account when deciding if the degrees conferred is too high or too low for you.

Remember also that the Psy.D. degree was developed in the 1970s, so it hasn’t been around for as long as some other degrees, such as the Doctor of Philosophy, or Ph.D. It’s also a degree that’s continually gaining in popularity, so many programs you might be considering may be relatively young and may not have conferred a large number of Psy.D. degrees.

Bottom Line

Deciding to pursue a Psy.D. is a big decision, and picking which program is right for you is an even bigger one. No doubt there are many personal factors that go into making your choice, but if you can keep in mind the areas discussed here, that may help you ensure you’re making the most of your investment of time and money.

Corrections

We strive to provide information on this website that is accurate, complete and timely. Since the information collected for this report was compiled using the APA.org website as well as the university website, there may be errors. Should you find any discrepancies with the data above, please let us know immediately and we’ll have it corrected.

Published on October 14th, 2019

Learn More on PsyD Programs.org

• Best Online Accredited PsyD Degree Programs
• PhD vs PsyD Difference
• What Is a PhD in Psychology Degree?
• What Is a Doctorate of Clinical Psychology
• What is a PsyD Doctorate of Psychology Degree?
• What is the Job Growth Outlook for PsyD Degree Grads?

APA-Accredited Psy.D. Programs

Written by: psych degree starter editorial team   •  mar 12, 2024.

If you’re considering a career in psychology, it’s essential to choose a program that meets the highest educational and ethical standards. This is where APA-accredited PsyD programs come into the picture. In this comprehensive guide, we’ll delve into what APA accreditation means, why it’s crucial for your career, and what you can expect from APA PsyD programs.

What Is APA Accreditation?

The American Psychological Association (APA) sets the benchmark for educational and ethical standards in psychology. When a PsyD program is APA-accredited, it signifies that the curriculum, faculty, and research components meet or exceed these rigorous standards.

APA Accreditation Standards

APA accreditation ensures that PsyD programs adhere to quality benchmarks like appropriate student-to-faculty ratios, comprehensive coursework, and adequate research opportunities. These standards ensure that you receive an education that prepares you for a successful career in psychology.

The Relevance of APA Accreditation in Online PsyD Programs

While online programs offer the flexibility many students need, it’s crucial to note that as of now, the APA does not currently accredit any online-only PsyD programs. Therefore, if you’re considering an online program, make sure it is at least affiliated with an APA-accredited institution.

The Road to APA Accreditation

Steps for a school to achieve apa accreditation.

For a PsyD program to receive APA accreditation, the institution must undergo a rigorous review process. This process includes an in-depth examination of the curriculum, faculty qualifications, and research facilities.

Overview of the Accreditation Process

Once a program applies for APA accreditation, a committee of experts conducts a thorough review. They evaluate everything from the admissions process to graduation requirements, ensuring that the program adheres to the APA’s high standards.

Distinguishing APA-Accredited Online PsyD Programs

Given that the APA does not accredit fully online programs, you’ll want to be cautious when evaluating your options. Look for programs that are affiliated with APA-accredited institutions, and always check the program’s specific accreditation status.

Curriculum and Requirements

What can you expect from an apa-accredited psyd program’s curriculum.

APA-accredited PsyD programs offer a balanced curriculum that combines academic coursework with practical experience. You will typically find a blend of theoretical learning, research opportunities, and hands-on clinical practice. Courses often cover a broad spectrum of psychology’s sub-disciplines and practical applications.

Common Courses in APA-Accredited PsyD Programs

• Behavioral Psychology: This course dives into the study of observable actions, offering insight into the behavioral patterns people exhibit.
• Cognitive Psychology: Focuses on mental processes like “attention, language use, memory, perception, problem-solving, creativity, and thinking.”
• Clinical Assessment and Diagnosis: Teaches the skills required to diagnose and assess mental, emotional, and behavioral disorders.
• Research Methods: Offers an overview of qualitative and quantitative research methods in psychology.
• Ethics in Psychology: A course aimed at educating students about the ethical considerations and guidelines in both research and practice.
• Psychotherapy Techniques: This course focuses on various therapeutic techniques used in the treatment of mental health disorders.
• Multicultural Psychology: An exploration of how cultural factors impact psychological function.

The Role of APA Accreditation in the Professional World

In most states, having a degree from an APA-accredited program is not just a strong recommendation but a requirement for licensure. By choosing an APA-accredited program, you’re setting yourself up for a smoother path toward your career in psychology.

Requirements for Completing an APA-Accredited PsyD Program

You must successfully complete all required courses. This often includes both foundational and specialized psychology courses, research components, and electives that allow you to delve into areas of particular interest.

Clinical Training

APA-accredited PsyD programs often require a specific number of supervised clinical hours. These hours offer practical experience and the opportunity to apply theoretical knowledge in real-world settings.

Research Project or Dissertation

Students are usually required to complete a significant research project or dissertation. This project is meant to contribute to the field of psychology and demonstrate the student’s understanding and expertise on a chosen topic.

An APA-accredited internship is generally required for graduation. The internship serves as an additional layer of practical experience, often carried out in a specialized field of psychology.

Licensure Preparation

While the program itself will provide the academic and practical preparation for licensure, you will still need to pass a state licensure exam after graduating.

By comprehensively understanding the curriculum and requirements of APA-accredited PsyD programs, you can better prepare for a fulfilling and meaningful career in psychology.

100+ APA-Accredited PsyD Programs

Professional Roles for Graduates of APA-Accredited PsyD Programs

Upon completing an APA-accredited PsyD program, graduates are equipped to take on a variety of roles in the field of psychology. Below, we outline some of the most common career paths, along with salary and job outlook data sourced from the Bureau of Labor Statistics (BLS).

Clinical Psychologist

Description:.

Clinical Psychologists assess and treat mental, emotional, and behavioral disorders. They typically use psychological tests and psychotherapy to aid in their diagnostics and treatment plans.

Salary and Job Outlook:

According to the BLS , the median annual salary for psychologists, which includes clinical psychologists, exceeds $80,000. The job outlook for psychologists is expected to grow 6% from 2021 to 2031 , about as fast as the average for all occupations.

Counseling Psychologist

Counseling Psychologists help people recognize their strengths and resources to cope with everyday problems and serious adversity. They work in various settings, including educational institutions, healthcare facilities, and private practice.

Counseling Psychologists can expect a median annual salary similar to that of clinical psychologists, averaging more than $80,000. The job growth rate is also similar.

Forensic Psychologist

Forensic Psychologists apply psychological principles to the legal system. They often evaluate individuals involved in criminal cases to determine their mental state or credibility, and may also provide expert testimony in court.

The salary for forensic psychologists can vary widely based on experience and location, but they often earn similar salaries to clinical psychologists. Based on the overall job growth projections for psychologists, the outlook is generally positive, with expectations of modest growth.

School Psychologist

School Psychologists work within educational settings to help children with emotional, social, and academic issues. They collaborate with teachers, parents, and school administrators to find constructive solutions.

The median annual salary for school psychologists is approximately $80,000, according to the BLS . The job outlook is favorable, with a projected growth rate of 6% from 2021 to 2031, according to the BLS .

Health Psychologist

Health Psychologists are concerned with understanding how biological, psychological, and social factors affect health and illness. They often work in healthcare settings and may work on teams with other healthcare professionals.

The median annual salary for health psychologists is generally consistent with other psychology roles. Assuming the job outlook is comparable to other roles in psychology, with moderate growth expected.

By exploring these roles and their potential salary and job outlook, you can make a more informed decision about your career path after completing an APA-accredited PsyD program.

Frequently Asked Questions about APA Accreditation

Duration and renewal of apa accreditation.

APA accreditation generally lasts for seven years. After this period, the program undergoes a reaccreditation process to ensure that it still meets APA’s high standards.

Why Opt for an APA-Accredited Institution?

Choosing an APA-accredited institution guarantees that you’re getting a quality education that’s respected and recognized within the psychology community.

Time Frame for Obtaining an APA-Accredited Online PsyD Degree

Although the APA does not accredit online-only programs, many APA-accredited institutions offer blended programs that take approximately 4-6 years to complete.

APA Accreditation in the Context of Entirely Online Programs

As mentioned, the APA does not accredit fully online programs. Be vigilant and make sure your program of choice either has APA accreditation or is affiliated with an APA-accredited institution.

Are There Other Accrediting Bodies for PsyD Programs?

Yes, but the APA is the most respected and widely-recognized accrediting body for psychology programs in the United States.

Cost Implications of APA-Accredited Programs

While APA-accredited programs may sometimes be more expensive, the additional cost is often justified by the higher educational and ethical standards they meet.

By understanding the importance and implications of APA accreditation, you can make an informed decision about your educational path in psychology. APA-accredited PsyD programs offer an unparalleled education that prepares you for a rewarding career in the field.

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15 Best PsyD & PhD Clinical Psych Programs – 2024

January 19, 2024

The following list looks at the best clinical psych programs, some of which result in a PsyD while others lead to PhDs. The Doctor of Psychology, or PsyD, degree is a doctorate in psychology focused on clinical practice rather than research. So, depending on the program, your coursework will be dedicated more toward developing a patient-facing practice and less on conducting experiments and publishing research than with the PhD programs listed. Finding the best PsyD programs or PhD in clinical psych programs that suit you and your needs doesn’t need to be difficult. The first thing to look for will be a school that’s accredited by the American Psychological Association (APA) and/or the Psychological Clinical Science Accreditation System (PCSAS).

The APA “assures the public, licensing boards and potential employers that you have a sound educational and scientific foundation on which to build a successful career in psychology,” and the school accreditation process guarantees that you’ll be receiving an education that will solidify your career and create credibility for you and your future clients.

Best Clinical Psych Programs (Continued)

Not only that, you’ll be entering a growing field. According to the U.S. Bureau of Labor Statistics , the “overall employment of psychologists is projected to grow 6 percent from 2022 to 2032.” When you break out the average increase in demand for clinical and counseling psychologists, however, the BLS projects that the number of jobs will increase by about 11 percent . That’s faster than the average for every other occupation. There will be an estimated average of 12,800 new jobs for all psychologists each year until 2023. The median salary for psychologists was about $85,000 in 2022. This is higher than the average U.S. annual take-home pay across the board.

