counseling psychology phd programs california

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Counseling, Clinical & School Psychology

The Department of Counseling, Clinical, and School Psychology (CCSP) offers 3 programs:

1). A *counseling/clinical doctoral program designed to prepare the next generation of diverse scholars in applied psychology. Our primary mission is to prepare graduates for research/academic careers, with a particular focus on strengths-based approaches to working with vulnerable populations. Students complete coursework on research methods and evidence- based practice, gain research training and experience with faculty mentors, and complete practicum experiences in a range of settings. The doctoral program adheres to a scientist-practitioner model.

2). A *school psychology doctoral program which emphasizes a training model focused on developing the research skills needed to conduct basic and applied research that informs school psychology best practices. In addition, students learn how to effectively communicate evidence-supported practices to schools by directly engaging in the role of school psychologists and developing the skills needed to be a qualified practitioner as defined by state (CCTC) and national (NASP, APA) standards and also as leaders/innovators in comprehensive support services to schools. It is our belief that this type of training is needed to prepare school psychologist scholars, faculty, and leaders to contribute research and knowledge that will advance science, practice, and policy relevant to respond to the challenges of educating diverse student populations.

3). A Masters of Education in School Psychology Program that aims to be a model program for the preparation of school psychologists trained to support ethnically, culturally, and linguistically diverse students and families. These efforts are consistent with the mission of the CCSP department to engage in scholarship and prepare professionals who will foster the psychological well-being and social equity of all people, especially vulnerable populations. These efforts are also consistent with further educating and preparing students at UCSB to actualize UCSB’s commitment as a Hispanic Serving Institution (HSI) and Asian American Native American Pacific Islander Serving Institution (AANAPISI). We are committed to meeting the rising need and demand for highly-skilled, well-trained, and culturally-responsive school psychologists, especially from underrepresented backgrounds in the field of education, to serve school children in California and across the U.S.

Students interested in applying to our program should visit our department specific admission’s webpage to learn more about our specific requirements. All PhD applications must submit a completed At A Glance form as a supplemental document with their application.

Please Note: This is Counseling, Clinical, and School Psychology Department in the Gevirtz Graduate School of Education. If you are interested in experimental psychology, please apply to the Department of Psychological and Brain Sciences .

Department of Counseling, Clinical and School Psychology University of California, Santa Barbara Building 275, Room 4100 Santa Barbara, CA 93106-9490 (USA)

Website  http://www.education.ucsb.edu/ccsp

Email  [email protected]

Department Phone Number (805) 893-3375

• November 15, 2024 - by 11:59 PM PST.

Please Note : only applications fully completed by the deadline will be considered.

Requirements

• Doctoral Students Only: Please complete and upload the At A Glance form found on the department homepage in the Prospective Students - How to Apply section. This word doc should be included in the supplemental documents section.
• All requirements must be uploaded to your online application. Letters of recommendation are submitted online by letter writers. Supplemental materials are at https://education.ucsb.edu/academic-programs/dept-of-counseling-clinical-school-psychology/prospective-students/how-to-apply . 
• Online application : https://www.graddiv.ucsb.edu/eapp
• Statement of Purpose, Personal History and Diversity Statement, and Resume or CV (submitted in the online application)
• Three letters of recommendation (submitted in the online application)
• Official transcripts from ALL post-secondary institutions attended (submitted in the online application)
• English Language Exam Scores (if applicable): TOEFL Internet-Based Test (IBT) total score of 80, or TOEFL Paper-Based Test (PBT) total score of 550, or IELTS Overall Band score of 7, or Duolingo English Test total score of 120, or higher
• Writing Sample (preferably a research paper or review written in APA style--submitted in the online application)
• See department website for additional requirements.
• Final/Official transcripts will be required for all applicants who are admitted and have indicated their intent to enroll at UC Santa Barbara by submitting a Statement of Intent to Register (SIR). UC Santa Barbara reserves the right to require official transcripts at any time during the admissions process, and rescind any offer of admission made if discrepancies between uploaded and official transcript(s) are found.

Although all Counseling/Clinical Ph.D. students earn the same degree (Ph.D. in Counseling/Clinical Psychology), each student is admitted to a particular emphasis: Counseling Psychology or Clinical Psychology. An M.A. in Counseling Psychology is offered as an option en route to the Counseling/Clinical Ph.D. once requirements are completed. School Psychology Ph.D. students may earn a M.Ed. in School Psychology en route to their Ph.D. Optional Ph.D. emphases include Feminist Studies, or Quantitative Methods in Social Sciences.