We’ve compiled the following list of accredited PsyD and PhD programs worth highlighting. The following schools will send you well on your way to serving the mental and emotional health of others while ensuring that you have ample opportunity to work closely with faculty, get real-world exposure, and enter the workforce competitively.

US News and World Report Methodology and Rankings 

US News and World Report has ranked the top accredited clinical psych programs in the country. In order to rank the schools, they survey faculty at 231 different, accredited PsyD and PhD clinical psych programs.  Faculty rate programs on a 1-5 scale judging academic quality. The rankings are determined by averaging each program’s scores. Unsurprisingly, this means there are a lot of ties. This also means that there are a ton of great schools out there. Therefore, you can’t go wrong with these top-tier, accredited programs.

Best PsyD Programs & Clinical Psych PhD Programs – Important Factors to Consider 

When applying to any graduate school, it’s important to assess how competitive admissions are, the amount of time you’ll spend in the program, the costs of the program, if funding is available (either full or partial), and what career placement possibilities look like upon graduation. In a field like clinical psychology, graduating without going into debt will make your career all the more successful. It will also allow you to give care to patients without attaching a dollar sign to them.

Let’s dive into the rankings: 

1)  UCLA

The University of California, Los Angeles is so universally renowned in psychology that it tops the list.

In addition to a dedicated Clinical Psychology concentration, the doctoral program also allows students to pursue Behavioral Neuroscience, Cognitive, Developmental, Health Psychology, Learning and Behavior, Quantitative, and Social Psychology.

The program is competitive; in 2023, there were 28 admitted students out of 1,226 applicants. Funding is available through fellowships, training, and teaching or research assistantships. The department strives to match students with funding upon admission, according to UCLA. However, they also recommend that students apply for external funding, as well. This means that full funding may not be guaranteed for everyone.

UCLA also touts a chapter of Underrepresented Graduate Students in Psychology (UGSP). This a student group which offers support and community to students from diverse racial, ethnic, socioeconomic, and geographic backgrounds.

2)  University of North Carolina, Chapel Hill

UNC Chapel Hill’s PsyD program boasts a long-running accreditation with the APA—they’ve held the status since 1949. The program is also accredited by the Psychological Clinical Science Accreditation System (PCSAS). The program emphasizes “training in clinically-informed research and evidence-based clinical work,” and they recognize that your needs, desires, and goals may change over the course of your time in the program.

UNC is highly selective. Out of 681 applicants in 2023, just eight students were offered admission. Starting in 2020, UNC Chapel Hill stopped considering GRE scores as a factor in admissions, which saves you the pain and expense of the test (if you’ve applied only to other schools that also didn’t require the GRE).

The school also provides full tuition remission, health insurance, and a nine-month stipend for all incoming Clinical Psychology students for the first five years in the program. Chapel Hill proudly states that they have offered this package for the last 50 years. The stipend for the 2022-2023 academic year was $20,000. The full funding package is one of the many reasons that Chapel Hill is a competitive, highly-ranked option for aspiring clinicians.

Best PsyD Programs and PhD Programs in Clinical Psychology (Continued)

3) stony brook university (suny) .

Stony Brook’s Clinical Psych program began in 1966, and they’ve done well since then, maintaining a top spot on the US News and World Report rankings for decades. The program claims to prepare students for both research and clinical work from a broad range of psychological perspectives. Stony Brook says that their program is best suited to students who want to pursue academic and research-related careers, and that many graduates end up balancing their research with time spent serving patients in a clinical setting. In that way, Stony Brook is a great option for anyone who wants to work with patients while also contributing to the body of psychological research.

Stony Brook is accredited by the PCSAS as well as the APA. In the 2022-2023 academic year, 444 people applied, nine were offered admission, and six students accepted. All students admitted received a full, nine-month stipend (currently $17,502), full tuition remission, and health insurance. Summer funding is also available in the form of teaching assistantships, fellowships, research grants, and work studies. On average, students receive about $4,000 of summer funding, as well.

4) UC Berkeley

Taking into consideration that this is one of the best programs in the country, one of the most interesting things about UC Berkeley is its newly changed accreditation status. The program is PCSAS accredited, however, its APA status is “accredited – inactive,” and students will no longer matriculate through the APA version of the curriculum.

In short, the faculty and administration decided that the “evolving curricular and other demands” associated with APA accreditation were inconsistent with the kind of training they were trying to give their students, a training that would place paramount “reducing the burden of mental illness and related problems in living.” You can read the full statement here .

If that kind of pedagogical philosophy appeals to you, you might also consider that Berkeley has a rigorous program guided by its faculty advisor/mentor program. Students are matched from their first year with a faculty advisor who follows their progress throughout their four-to-six-year residency at the school.

There were 308 students who applied for the 2022-2023 academic year, four were granted admission, and four accepted. All of those students received an assistantship that includes a full tuition waiver. You can find out more about UC Berkeley’s financial assistance packages for psychology doctoral students here .

5)  University of Minnesota, Twin Cities 

An incredibly sought-after program, the University of Minnesota is both APA and PCSAS accredited. Following Berkeley’s lead, however, the school is considering letting go of its APA accreditation in the future.

The program offers students the options of an “adult” or “developmental” track, and the chosen focus does not limit students to practice with either children or adults. There were 10 total students for whom 2022-2023 was their first year of enrollment.

The University of Minnesota offers a wealth of funding options for students. All admitted students receive full tuition remission, health care, and a nine-month stipend. They also receive a new laptop computer to support their research. Beginning in 2022, all students were also guaranteed summer funding through a variety of diverse opportunities. Having a healthy funding package can make a huge difference in the life of a graduate student, and Minnesota does not disappoint. You can find more details about assistantship opportunities on their website .

6)  University of Washington, Seattle (tie with Minnesota)

According to the University of Washington Graduate Study in Psychology website, “We do not make offers to U.S. or International applicants unless we can fund them with either a Teaching or a Research Assistantship for half time (expected workload of 20 hrs/wk).” Sometimes, the program can also offer fellowships, which do not entail an expected workload. This financial security undoubtedly keeps UW performing well and ranking high on the list.

The department generally receives 800-1000 applications for 20 funded positions.

7)  University of Wisconsin, Madison (tie with Minnesota)

UW Madison’s Psychology Ph.D. program is highly competitive. It receives more than 400 applicants annually and accepting fewer than 10 percent of students.

While the program does not explicitly state that it guarantees full tuition remission and a stipend as the previous programs do, it does state that students frequently receive NSF and NIH predoctoral fellowships to complete their programs. Teaching and research assistantships are also available.

8)  University of Pennsylvania

If you’re going to UPenn, you’ll be living in the heart of Philadelphia. This, of course, also means a high cost of living. Luckily, this Ivy League institution boasts a stipend of at least $40,500 per year, full tuition remission, and summer funding opportunities. Funding is guaranteed for five years, the expected length of time to complete the program.

In terms of competitiveness, you’re looking at similar rates of acceptance as similarly ranked schools. The program website states, “Last year we received over 800 applications. We can accommodate about 8-10 new students per year.”

9)  University of Pittsburgh (tie with UPenn)

If you don’t go to UPenn, you can study in the western half of the state and still enjoy the same academic caliber.

Pitt also provides financial support for six years, and perhaps longer, depending on the student. The support includes a stipend which covers “living expenses, health insurance, public transportation, and tuition reimbursement.” It’s good to be a Panther!

10)  Harvard University 

Rounding out the top 10 is Harvard.

The standard financial aid package at this university is as robust as that of any school. That shouldn’t come as a surprise given Harvard’s elite status. According to the program website:

“The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.”

The nice thing about not “being allowed” to teach in the first two years is that students can concentrate solely on their coursework and intellectual and professional development, a real boon for clinicians in crimson.

More Great Programs 

The next seven schools all tied with Harvard in terms of rank on the US News and World Report list. They—and many others—certainly merit investigation and application, should you find yourself intrigued by the faculty, the opportunities, and, of course, the stipend.

• Indiana University, Bloomington (tie with Harvard)
• Penn State University, University Park (tie with Harvard)
• Temple University (tie with Harvard)
• University of Colorado, Boulder (tie with Harvard)
• University of Michigan, Ann Arbor (tie with Harvard)
• University of Texas, Austin (tie with Harvard)
• Washington University in St. Louis (tie with Harvard)

A Note About Online Clinical Psych Programs 

Because the emphasis in these programs is on training students to become clinicians in a therapeutic setting, there are currently no APA-accredited online PsyD or PhD programs . PCSAS doesn’t seem to have a direct statement about the nature of online programs. However, its list of accredited schools can be found here .

The world is changing and many people are pursuing telehealth therapy options online. This may change the educational landscape in the future. Finding the program that works for you means choosing a school that will set you up for the most success. An accredited degree is often the first step in the licensure and employment process.

Best PsyD Programs and PhD Programs in Clinical Psychology) – Additional Resources

If the PsyD program seems a little overwhelming, you might check out the best master’s programs in Psychology  and How to Become a Psychologist . If you’re ready to dive into applications, check out College Transition’s best advice on how to optimize your GRE score , the top GRE vocab words to study , and—if you’re worried—how to overcome a low GPA in the grad school admissions process .

• Graduate School Admissions

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Best APA-Accredited School Psychology Psy.D. Programs for 2024

The best school psychology Psy.D. programs provide academic learning as well as both research and clinical training for aspiring doctors of psychology. Some programs focus specifically on school psychology. Others blend separate but related disciplines into the program, such as school and clinical psychology or school-community psychology.

How We Chose These School Psychology Psy.D. Programs

This list introduces you to the 11 school Psy.D. programs that have earned full APA accreditation (published in December 2019 using the latest available information from the APA). The schools are ranked in descending order of the percentage of recent graduates who went on to earn their licenses. Licensure rate is significant because although a doctoral degree earns you the title of “psychologist,” no one can practice without a state license.

Tuition information is listed for each school, but it’s important to note that graduate programs often come with special rules regarding academic funding. For example, tuition may be waived until a certain year of the program. It may be waived altogether. Or, students may receive a stipend, assistantship, fellowship, or some other type of award to offset the cost of tuition.

In some cases, our descriptions of these programs refer to certain instructional models or schools of thought about psychology.