• GGSE Resources

Department of Counseling, Clinical, & School Psychology

Innovations for Excellence and Equity in Counseling, Clinical, and School Psychology

Department of Counseling, Clinical & School Psychology

Welcome from the department chair.

Welcome to the Department of Counseling, Clinical, and School Psychology (CCSP) at UCSB! I am honored to serve as Chair of the department and invite you to connect with and join our community, as a lifelong learner, educator, clinician, staff member, and/or partner in our work. We gather with a shared mission to positively impact the lives of others, and with an unshakeable commitment to social justice and equity.

CCSP is one of relatively few programs across the nation that offers a combined degree program, allowing students to gain multidisciplinary, collaborative training, and skills that are widely marketable once they graduate. We prepare our students in scholarship and academic careers, as well as for professional licensure and certification to practice psychology. We are multifaceted and value diversity as a strength. Much of the research and impact in the department centers around three areas: 1) Prevention, intervention and implementation science; 2) Strength-based approaches to working with underrepresented and diverse communities; 3) Community partnerships, engagement and impact.

In creating an environment where as much learning happens in the field (in schools, clinics, and community settings) as it does in the classroom, we are privileged to support the evolution of thought-leaders, change-makers, leaders, and innovators who stand ready to impact the world. I encourage you to explore our website to learn more and hope to see you soon.

Maryam Kia-Keating, Ph.D., Professor and Chair of the Department of Counseling, Clinical, and School Psychology

How to Apply to Our Programs: Deadlines & Information

Counseling, clinical, and school psychology ph.d. program, november 15 by 11:59 pm pst, school psychology m.ed. program, december 15 by 11:59 pm pst.

The best way to contact us is via email at  [email protected]

Diversity, Equity and inclusion

CCSP stands unequivocally united with the Black Lives Matter movement. The mission of our department is to train the next generation of diverse scholars in applied psychology. This work begins at home, interrupting the ways anti-Black racism shows up in our teaching, research, and the clinical services we provide to our local community. It is only through long-term commitment to this work that every Black student, staff and faculty member in CCSP can thrive. We commit to taking the following steps to commit to social justice and racism efforts:

• The impact of racism and anti-racist scholarship, education, and clinical practices will be incorporated in courses.
• A plan to successfully recruit and retain Black scholars, including students and faculty, will be developed.
• Faculty, staff, and students will engage in training and critical conversations on the role of racism, white supremacy, and social justice work within academia, the GGSE, and CCSP.

Hosford Counseling and Psychological Services Clinic

Residents of Santa Barbara and Ventura counties, as well as UCSB faculty and staff, may receive mental health services at the Hosford Clinic. All services are offered on a sliding scale basis (insurances are not accepted). Clinicians work with children, adolescents, and adults in individual, family, and group therapy settings.

Koegel Autism Center

The Koegel Autism Center is internationally recognized for its innovative autism research and clinical training. The center focuses on the development and implementation of strength-based, motivational interventions and supports for individuals and families affected by autism spectrum disorders.

International Center for School-Based Youth Development (iCSBYD)

The International Center for School-Based Youth Development is a community of researchers devoted to developing a better understanding of the role of school engagement as a protective force in children's lives and that promotes academic, social, emotional, and physical well-being. 

The Case for Making Government Work for Single Cat Ladies by Dr. Erika Felix

There’s less attention defending those of us who truly  are  single cat ladies. Nearly 20 years ago, social scientists Bella DePaulo and Wendy Morris aptly described  singlism : the prejudice, stereotyping and discrimination toward singles. Since their article, the number of single households has only  been growing . Instead of ignoring or making fun of us single people, listen to us.

July 26, 2024

GGSE in the News > Dept. of Counseling, Clinical & School Psychology

Social Well-Being of Teens Continued to Decline Even Post Pandemic

One year after the end of COVID-19 pandemic restrictions in California, adolescents reported an increase in feeling disconnected from their communities and negative thoughts about society in general, according to a UCSB study on adolescent “social well-being.” The research found pervasive decreases in social well-being, and a significant portion of the students surveyed did not recover to their pre-COVID level by 2022.