James Madison University (Harrisonburg, Virginia)

98% of graduates in past 10 years received licensing

The Psy.D. program at James Madison University results in a combined, integrated clinical and school psychology doctoral degree. With 25 years of history, it’s the university’s oldest doctoral program. The applied psychology C-I program is designed specifically for students who already hold graduate degrees in mental health fields, including counseling psychology, school psychology, and clinical psychology. Most students complete the program in four years after three years of coursework and a one-year internship. Throughout the first three academic years, the curriculum is supplemented with sequenced practicum experiences that build up to the predoctoral internship. The program follows an integrative training model and focuses on elements such as integrative theory, the scientific humanistic approach, and respect for diversity. All students are required to complete a scholarly dissertation.

Program Highlights

Not only does the program boast a 98% licensure rate for qualified graduates, but 93% of students in the program are placed in APA/CPA-accredited internships. A full 100% of all students accepted into the program receive full tuition waivers and assistantships. Also, students will have regular opportunities to present with faculty at major professional conferences, including those hosted by the APA.

Yearly Tuition

In-State: $10,978

Out-of-State: $27,082

Yeshiva University (Bronx, New York)

95% of graduates in past 10 years received licensing

The Psy.D. program at Yeshiva University focuses on children, adolescents, and families, but degree candidates will also work directly with parents, couples, and individuals with other needs. Upon graduation, students will be qualified to deliver treatment and services in not just schools, but early childhood centers, mental health facilities, and medical centers. The practicums requirements are extensive, including a yearlong cognitive behavior therapy treatment that takes place through the university’s clinic and a yearlong psychodynamic psychotherapy treatment. Also, students will conduct neuropsychological, psychoeducational, and psychological evaluations. In total, the program delivers 3,500 hours of supervised clinical experiences in a variety of settings, most of which take place in diverse and multicultural urban centers. The five-year, 110-credit program consists of four years of coursework, externships, and practicums followed by a full-year internship. It cannot be completed in fewer than five years.

More than 900 students have graduated from the program, which boasts a high 95% licensure rate for eligible graduates. The program is not only accredited by the APA but is also recognized by the National Association of School Psychologists. Available concentrations include psychodynamic psychotherapy and cognitive behavior therapy.

In-State: $35,750

Out-of-State: $35,750

Pace University (New York, New York)

88% of graduates in past 10 years received licensing

The school-clinical child psychology Psy.D. program at Pace University aims to produce psychologists who are qualified to research, develop, provide, and supervise a broad range of evidence-based psychological services. They’ll also be prepared to offer educational and clinical consultation as well as expertise in both clinical and school settings to both children and families. The program follows the practitioner-scholar model and integrates academic learning and field experience. It focuses on preparing students to deliver psychological service, but also includes significant work in theoretical academia and research methodology. The six-year program consists of 110 credits and includes the qualifying examination after the first year and the proficiency examination and comprehensive examination during year three or four. A full-time, yearlong internship dominates the fifth year, and distributed internships take place during the third and fourth years.

Unlike many comparable options, this combined program allows students to pursue their Psy.D. on either a full-time or part-time basis, provided they finish the program in 10 years. Whenever possible, students are placed in paid internships. The program has earned an 88% licensure rate among eligible graduates.

In-State: $39,928

Out-of-State: $39,928

Kean University (Union, New Jersey)

68% of graduates in past 10 years received licensing (to download this data, click on the “Student Admissions, Outcomes, and Other Data (Psychology)” link towards the bottom of the page)

The school and clinical psychology Psy.D. program at Kean University educates and trains students across both areas of practice. The program, which has a 68% licensure rate, accepts only about 12 students per year and offers practicum opportunities that take place both in campus-based sites and community service facilities. The small class size allows the faculty to place an emphasis on a mentor-student model of learning. The base of the program’s training is the study of assessment and intervention as it applies to both scholarly activity and applied work. The program, however, also includes significant research components. Students will complete a formal doctoral dissertation, participate in scientific inquiry throughout the program, and have the opportunity to join faculty members in presenting and publishing opportunities.

The program stands out for its early practicum integration. Starting in the second year, students provide assessment or psychotherapeutic services to clients through Kean Psychological Services. This early clinical exposure prepares students for a full-time internship in a school or clinical setting, which takes place during the program’s final year through a national match process.

In-State: $9,876

Out-of-State: $12,129

Hofstra University (Hempstead, New York)

65% of graduates in past 10 years received licensing

Long Island’s Hofstra University offers a combined Psy.D. in school-community psychology. It includes five specialty clinics and is approved by the National Association of School Psychologists. The program, which follows the practitioner-scholar model, provides instruction on both school- and community-based research. After you’re accepted into the program and submit a deposit, you can apply to the director for financial assistance . Aid comes in the form of fellowships, scholarships, awards, or assistantships, which virtually all full-time students receive. The program offers electives through the School of Education and Allied Human Services and the School of Law.

This program is unique in that it prepares students to work with children in not just schools but also external community-based settings such as human service agencies and mental health centers. That means students receive training that’s traditional to school psychology, such as psychological assessment and intervention, as well as training usually associated with community service care involving family dynamics. Another unique feature is that all students are placed into extended, two-year internships that would be equivalent to six-day-per-week placements if they had been completed in one year. Following the combined school-community theme, third-year internships take place in schools, and fourth-year placements are in community settings.

In-State: $44,736

Out-of-State: $44,736

Rutgers—the State University of New Jersey (Piscataway, New Jersey)

58% of graduates in past 10 years received licensing

Rutgers offers a Psy.D. in school psychology that follows the practitioner-scholar model of training. It stresses the integration of scientific knowledge and practical delivery of psychological services to groups, families, individuals, and organizations. The program’s cumulative learning model uses each level of progression to build on skills and knowledge acquired in the previous level. Practicum courses are embedded into each year of the curriculum, but the first part of the program focuses on developing basic professional practice skills and foundational knowledge. The practicum sequence takes place over three semesters beginning in the second semester of the first year. In total, students register for 150 hours of practicum, including 30 hours of advanced supervision. The culminating experience is a 1,500-hour internship, at least 25% of which (375 hours) must be spent providing direct psychological services to clients.

The school is home to the Rutgers School Psychology Internship Consortium , an Association of Psychological Postdoctoral and Internship Centers (APPIC)–member internship. The consortium is partially affiliated with the graduate school psychology program.

In-State: $21,693

Out-of-State: $36,144

St. John’s University (Queens, New York)

55% of graduates in past 10 years received licensing

The St. John’s University Psy.D. program is available in two tracks, one traditional and another for bilingual study. Both require the completion of 105 credits and the passage of the clinical competencies comprehensive examination and the PRAXIS II examination. All candidates for the degree will complete a yearlong internship as well as a doctoral dissertation. Both tracks run five years, with the fifth and final year dedicated to doctoral research and the internship. The bilingual track fulfills the New York State Department of Education requirements for bilingual certification. That option requires the completion of 36 credits (12 courses) from the general school psychology program. General track students have the option of taking a summer semester after their first year to assist with studies and external practicum sites.

The university awards doctoral fellowships to the most qualified graduate students. Doctoral fellows will work 18 hours per week in the Department of Psychology in support of faculty research. Additionally, assistantships are offered in both non-academic and academic departments. They come with tuition remission and sometimes a stipend.

In-State: $31,632

Out-of-State: $31,632

Nova Southeastern University (Fort Lauderdale, Florida)

40% of graduates in past 10 years received licensing

Nova Southeastern University’s school psychology program follows the Vail practitioner-informed-by-science learning model. Consisting of 118 credits, the program usually takes four years to complete, although students are allowed up to seven years under some circumstances. It is designed to prepare students to serve not just children in schools, but also families and educational staff. It includes a 2,000-hour internship and several different practicum variations. Practicum experiences take place at the University School of NSU and the Mailman Segal Center for Human Development, both of which are part of the Nova Southeastern community. Students may also participate in a grant-funded summer research and service project for at-risk children in Miami-Dade County, as well as in practicum opportunities in public schools across three counties. The capstone research project is called Direct Study, which is based on each student’s individual interest and emerging area of expertise.

The program places a heavy emphasis on research, offering students ongoing opportunities to complement their academic and clinical training. The faculty has impressive credentials, boasting many instructors who serve as active practitioners, many with leadership positions in the field. Two current faculty members formerly served as presidents of the National Association of School Psychologists.

In-State: $1,160

Out-of-State: $1,160

University at Albany (Albany, New York)

33% of graduates in past 10 years received licensing

The 94-credit Psy.D. program at the University at Albany integrates theory, research, and practice as part of a practitioner-scientist model of training, which is built on two complementary program goals. Those goals are profession-wide competencies and discipline-specific knowledge. Initial coursework includes general psychology, educational foundations, school psychology, and methods of inquiry. Students also must pass comprehensive exams, conduct field training, and complete a dissertation called Advanced Field Experience. Finally, the experience culminates with an internship that takes place over one full-time year or two part-time years beyond the 94 credits included in the program. From the very start of the program, students participate in various research projects, many of which can lead to publications and conference presentations. It’s important to note that students who enter the program without a Master’s of Science degree or a certificate of advanced study (C.A.S.) will first need to complete a master’s in educational psychology and then a C.A.S. in school psychology. Master’s work will count toward the larger Psy.D. program.

Unlike many Psy.D. programs, the Albany program has a generous transfer policy. Students can transfer as many as 47 credits earned from graduate studies from other institutions. Transfer credits can be applied both to didactic courses and to practicum experience provided certain specific criteria are met.

In-State: $10,870

Out-of-State: $22,210

William James University (Newton, Massachusetts)

16% of graduates in past 10 years received licensing

The Psy.D. school psychology program at William James University culminates in a Psy.D., but also includes a master of arts degree and certificate of advanced graduate study (C.A.G.S.). Those who already have a qualifying master’s, a C.A.G.S., or both might be eligible for advanced standing and a shorter passage through the program. Those who do not and instead enter the program with only a bachelor’s degree should expect to dedicate five to seven years to completing the program. The initial master’s/C.A.G.S. portion of the program consists of both coursework and fieldwork totaling 66 credits earned over three years. The Psy.D. portion that comes next consists of advanced coursework designed to prepare students for leadership and supervisory roles, as well as to deliver unique or advanced services that are not found in most ordinary school settings. That work brings the credit total to 120–124 for those who complete a two-year internship. To qualify for licensure, students will have to then complete a post-graduation professional experience.

The program offers several concentrations that reflect on its commitment to diversity and culture. Available concentrations include African and Caribbean mental health, children and families of adversity and resilience (CFAR), global mental health, and Latino mental health.

In-State: $37,400

Out-of-State: $37,400

Duquesne University (Pittsburgh, Pennsylvania)

14% of graduates in past 10 years received licensing

The 91-credit school psychology Psy.D. program at Duquesne University is not only accredited by the APA but approved by the National Association of School Psychologists as well. It follows the local-clinical scientist training model. A focus on diversity and multiculturalism is woven into the program, which includes a yearlong applied project that requires students to study and address a problem of applied practice. By the end of the program, students will have learned to take empirically validated research programs and interventions and apply them to unique communities and individuals in practice settings.

Students who submit the most competitive applications are eligible for graduate assistantships and employment. Graduate assistants might receive stipends for their work—which could include aiding faculty members in tutoring, research, and administrative duties—as well as full or partial tuition scholarships.

In-State: $41,920

Out-of-State: $41,920

About APA Accreditation vs. Other Types of Accreditation

The American Psychology Association’s Commission on Accreditation (APA-CoA) is the only accrediting authority for psychology education and training recognized by the Council for Higher Education Accreditation and the U.S. Department of Education. School psychology is one of three doctoral areas of study that the APA accredits, in addition to clinical psychology and counseling psychology. Programs that earn APA accreditation have been vetted and verified for educational quality and delivery. Some states’ licensing agencies and potential employers require a degree from an APA-accredited doctoral program. Doctoral programs that are non-APA-accredited rely instead on their institutional accreditation by a national or regional accrediting body to verify their educational standards.

Defining Instructional Models

Many of the schools on this page follow specific instructional models or incorporate certain psychology traditions. Below are brief explanations of each:

• Practitioner-scientist model (also called the practitioner-scholar model) : The goal of this model is to train clinicians to use scientific research as a foundation for the applied work they do, and, conversely, to use their clinical experiences to promote scientific research.
• Local-clinical scientist training model: This type of training teaches candidates to consider local contextual variables while applying concepts founded in scientific theory and literature.
• Vail practitioner-informed-by-science learning model : This model was created to produce psychology clinicians along the same lines that medical schools produce physicians and law schools produce lawyers. It prioritizes clinical skills and focuses on practical, hands-on training as a method for informing scholarly projects.
• Integrative psychotherapy model : The overarching goal of this model is to respond to the person. It focuses on cognitive, behavioral, affective, and physiological aspects of a person’s life, as well as to their spiritual beliefs.
• Scientific humanistic approach : The approach contends that different cultures are too diverse to be explained by a scientific approach. It recognizes the uniqueness of each all cultures.
• Psychodynamic theory : According to this tradition, humans are often driven by unconscious forces and motivations that they do not have access to. Personality is formed mainly by childhood experiences, which are often stored in the unconscious mind. The tradition is based on a collection of the theories of Sigmund Freud and his followers (such as Jung, Erikson, and Adler).
• Cognitive-behavioral theory : This approach looks at how our thoughts influence the ways that we feel and behave. When used therapeutically, the goal is to shape a person’s thoughts to make positive behavioral changes.
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• Connecticut
• District of Columbia
• Massachusetts
• Mississippi
• New Hampshire
• North Carolina
• North Dakota
• Pennsylvania
• Puerto Rico
• Rhode Island
• South Carolina
• South Dakota
• West Virginia

Doctor of Psychology in Clinical Psychology (PsyD)

Program overview.

Chestnut Hill College offers the Doctor of Psychology (Psy.D.) degree in clinical psychology with optional concentrations in Couple, Family, and Child Therapy or Psychological Assessment. Students who complete the requirements for a concentration will receive a Certificate of Concentration in addition to the diploma at graduation.

The Doctoral Program in Clinical Psychology prepares graduates to become professional psychologists with skills in psychotherapy, psychological assessment, supervision, and consultation. The Psy.D. program follows a practitioner-scholar model of training. Students are trained in clinical skills as they acquire a broad base of academic knowledge to permit them to evaluate and contribute to the scholarly literature in the field of clinical psychology. The curriculum is based on the list of competencies developed by the National Council for Schools and Programs of Professional Psychology (NCSPP) and provides the proper academic framework for the graduate to prepare for the licensing examination in Pennsylvania and throughout the United States. For most states, APA-accredited educational programs and APA-accredited internships meet the requirements for licensure. Links to individual state licensing boards are available at  https://www.apaservices.org/practice/ce/state/state-info .  The Association of State and Provincial Psychology Boards prepares an annually updated document of state-by-state requirements for initial licensure to assist psychology doctoral programs in meeting U.S. Department of Education-required Consumer Information Disclosures. This report can be viewed at:   https://cdn.ymaws.com/www.asppb.net/resource/resmgr/files/Consumer_Information_Disclos.pdf .

Theoretical Orientation

The theoretical orientation of the Department of Professional Psychology at Chestnut Hill College is a complementary blend of psychodynamic interpersonal and systems theories. Psychodynamic interpersonal theory serves as a method for understanding the personality formation and inner psychological world of the individual. The perspective of systems theory provides students with the understanding of the ways in which individuals, families, and communities influence one another.

Program Aims

• To prepare students to become competent practitioners of clinical psychology by facilitating the acquisition of knowledge and skills necessary for effective clinical practice.
• To foster respect for human diversity and to enable students to work effectively with individuals from diverse cultural backgrounds.
• To foster ethical thinking and behavior in professional work and appreciation of legal and quality assurance principles that have an impact on clinical practice.
• To facilitate the development of a scholarly attitude, respect for the value of empirical findings in guiding one’s clinical decision-making, the ability to be effective consumers of research literature, and the ability to utilize research principles to answer clinically relevant questions.
• To promote professionalism, self-awareness, and active involvement in the profession of psychology and advocacy efforts.

Each of these goals has specific objectives and competencies associated with it.   Complete list of the goals, objectives and competencies .

• Applicants with a  bachelor’s degree  from a regionally-accredited institution and at least 12 undergraduate credits (4 courses) in psychology. These applicants enter via the M.S./Psy.D. track and earn the M.S. in Clinical Psychology en route to the Psy.D. degree.
• Applicants with a  master’s degree  in clinical and/or counseling psychology, or a closely related field. These applicants may be eligible for admission directly to Year II of the Psy.D. program. For criteria for admission with Advanced Standing, see  Psy.D. Program: Admissions .
• The program will also accept a limited number of students transferring from other APA-accredited doctoral programs in clinical psychology. (See Doctoral Admissions for information relevant to these applicants.)

The Doctoral Program does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, age, religion, national origin, disability, relationship status, or on the basis of any other criteria that is inconsistent with state or local laws in the administration of its educational policies, admission policies, or financial aid.

Program Highlights

• Student Admissions, Outcomes, and Other Data PDF
• Accredited by the  American Psychological Association
• Requires  117 credits , including practica, internship, and dissertation. Students who enter with a bachelor’s degree must also complete an additional 18 credits in the first two years of the Psy.D. program.
• Students who enter at Year I receive the  M.S. in Clinical Psychology  en route to the doctoral degree in August of Year II.
• Qualified applicants with master’s degrees may apply to enter with  Advanced Standing  and may apply to transfer up to 24 credits.
• Psy.D. Program may be completed in six years for students who enter with bachelor’s degrees and five years for students who enter with Advanced Standing.
• Classes are scheduled on Tuesdays, Wednesdays, and Fridays  to enable students to complete practica.
• There are  nine core doctoral faculty , four associated faculty, and three contributing faculty members. Of the core faculty members, eight teach in the doctoral program, and one is the full-time Clinic Director who supervises students in practicum and internship.
• Psy.D. Program follows a  cohort model . Students who enter the program at the same time progress through the program as a cohort and take all of their classes together, thus facilitating cooperation, collaboration, and the development of personal bonds.
• Optional concentrations  available in Psychological Assessment or Couple and Family Psychology.
• Theoretical orientation  of the Psy.D. program is a complementary blend of psychodynamic interpersonal and systems theories. Within the Psychological Assessment Concentration, students may select the optional Neuropsychology focus.
• Lab courses enable students to practice clinical skills under supervision of program faculty.
• Chestnut Hill College Assessment and Psychotherapy Clinic  provides supervised field placements for students on practica.
• Chestnut Hill College Internship Consortium  provides local internship placements for qualified students. In 2020-21, the Consortium provided placement for ten students. The Consortium is an APA-Accredited internship site.
• Structured sequence of mentoring and advising is designed to enable the student to complete the dissertation in a step-by-step manner prior to internship.
• Assistantships  provide partial tuition remission and are available for a limited number of qualified students.
• Psy.D. Program Affiliation with the  Center for Concussion Education and Research .
• Practicums and Internships
• Commitment to Diversity

Chestnut Hill College Psychological Services Clinic

CHC-PSC is a community-based clinical psychology training clinic. CHC-PSC offers psychotherapy and psychological testing services in order to support the wellbeing and serve the emotional, social, and behavioral health needs of our community. We are committed to the provision of affordable, evidence-supported, culturally-sensitive, affirming, compassionate and effective psychotherapy and assessment services. Confidentiality is a cornerstone value in our profession and our practice.

All mental health services are performed by doctoral psychology practicum students, pre-doctoral interns, and post-doctoral fellows trained in Chestnut Hill College’s PsyD Program. Licensed clinical psychologists on the faculty of the Chestnut Hill College Department of Professional Psychology guide and supervise all clinical work. CHC-PSC does not have a psychiatrist on staff but can in most cases provide referrals as needed. Services are by appointment only and not provided on a walk-in or emergency basis.

Learn More about CHC-PSC

For more information about the Psy.D. program, use the contact information below:

Phone: 215-248-7077 E-mail:    [email protected]

All degree requirements, including course work, clinical placements, and dissertation must be completed within eight years for those who entered as Year 1 students and within seven years for those who entered as Year 2 students.

Download the course sequence for each term

Download the Graduate Catalog to view the Curriculum, Courses Offered, and other Requirements.

Aim 1. To prepare students to become competent practitioners of clinical psychology, by facilitating the acquisition of knowledge and skills necessary for effective clinical practice.

• Element 1.1.1.  Students will demonstrate knowledge of lifespan human development
• Element 1.1.2.  Students will demonstrate knowledge of biological, cognitive, affective, social, and cultural factors that affect human behavior
• Element 1.1.3.  Students will demonstrate competence in applying theories of personality and other relevant psychological theories to an understanding of human behavior
• Element 1.2.1 . Students will demonstrate knowledge of the theory underlying psychological measurement
• Element 1.2.2.  Students will demonstrate competence in administering, scoring, and interpreting intellectual and personality assessment instruments for adults, adolescents, and children
• Element 1.3.1.  Students will demonstrate competence in conducting assessment and diagnostic interviews
• Element 1.3.2.  Students will demonstrate competence in using DSM-5 in differential diagnosis .
• Element 1.4.1.  Students will demonstrate competence in conceptualizing cases from a coherent theoretical perspective, setting appropriate treatment goals, and designing appropriate methods to assist clients in achieving these goals.
• Element 1.4.2.  Students will demonstrate competence in individual psychotherapy
• Element 1.4.3.  Students will demonstrate competence in basic techniques for intervening with family systems
• Element 1.4.4.  Students will demonstrate familiarity with evidence-based treatments
• Element 1.4.5.  Students will demonstrate familiarity with the application of psychology in medical settings.
• Element 1.5.1.  Students will identify the critical components of effective supervision, how supervision differs from consultation, and ethical issues involved in supervision and consultation
• Element 1.5.2.  Students will identify the critical components of effective consultation, how consultation differs from supervision, and ethical issues involved in consultation.
• Element 1.6.1 . Students will demonstrate competence in oral communication and delivering presentations on professional issues
• Element 1.6.2.  Students will demonstrate competence in effective written communication

Aim 2. To foster respect for human diversity and to enable students to work effectively with individuals from diverse cultural backgrounds.

• Element 2.1.1 . Students will demonstrate familiarity with cultural and gender issues relevant to clinical practice
• Element 2.1.2.  Students will demonstrate respect for individual and cultural diversity
• Element 2.2.1.  Students will demonstrate competence in assessing and treating clients from diverse cultures

Aim 3. To foster ethical thinking and behavior in professional work and appreciation of legal and quality assurance principles which have an impact on clinical practice.

• Element 3.1.1.  Students will demonstrate competence in applying APA Ethical Standards and PA law
• Element 3.2.1.  Students will consistently engage in behavior that is in keeping with ethical and professional standards

Aim 4: To facilitate the development of a scholarly attitude, respect for the value of empirical findings in guiding one’s clinical decision-making, the ability to be effective consumers of research literature, and the ability to utilize research principles to answer clinically-relevant questions.

• Element 4.1.1.  Students will demonstrate basic knowledge of research design
• Element 4.1.2.  Students will demonstrate competence in interpreting and applying basic techniques of data analysis
• Element 4.1.3.  Students will demonstrate competence in searching, integrating, and critically evaluating the published literature
• Element 4.1.4.  Students will demonstrate the ability to design and carry out a scholarly project
• Element 4.2.1  Students will understand the relevance and value of empirical findings for evaluating the effectiveness of interventions

Aim 5: To promote professionalism, self-awareness, and active involvement in the profession of psychology and advocacy efforts.

• Element 5.1.1.  Students will demonstrate the capacity for working collaboratively with colleagues and other professionals
• Element 5.1.2 . Students will demonstrate conscientiousness in keeping appointments, meeting deadlines, and completing documentation requirements
• Element 5.2.1.  Students will demonstrate the capacity to utilize supervision effectively
• Element 5.2.2.  Students will demonstrate the capacity for self-evaluation and self-reflection
• Element 5.3.1.  Students will become familiar with the various roles of the professional psychologist.
• Element 5.3.2.  Students will demonstrate a commitment to the profession by participating in professional organizations, professional activities, and/or advocacy efforts.

The following is a partial listing of post-graduation employment sites (including post-doc positions), doctoral internship placements, practicum and clinical experience placements.

CHC Alumni Employment Sites

(Private/Group Practice) Albright College Beechwood NeuroRehab Bryn Mawr College Caron Treatment Centers Central Montgomery Behavioral Health Cherokee Health System Chestnut Hill College Child Study Institute Children’s Hospital of Philadelphia Cincinnati Children’s Hospital Devereux Foundation Franklin & Marshall College Georgian Court University Growth Opportunity Center Intercultural Family Services Juvenile Justice Center, Philadelphia Department of Human Services Larned State Hospital Merakey (formerly Northwestern Human Services) Mid-Atlantic Behavioral Health Monmouth University Neumann University Neuropsychological Rehabilitation Services Northern Children’s Services Penn Memory Center Pennsylvania State University Philmont Guidance Center Princeton University Renfrew Treatment Center Spectrum Behavioral Health St. Luke Institute Temple University Thomas Jefferson University Hospital U.S. Air Force U.S. Army U.S. Navy University of the Sciences Ursinus College VA Medical Centers Villanova University WES Health Systems West Chester University

Doctoral Internship Sites:

Ancora Psychiatric Hospital Beechwood NeuroRehab* CHC Psychological Services Clinic* Christiana Care Health System Coatesville VA Medical Center Connections Community Support Services, Inc.* Drexel University Federal Correctional Institute, Fort Worth Federal Medical Center, Lexington Friends Hospital Frostburg State University Georgia State University Growth Opportunity Center* Hamilton-Madison House, Inc. Henry Ford Health Sciences Center Holcomb Behavioral Health System Hudson Valley VA Health Care System Joseph J. Peters Child & Adolescent Treatment Center Loma Linda University School of Medicine Mid-Ohio Psychological Services, Inc. Mississippi State Hospital Nicklaus Children’s Hospital, Miami Northeast Treatment Centers* Pennsylvania Hospital Philadelphia VA Medical Center Reading Hospital Rider University Counseling Center* SPIN – Special People In Northeast* Stone Mountain Health Services Superior Court of the District of Columbia Temple University Counseling Center Tulane University School of Medicine University of Central Florida CAPS University of Houston Counseling Service University of Southern California VA New Jersey Health Care System Walter Reed National Military Medical Center Wellspan Philhaven Hospital Wichita Collaborative Psychology Wilford Hall Ambulatory Surgical Center, Lackland Airforce Base YCS Institute for Infant & Preschool Mental Health

*Member institution of the CHC Doctoral Internship Consortium

Practicum (Assessment/Clinical) and Clinical Experience Sites

Bancroft NeuroRehab Bensalem School DistrictCarbon Lehigh Intermediate Unit #21 Center for Growth Center for Neurological and Neurodevelopmental Health Central Montgomery Behavioral Health Chichester School District Child Guidance Resource Centers Children’s Hospital of Philadelphia Christiana Care Health System Clinical Neuropsychology Associates Colonial School District Cooper University Hospital Crozer Keystone Health System Devereux Children’s Behavioral Services Diversified Psychological Resources, P.C. Exton Behavioral Health & Rehabilitation Gateway Regional School District Graterford PA Department of Corrections Growing Tree Psychological Services Growth Opportunity Center Horsham Clinic Institute for Advanced Psychological Training Kessler Institute for Rehabilitation Lawrence Township Public School Lower Moreland Township School District Malvern Institute Willow Grove Merakey (formerly Northwestern Human Services) Mid-Atlantic Behavioral Health Neurodevelopmental Assessment and Consulting, LLC University of Pennsylvania Perelman School of Medicine, Neuropsychiatry Program Lifespan Neuropsychology Rehabilitation Services North Arlington Public Schools Odyssey Charter School Onward Behavioral Health Parkland School District Penndel Mental Health Center Pennsbury School District PMHCC, Inc. Behavioral Health Forensic Evaluation Center Preferred Behavioral Health Psychological Services Clinic of Chestnut Hill College Radnor Township School District Rider University Rose Tree Media School District Rutgers-Camden Student Health Services Specialized Counseling Associates Upper Moreland Township School District Vineland Counseling Services

Each student must complete a dissertation, which may consist of an original empirical research study, an extensive critical review and integration of the literature on a topic in the field, or a detailed clinical analysis of a series of cases representing a particular problem or diagnosis. The student must successfully defend the dissertation before a committee of faculty members.

The Dissertation Process.

• Statistical Applications (Year III). This course reviews the basic methods of statistical analysis for quantitative data and introduces the student to computer software used for data analysis.
• Dissertation Mentoring I, II, III. Starting with the summer semester of Year II, students begin a course sequence that is designed to assist them in determining a dissertation topic and developing the dissertation proposal.
• Dissertation Advising I: Proposal Development Phase I. Following the third semester of Dissertation Mentoring, students meet individually with the Dissertation Chair to complete a full draft of the formal dissertation proposal and related requirements.
• Dissertation Advising II: Proposal Development Phase II.  Following completion of the proposal draft and review by the Dissertation Committee, students meet individually with the Dissertation Chair to incorporate feedback from the Committee and to complete the formal dissertation proposal.
• Dissertation Advising III:  Proposal Development Phase III. Following completion of the proposal, students meet individually with the Dissertation Chair to complete and submit the IRB application and related requirements, and to secure IRB approval to conduct the dissertation research.
• Dissertation Advising: Continuation.  Students continue and complete the dissertation project under the guidance of the Dissertation Chair, in collaboration with committee members.

In the early stages of the dissertation process, the Year III students present their proposed topics in a poster session.

November 2019 Poster Session Videos

• All application materials are listed on the online application ( https://admissions.chc.edu/apply ). These include transcripts, three recommendations, a 5-page essay, CV or resume, and graduate syllabi if advanced standing is sought.  Graduates of CHC are not required to submit a CHC transcript.
• A printable version of the PsyD Recommendation Form may be emailed to  [email protected] if your references prefer to submit via email:  Psy.D. Recommendation Form .  Letters of recommendation should be from core faculty members and/or clinical supervisors who are familiar with the applicant’s skills and potential. At least one letter from a doctoral level instructor and/or core faculty member must pertain to the applicant’s academic performance and potential. At least one letter should pertain to the applicant’s clinical performance and/or potential. For applicants seeking advanced standing, one of the letters of recommendation must be an evaluation from a practicum supervisor or a supervisor at a work placement in a mental health setting.
• Official transcripts can be delivered to  [email protected] , or hard copies delivered to Doctor of Psychology Program, Chestnut Hill College, 9601 Germantown Avenue, Philadelphia, PA   19118.
• Applications for Year I admission (applicants with a bachelor’s level-degree) are considered on a rolling basis beginning mid-fall and continuing until the cohort is complete (usually mid-March). Applications for admission with Advanced Standing (applicants with a master’s level-degree in clinical/counseling psychology or a closely related field who completed foundational coursework) are due by January 15 in order to allow for syllabi review. The Early Consideration deadline for both Year I and Year II application is December 1.

Personal Essay

In an essay of approximately 1200 words (5 double-spaced pages), please address each of the following topics:

• What unique qualifications do you believe make you suited to a career in professional psychology?
• How does the Psy.D. Program at Chestnut Hill College fit with your professional goals? Please be as specific as possible. Discuss the match between your interests and those of the doctoral faculty (see  faculty biographies )
• One of the objectives of the Psy.D. Program is to foster “an understanding and appreciation of cultural factors relevant to the delivery of psychological services to a diverse client population.” Please discuss your background and interest in the topics of diversity and serving diverse populations, specifically addressing how you can contribute to the Psy.D. Program’s commitment to training students who will be competent to provide services to an increasingly diverse population of potential clients. (The Program adopts APA’s definition of “diversity,” which includes but is not limited to the following characteristics: age, disabilities, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socio-economic status.)

Essays will be evaluated both for content and for writing style.

Personal Interview

A personal interview with members of the faculty is required. Invitation to the personal interview is extended to selected applicants after review of the submitted materials. At the interview applicants will be required to disclose any past criminal history. In some cases an applicant may be required to undergo a criminal background check.

Transfer Credits

A catalog course description and syllabus are required for any course for which the applicant wishes to request transfer credits. These materials must be submitted with the application if the applicant wishes to be considered for admission directly to Year II. Syllabi and course descriptions are not necessary for graduate courses completed at Chestnut Hill College. See the policy on Transfer Credits (below) for more information.

Applicants currently enrolled in other doctoral programs:

The program will consider applications from those who currently attend or previously attended another doctoral program. In such cases, the applicant must submit a letter from the Chair of the program indicating that the student either is in good standing or left the program in good standing. A full application packet is required.

Eligibility to Apply to Year II with Advanced Standing

To be eligible to apply to enter the program in Year II with Advanced Standing, applicants must meet all of the following requirements:

Master’s degree in Clinical or Counseling Psychology or a closely related field.

• Completion of a supervised master’s level field placement lasting at least three semesters for a total of 700 hours.
• Three 3-credit graduate-level courses that cover theories and techniques of psychotherapy, all completed with a grade of B or higher. Course syllabi must be submitted with the application. These courses are considered pre-requisites for Year II doctoral courses and are not counted towards the credit requirements for the Psy.D. degree.
• One 3-credit graduate-level course in group therapy equivalent to PSYG 717 Group Therapy.
• One 3-credit graduate-level course in multicultural issues in psychotherapy equivalent to PSYG 716 Culture and Gender in Psychotherapy
• One 3-credit graduate-level course in Human Development equivalent to PSYG 704.
• Two 3-credit graduate courses in Couple and Family Therapy where a systemic focus is the treatment approach.
• One 3-credit graduate-level course in Psychopathology equivalent to PSYG 703.
• One 3-credit graduate-level course in Research Design equivalent to PSYG 712
• One 3-credit graduate-level course in Ethics that covers the ethical standards of the American Psychological Association and that is equivalent to PSYG 713

Applicants who do not meet all of the above criteria are not eligible for admission with Advanced Standing but may apply to enter at Year I.  Where applicable, consideration is given to admit applicants with advanced standing who may need no more than three courses prior to the start of the Year III course sequence.

Transfer Credit Policy

A catalog course description and syllabus is required for any course for which transfer credit is requested. Courses must be substantially similar in content and coverage to the corresponding course at Chestnut Hill College. Similarity is assessed by the faculty by comparing the syllabus to the syllabus of the course taught at Chestnut Hill College.

To be considered for transfer credit, the course grade must be “B” or above. Online courses will be considered on a case-by-case basis. Only three-credit graduate-level courses for which letter grades were assigned are eligible for transfer. Pass/Fail courses are not eligible for transfer. Courses must have been completed within seven (7) years of application to be eligible for transfer.

The program will accept up to 24 transfer credits for foundational and elective courses at the master’s level for students who are admitted to Year II and up to 12 transfer credits for students who are admitted to Year I. See the list below for courses eligible for transfer credit.

For the following courses, transfer credit will be granted only if the student passes the corresponding Competency Examination (80% exam grade):

• PSYG 703 Psychopathology  (exam requirement waived if course was completed with a grade of A or A-)
• PSYG 704 Development Across the Lifespan  (exam requirement waived if course was completed with a grade of A or A-)
• PSYG 712 Research Design and Methodology  (exam requirement waived if course was completed with a grade of A or A- . or   if the applicant completed a single course in Research Design with a grade of B or higher and also completed a master’s thesis.)
• PSYG 713 Legal and Ethical Issues in Psychotherapy  (exam requirement waived if course was completed with a grade of A or A-)

The following courses are eligible for transfer credit without competency examination:

• The Role of Culture and Gender in Counseling and Psychotherapy
• Group Therapy
• A Systemic Approach to the Problems of Adolescents
• Couple and Family Therapy (Systemic Focus)

The program will also consider transferring up to 18 credits for courses at the 800 level and above if (1) the course was taken in another APA-accredited doctoral program in clinical psychology and (2) the course was completed within seven years of enrollment at CHC. Transfer credit will not be given for internship. In order to transfer credits from practica, the applicant must submit a written evaluation by the practicum supervisor as well as a detailed accounting of the activities performed and the number of hours spent in each activity.  This material will be evaluated and a decision made by the Chair/ Director of Clinical Training and other members of the department.

Procedure for Evaluating Course Equivalence 

• Student submits a syllabus, catalog description, and official transcript showing the grade for the course for which transfer credit is requested. Course syllabi from the semester the courses were completed must be submitted with the application. Courses will not be considered for transfer if a syllabus is not provided.
• This information is reviewed by the Chair or a designated member of the department faculty who has experience in the area covered by the course.
• The faculty member compares the syllabus and catalog description to the syllabus and catalog description of the corresponding course at Chestnut Hill College. If there is “substantial similarity,” which is defined by coverage overlap of 80% or more, and if the official transcript grade was B or above, the course is eligible for transfer credit. If either one of these criteria is not met, the course is not eligible for transfer credit.
• If it is not clear if the criteria for “substantial similarity” are met, then the reviewer will request that the student submit additional information, such as copies of the course texts or other readings, or copies of graded assignments, tests, or papers. In some instances the student may be required to obtain a written statement from the instructor of the course that explains in detail how the required content was covered in the course.
• Transfer Credit Challenge Examinations are administered for grades of B or B+ on a case-by-case basis. These examinations are administered in May and June at a date to be announced. They are typically 2-3 hours in length. Applicants have one opportunity to pass each Competency Examination at at least 80%. Applicants who do not pass the Competency Examination on the first attempt will not be granted transfer credit for that course and must complete the course at Chestnut Hill College within their first year of enrollment.

See  Financial Services  or the  Graduate Catalog  for procedures to apply for financial aid.

Assistantships

The Psy.D. program awards a limited number of assistantships to qualified students. Assistantships are awarded based on need, student qualifications, previous achievement, and potential. There are several types of doctoral assistantships. Office and/or research assistantships are open to students at all levels. Teaching assistantships are open to students in Year II and beyond who have already earned master’s degrees.

Each assistantship covers tuition for one 3-credit course per semester and requires 120 work hours per semester.  Partial assistantships (6 hours per week of service in exchange for one-half the tuition of one course) may also be awarded. For continuing students, a minimum GPA of 3.75 is required to be awarded an assistantship. Incoming students are awarded assistantships based on admissions criteria and application materials. Assistantships are renewable; continuation is dependent on the successful completion of the first semester of the assistantship and maintenance of a GPA of 3.75. Office or research assistants work in a variety of offices throughout the campus, including the Department of Professional Psychology. Teaching assistants work with instructors in the undergraduate psychology classes. Most positions require all daytime hours. For information on applying for an assistantship, contact Monique Melmed (215- 753-3652);  [email protected] ).

Directed Teaching

Advanced (Year III and beyond) doctoral students are eligible to participate in Directed Teaching. These students teach an undergraduate or graduate course under the supervision of a faculty member in exchange for a stipend and one credit of Directed Teaching. An announcement regarding Directed Teaching opportunities and application procedures is posted on Blackboard during the semester preceding the semester in which the teaching would occur. Students are not eligible for Directed Teaching if concerns have been identified on a Global Review conducted within a year prior to the application for Directed Teaching.

Do you give credit for my master’s degree?

Yes.  The program may accept up to 24 transfer credits for foundational courses for students who are admitted to Year II. The program will accept a maximum of 12 transfer credits for foundational courses for students who are admitted to Year I.

Is your program APA accredited?

The Psy.D. Program in Clinical Psychology is accredited by the American Psychological Association (APA). For general information about APA accreditation or specific information on the accreditation status of Chestnut Hill College, please contact:

Office of Program Consultation and Accreditation (OPCA) American Psychological Association 750 First Street, NE Washington, DC 20002 Phone:  202.336.5979 Fax:  202.336.5978 E-mail:  [email protected]

Web:  http://www.apa.org/ed/accreditation

Will I be eligible for licensure when I complete the program?

Yes. Graduating with a Psy.D. from Chestnut Hill College qualifies the graduate to take the Examination for Professional Practice of Psychology (EPPP) for licensure as a psychologist.  Each state sets its own licensure requirements. Many states require post-doctoral supervised experience before granting approval to take the licensure exam. Licensing information specific to each state is available at  https://www.apaservices.org/practice/ce/state/state-info .

Can I begin your program in January or May? Can I take doctoral courses as a non-matriculating student?

No. All students begin in late August and only matriculated doctoral students may register for doctoral classes.

Can I design my own doctoral program?

You will have the option of choosing the generalist curriculum or a concentration in Couple and Family Therapy or Psychological Assessment and, of course, your dissertation is based on your own particular interests. Otherwise, you must stay with the doctoral schedule exactly as outlined.

What kind of a time commitment is required by this program?

Students entering the program with a bachelor’s degree should plan on a very rigorous full-time commitment for at least the first three years. This schedule is not compatible with a full-time work-load. Students entering with a master’s degree who have already completed all the foundational courses should plan on at least twenty-three hours of work per week during Year II of the program. Courses are scheduled between 12 noon and 10:00 p.m. on Tuesdays and Wednesdays. Year I and some Year II students will also have a course on Fridays in the fall and spring terms. Additional daytime hours are required for practicum and internship.  The doctoral program is very rigorous.

I have a master’s degree in a field completely unrelated to psychology. Can I apply directly to the doctoral program?

Yes. You may apply to the Psy.D. program and follow the M.S./Psy.D. track, similar to those entering with a bachelor’s degree, if you have completed at least 12 undergraduate or graduate credits in psychology, including General Psychology, Abnormal Psychology, Statistics, and one other psychology course. There are no exceptions to this minimum requirement. If you have not taken a sufficient number of psychology courses, you may apply to the  M.S. Program in Clinical and Counseling Psychology  and then apply to the Psy.D. program after you complete the master’s degree.

Corrie Jackson, Ph.D.

Chair, center for professional psychology associate professor of psychology.

• Program(s): Doctor of Psychology in Clinical Psychology (PsyD) , Clinical and Counseling Psychology
• 215-248-7068
• [email protected]

Devin Hussong, Psy.D.

Assistant professor of psychology.

• Program(s): Clinical and Counseling Psychology
• 215-248-7162
• [email protected]

Kevin McCarthy, Ph.D.

Associate professor of psychology executive director, center for concussion education and research.

• 215-248-7115
• [email protected]

Bindu Methikalam, Ph.D.

Director of clinical training for psyd program associate professor of psychology.

• Program(s): Clinical and Counseling Psychology , Doctor of Psychology in Clinical Psychology (PsyD)
• 215-248-7070
• [email protected]

Lindsay Phillips, Psy.D., ABPP

Associate professor of psychology.

• [email protected]

Cheryll Rothery, PsyD, ABPP

Professor of psychology.

• Program(s): Doctor of Psychology in Clinical Psychology (PsyD)
• 215-248-7023
• [email protected]

Scott Browning, Ph.D., ABPP

Professor emeritus of psychology.

• 215-248-7149
• [email protected]

Claudia García-Leeds, Ph.D.

Associate professor of psychology co-director of master's program in clinical and counseling psychology, main campus.

• 215-242-7747
• [email protected]

Jade Logan, Ph.D., ABPP

Assistant professor of psychology director, chestnut hill college doctoral internship consortium.

• 215-242-7702
• [email protected]

Joseph A. Micucci, Ph.D., ABPP

• [email protected]

Nicole Monteiro, Ph.D.

• 215-242-7767
• [email protected]

Rachel Saks, PsyD

• 215-248-7160
• [email protected]

Leslie Parkes Shralow, Ph.D.

Assistant professor of psychology co-director, master's program in clinical and counseling psychology, main campus.

• 215-248-7024
• [email protected]

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• Degrees & Programs

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

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

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

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

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

Requirements

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

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

Offered at IU Indianapolis by School of Science

Offered on campus

Career Services

See our PREPs page.

More information

Learn more about this degree program

Program details

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

Program highlights

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

Goals & objectives

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

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

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

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

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

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

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

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

Core faculty

Program leadership.

Melissa Cyders, Ph.D. Director of Clinical Training

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

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

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

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

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

Core Faculty Mentors

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

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

Adam Hirsh, Ph.D.

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

India Johnson, Ph.D.

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

Kyle S. Minor, Ph.D.

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

Catherine Mosher, Ph.D.

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

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

Kevin Rand, Ph.D.

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

Jesse Stewart, Ph.D.

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

Wei Wu, Ph.D.

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

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

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

Emphasis: Health Psychology

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

John H. McGrew, Ph.D., Emeritus

Emphasis: Severe Mental Illness

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

Michelle P. Salyers, Ph.D.

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

Tamika Zapolski, Ph.D.

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

Degree requirements

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

Clinical Psychology (18 credit hours)

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

Statistics and Methods (15 credit hours)

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

Psychology Breadth (6 credit hours)

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

Clinical Practicum (12 credit hours)

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

Minor (6 credit hours)

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

Professional Development (5)

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

Electives (12 credit hours)

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

Master's Thesis (3 credit hours)

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

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

General Psychology Core (12 credit hours)

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

Statistics and Methods (12 credit hours)

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

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

Electives (9 credit hours)

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

Teaching Experience (1-2 credit hours)

A teaching seminar and supervised experience.

Admission requirements

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

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

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

Bachelor's degree

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

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

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

Psychology GRE

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

Undergraduate Prerequisites

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

Curriculum Vitae and Essay

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

International students English proficiency requirements

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

Application deadline

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

Application review & selection process

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

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

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

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

Offers & acceptances policy

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

Student admissions, outcomes, and other data

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

Training emphases

The program provides training emphases in three areas:

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

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

Clinical Health Psychology

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

Diversity Science

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

Dual Diagnosis

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

Mental Health Center

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

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

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

Mental Health Center website »

External clinical practica

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

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

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

Examples of potential practicum sites

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

Financial support

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

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

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

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

Accreditation

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

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

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

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

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

Post-baccalaureate training

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

Student accomplishments

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

Here are a few recent accomplishments of our current students.

External Research Grants & Fellowships

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

National Awards

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

School Awards

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

Internship Match (past 5 years, 2019-2024)

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

Diversity, Equity, and Inclusion

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

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

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

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

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

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

Student admissions, outcomes, and other data »

Take the next step

• Learn how to apply

This page has been archived and is no longer being updated regularly.

List of APA-accredited programs 

By Office of Program Consultation and Accreditation

We are excited to announce that starting this year the Commission on Accreditation (CoA) and the Office of Program Consultation and Accreditation (OPCA) will begin publishing archival lists of accredited programs digitally. These lists were formerly published in the American Psychologist . A separate list will be available annually for doctoral programs, doctoral internships, and postdoctoral residencies, each of which will include programs with fully-accredited, “accredited, on contingency”, “accredited, on probation”, “accredited, inactive”, and withdrawn statuses. The lists for 2018 and those published afterwards will be available on the commission’s webpages . Members of the public with questions about these lists should email us .

Clinical Psychology, Doctor of Psychology

Department of Clinical Psychology

College of Education

The Doctor of Psychology (PsyD) in Clinical Psychology degree program has been designed to prepare prospective psychologists in the delivery of ethical, culturally-competent and evidence-based diagnostic, intervention and assessment services that effectively meet the needs of diverse populations in diverse settings. To help to ensure that students are adequately prepared, the curriculum is designed to provide for the meaningful integration of theory, training, and practice and emphasize the development of attitudes, knowledge, and skills essential to the training of clinical psychologists who are committed to the ethical provision of quality services.

University Requirements

To receive a Doctor of Clinical Psychology (PsyD) at Northern Arizona University, you must complete a planned group of courses, consisting of 101 units of graduate-level courses and two thousand (2000) hours of clinical practice. In addition to coursework, the PsyD doctoral degree requires graduate students to engage in practicum and/or clinical experiences, to demonstrate a high level of competency in their field, and to engage in research and scholarship.

In addition to University Requirements:

• Complete individual plan requirements.

• Research/Science foundation - demonstrates understanding and respect for research, research methodology, techniques of data collection and analysis, biological bases of behavior, cognitive-affective bases of behavior, and development across the lifespan.
• Ethical and legal standards -Demonstrates application of ethical concepts and awareness of legal issues regarding professional activities with individuals, groups, and organizations.
• Individual and cultural diversity – Awareness, sensitivity and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal backgrounds and characteristics defined broadly and consistent with APA policy/guidelines.
• Professional values, attitudes and behaviors - Adherence to professional values including self-reflection, integrity, professional identity and comportment, accountability and concern for the welfare of others.
• Communication and interpersonal skills -Develop individual and group interpersonal skills to improve and foster participation and interaction critical for achieving individual, group and diverse community goals. Able to demonstrate verbal and non-verbal congruency and ability to demonstrate engagement
• Assessment - Able to assess and diagnose problems, capabilities and issues associated with diverse individuals, groups and/or organization. Able to demonstrate conceptualization of problems considering the context and other relevant factors.
• Intervention - Able to plan, implement and evaluate interventions designed to alleviate suffering and to promote health and well-being of diverse individuals, groups and organizations. Able to demonstrate conceptualization of problems considering the context and other relevant factors
• Supervision -  Able to guide, support and direct the integration of research and clinical expertise in the context of patient factors.
• Consultation and interprofessional/interdisciplinary skills - The ability to provide expert guidance or professional assistance in response to a client’s needs or goals. Able to use interpersonal skills needed to collaborate well with others.

Graduate Admission Information

The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Admission requirements include the following:

• Transcripts.
• Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies. Ready to apply? Begin your application now.

International applicants have additional admission requirements. Please see the International Graduate Admissions Policy .

Additional Admission Requirements

Individual program admission requirements over and above admission to NAU are required.

• 3 letters of recommendation with at least two from faculty.
• Completion of bachelor's degree in psychology, or closely-related field; or a master's degree in psychology or closely-related field.
• A sample of professional writing, or writing from recent coursework.
• A personal statement.
• An interview.

If your undergraduate GPA is less than 3.00, a graduate GPA of a 3.25 is acceptable (minimum 18 units competed as part of a master's degree). Students who do not have an undergraduate degree in psychology will need to complete at least five undergraduate or introductory graduate courses that are primarily psychological in content and must address these three required areas*:

• Introduction to psychology or general psychology
• Abnormal, psychopathology, or maladaptive behavior
• Statistics or research methods

*Two additional courses in field of psychology must also be completed. In addition, students who have not taken courses in the required areas must complete these courses early in their program as these courses serve as prerequisites.

Doctoral Requirements

• Take the following 101 units:

Assessment Requirements (13 units)

• Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 673 , Prerequisite: CPP 673, CPP 680, and admission to the Clinical Psychology Psy.D. program">CPP 737 , Prerequisite: CPP 737 and admission to the Clinical Psychology Psy.D. program">CPP 738 , Prerequisite: CPP 738 and admission to the Clinical Psychology Psy.D. program">CPP 739

Clinical Electives (9 units)

• Elective coursework chosen in consultation with your advisor.

Clinical Intervention and Psychotherapy Requirements (24 units)

• Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 602 , Prerequisite: CPP 680 and admission to the Clinical Psychology Psy.D. program">CPP 603 , Prerequisite: CPP 680 and admission to the Clinical Psychology Psy.D. program">CPP 604 , Prerequisite: CPP 680 and admission to the Clinical Psychology Psy.D. program">CPP 605 , Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 621 , Prerequisite: CPP 602, CPP 673, CPP 680, CPP 683, CPP 737 Pre- or Corequisite: CPP 683">CPP 700 , Prerequisite: CPP 606 and admission to the Clinical Psychology Psy.D. program">CPP 736 , Prerequisite: CPP 680 and admission to the Clinical Psychology Psy.D. program">CPP 740

Clinical Psychology Practicum (12 units)

• Prerequisite: CPP 601, CPP 602, CPP 673, CPP 680, CPP 683, CPP 700, CPP 711, and CPP 737">CPP 701 , Prerequisite: CPP 701">CPP 702 , Prerequisite: CPP 701 and CPP 702">CPP 703 , Prerequisite: CPP 701, CPP 702, and CPP 703">CPP 704

Clinical Research Project Requirements (3 units)

• Prerequisite: CPP 627 and admission to the Clinical Psychology Psy.D. program Pre- or Corequisite: CPP 727">CPP 789

Consultation and Supervision Requirements (3 units)

• Prerequisite: Admission to the Clinical Psychology Psy.D. program Pre- or Corequisite: CPP 702">CPP 735

Ethics and Professional Conduct Requirements (5 units)

• Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 670 , Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 711 , Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 712

Human Development Requirements (3 units)

• Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 601

Internship (2 units)

Psychology Foundations: Basic Science/Psychology Requirements (12 units)

• Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 606 , Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 609 , Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 706 , Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 708

Psychopathology Requirements (6 units)

• Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 680 , Prerequisite: CPP 601 and admission to the Clinical Psychology Psy.D. program">CPP 683

Statistics and Research Methods Requirements (9 units)

• Prerequisite: EPS 525 and admission to the Clinical Psychology Psy.D. program">CPP 627 , Prerequisite: Admission to the Clinical Psychology Psy.D. program">CPP 664 , Prerequisite: CPP 627 and admission to the Clinical Psychology Psy.D. program">CPP 727

Additional Information

Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

• Program Fee Information

Program fees are established by the Arizona Board of Regents (ABOR). A program fee has been approved for this program. See program fee details . Program fees are subject to change and updated July 1 for the next academic year.

Campus Availability

• NAU - North Valley

What is Psychology?

Psychology is the study of the human mind and behavior. Psychologists ask important questions about how people think, act, feel, and connect with others. They research how biology, environment, and society shape who we are. 

A Psychology degree from Saint Peter’s University teaches you how to ask good questions to people and how to find answers through research. You learn about ideas from the past and new theories about social, developmental, cognitive, and clinical psychology. 

You also have the opportunity to focus on certain topics that interest you most and participate in hands-on projects investigating why people behave certain ways. 

You will seek to answer a wide variety of questions, such as:

• What factors influence decision-making and problem-solving?
• Why do individuals behave in certain ways?
• What factors contribute to individual differences in development?
• How do individuals interact with others?

Why study psychology at Saint Peter’s University?

Saint Peter’s University offers a strong Psychology program that empowers Peacocks through robust academics, impactful experiential learning, and a supportive intellectual community. 

You benefit from engaged faculty mentors with expertise across domains like abnormal, social, cognitive, and developmental psychology. You can participate in rigorous research projects, as well as gain real-world experience through clinical externships.

Peacocks graduate with dynamic problem-solving abilities and nuanced human understanding to positively impact society in whatever careers or advanced studies they pursue next. Above all, Saint Peter’s University faculty emphasizes guidance, compassion, and inclusive success for all Peacocks seeking to transform lives at both the individual and societal levels.

You can take many courses within the Psychology program, such as:

• Introduction to Psychology
• Childhood and Adolescence
• Attitudes and Persuasion
• Experimental Psychology
• Abnormal Psychology

Saint Peter’s University offers an accelerated five-year MS/MA Industrial Organizational Psychology degree program for current undergraduates in which a BS in psychology and the MS/MA could be obtained in 5 years.

Under the guidance of faculty who are all actively involved in research , psychology students gain hands-on experience in on-campus laboratories , including an optokinetic drum used to explore perception and motion sickness.

And every year the Psychology Club and Psi Chi (honors society) members attend and present research at the Eastern Psychological Association meeting held in cities such as Boston, Philadelphia and New York.

Students receive individualized advising every semester to ensure that they are on the right path.

The decisions one makes about their college education can have a profound impact upon one’s later life and career. Choosing a major is not an easy task! Students choose psychology because they find it interesting, fun, and includes a variety of areas to study.

What can I do with a psychology degree?

The career opportunities with a Psychology degree from Saint Peter’s University are nearly endless. 

A Psychology degree builds transferable skills applicable across diverse, rewarding careers. While some Peacocks pursue clinical roles diagnosing and treating mental health disorders, others apply an understanding of human behaviors and motivations in fields like business, law, healthcare, education, and more. 

Peacocks with a Psychology degree can pursue careers such as:

• Sports Psychologist
• Human Resources Specialist
• Market Research Analyst
• Social Worker
• Health Educator
• Developmental Specialist

A Psychology degree equips you with analytical abilities, critical thinking skills, and insights into the human experience that enable impactful work in the career path that best meets your interests.

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Why APA Accreditation Matters

Protecting the public., for programs.

• Has met standards that verify your program's ability to prepare graduates to provide outstanding, evidence-based clinical service to ensure the wellbeing of the public.
• Promotes best practices in education.

For Students

• Provides an educational and scientific foundation on which to build a career in psychology, providing evidence-based clinical service to the public.
• May help qualify you for employment opportunities in settings that require completion of an accredited program.
• Facilitates licensure eligibility in states that require licensure candidates to have a degree from an APA-accredited doctoral program.

For Licensing Boards

• They have completed a program that met accreditation standards designed to ensure preparation for entry-level psychological practice.
• APA-accredited programs are evaluated for the extent to which they provide education and training in core psychological scientific and practice areas.
• Some states require licensure candidates to either have a degree from an APA-accredited doctoral program or prove that their program is equivalent.

For the Public

• Have completed an educational program that trained them in the science and practice of health service psychology and prepared them to provide quality psychological care.

Accreditation FAQ

What is accreditation.

Accreditation is both a status and a process. As a status, accreditation provides public notification that an institution or program meets standards of quality set forth by an accrediting agency. As a process, accreditation reflects the fact that in achieving recognition by the accrediting agency, the institution or program is committed to self-study and external review by one's peers in seeking not only to meet standards but to continuously seek ways in which to enhance the quality of education and training provided. Psychology's accrediting body, the Commission on Accreditation (CoA), publishes guidelines and procedures by which its accreditation process is carried out.

What is the purpose of accreditation?

Accreditation is a process that assures the educational community and the general public that an institution or a program has clearly defined and appropriate objectives and maintains conditions under which their achievement can reasonably be expected. It encourages improvement through continuous self-study and review. It fosters excellence in postsecondary education through the development of principles and guidelines for assessing educational effectiveness.

What is the difference between APA accreditation and institutional accreditation?

The APA Commission on Accreditation is a specialized/professional accreditor. This means that APA accreditation only extends to specific doctoral graduate programs, doctoral internships and postdoctoral residencies in health service psychology. The accredited status of one specific program does not extend to other programs in the same department or institution.

Other agencies accredit entire institutions. There are six such accrediting bodies in the United States. APA-accredited doctoral graduate programs must be housed in an institution that has accreditation. However, an institution may hold accreditation and not have any APA-accredited programs.

For more information on regional accrediting bodies, please visit their websites:

• Higher Learning Commission
• Middle States Commission on Higher Education 
• New England Association of Schools and Colleges 
• Northwest Commission on Colleges and Universities 
• Southern Association of Colleges and Schools
• Western Association of Schools and Colleges

For further information about accreditation in general, please visit the Association of Specialized and Professional Accreditors.

National accreditation also covers entire institutions, and national accrediting agencies operate across the entire United States. Many of their accredited institutions are single-purpose (such as for education in technology) or faith-based.

Why are "degree mills" and "accreditation mills" harmful?

Degree mills (also known as diploma mills) are institutions that award academic degrees and diplomas with substandard or no academic study. Sometimes such institutions claim to be accredited by an accreditation mill — agencies that claim to be providers of accreditation and quality assurance without a proper basis (recognition by an external agency such as the U.S. Department of Education or the Council of Higher Education Accreditation). Both degree and accreditation mills mislead students and have harmful consequences. In the United States, such degrees may not be acknowledged by other institutions, employers, licensing boards, credentialing agencies and other groups. A program or institution’s “accreditation” from an accreditation mill can mislead students and the public about the quality of that program/institution. Thus, students may spend money and not receive a proper credential or a useable credential. More information about degree and accreditation mills can be found on the Council of Higher Education Accreditation website.

Why is accreditation important?

Although graduating from an accredited program does not guarantee jobs or licensure for individuals, it may facilitate such achievement. It reflects the quality by which an educational institution or a program conducts its business. It speaks to a sense of public trust, as well as to professional quality.

As a student:  Accreditation provides assurance that the program in which you are enrolled or are considering enrolling is engaged in continuous review and improvement of its quality, that it meets nationally endorsed standards in the profession, and that it is accountable for achieving what it sets out to do.

As a faculty member:  Accreditation provides a formal process for ongoing evaluation and improvement of your program and faculty development outcomes, a process by which faculty, students, and administration can work together in advancing the educational institution's mission.

As a psychologist: Accreditation provides a forum in which educators and practitioners of psychology can exchange ideas on future needs of the profession and ways in which to best address these needs in professional education and training.

As a member of the public: Accreditation ensures public accountability of a program or an institution -- that it has the means and demonstrates the outcomes for its educational process that are consistent with its goals and objectives; in other words, that there is 'truth in advertising.'

What are the different statuses of accreditation and what do they mean?

Find out more about the different statuses of accreditation here .

Related Pages

Programs Applying for Initial Accreditation

Programs Seeking Intent to Apply Status

Programs Withdrawing from Accreditation

Office of Program Consultation and Accreditation

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