March 21, 2024

GGSE News > Dept. of Counseling, Clinical & School Psychology

Graduate Students from the Department of Counseling,  Clinical, and School Psychology Appointed to Prestigious Internships

Seven graduate students from the Department of Counseling, Clinical, and School Psychology ( CCSP ) at the UC Santa Barbara Gevirtz Graduate School of Education have earned prestigious 2024 internships across the country to complete their work for a Ph.D. 

February 21, 2024

Gevirtz Graduate School Celebrates Fellowship Recipients

The UCSB Gevirtz Graduate School of Education held its Fellowship Breakfast on January 19, to celebrate  47 of the school’s most promising graduate students who have received fellowships this year and the people who support them. Total fellowship funds awarded this year were nearly $264,000.

January 20, 2024

GGSE News > Dept. of Counseling, Clinical & School Psychology, Dept. of Education, Teacher Education Program

CCSP News    CCSP Student Resources

Learn more about CCSP

Student Admissions, Outcomes, and Other Data

CCSP Program Meeting Requirements for Licensure in Different States

CCSP Community Canvas Newsletter

Student Handbooks

Counseling/Clinical Psychology: Doctoral Student Handbook

School Psychology: Doctoral Students Handbook

School Psychology M.Ed. Handbook

School Psychology M.Ed. Handbook Appendices

Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: [email protected] (link sends e-mail) www.apa.org/ed/accreditation

Counseling Psychology

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Counseling Psychology Overview

This program allows admission in the Fall. The next application cycle will be for Fall 2025.

• The Fall 2025 application cycle opens on October 1, 2024 and the CSULB Cal State Apply Application closes for Domestic Applicants December 1, 2024. 

How to Apply Statement of Purpose prompt, etc., and MyCED Program Application Deadline

Request to be added to the prospective student list for this program

Program Overview

The Counseling Psychology program is a 65-unit course of study that culminates in a Master’s degree and prepares students to meet the competencies required for both the Marriage and Family Therapy License (LMFT) and License for Professional Clinical Counselors (LPCC). Students will be prepared to work in private practice, community-agency settings, government-court settings, hospitals and clinics, Employee Assistance Programs, and city-county-state agencies to provide counseling services for adults, children, families and couples.

Areas of Training

• Trauma and grief work
• Family systems treatment models
• Human sexuality
• Child and adolescent counseling
• Alcohol and chemical dependency
• Cross-cultural interventions
• Evidence-based treatment
• Couples and group therapy
• Clinical case formulation

Program Highlights

• Fully accredited by WASC
• Approved by Board of Behavioral Sciences Examiner
• 2-year or 2.5-year track available
• Preparing for California State licensure as a Marriage & Family Therapist and/or Licensed Professional Clinical Counselor
• Outstanding multicultural clinical faculty
• No GRE required
• On-site clinic
• Live supervision
• Community practice sites

Program Goals and Learning Outcomes

Practitioner focus.

Provide training in traditional and managed-care approaches noting DSM-5 and family systems assessment/diagnosis which should result in effective treatment plans and service delivery.

Integration

Integrate research, theory, and practice in a cohesive manner that comprehensively and appropriately addresses the social, emotional, and developmental aspects of diverse populations with sensitivity and skill.

Learning Outcomes

• Candidates will be able to demonstrate diagnostic skills sufficient for entry level in a clinical or counseling setting.
• Candidates will draw upon family systems, theoretical models, and demonstrate ability to work in a systematic fashion with families.
• development issues
• legal and ethical issues
• evidence-based approaches for treatment of specific disorders

Our Graduates

The majority of our graduates work for an organization (Department of Public Social Services, Children’s Protective Services, colleges, schools, hospitals, clinics, etc.) or develop their independent practice.

Coursework and the California BBS General Education Requirements

• Theories, principles, and methods of a variety of psychotherapeutic orientations directly related to marriage and family therapy and marital and family systems approaches to treatment; How these theories can be applied therapeutically with individuals, couples, families, adults, elder adults, children, adolescents, and groups to improve, restore, or maintain healthy relationships.
• A minimum of 280 hours of face-to-face experience counseling individuals, couples, families, or groups; Training in all of the following: The applied use of theory and psychotherapeutic techniques; Assessment, diagnosis, and prognosis; Treatment of individuals and premarital, couple, family, and child relationships, including trauma and abuse, dysfunctions, healthy functioning, health promotion, illness prevention, and working with families; Professional writing, including documentation of services, treatment plans, and progress notes; How to connect people with resources that deliver the quality of services and support needed in the community
• Instruction in diagnosis, assessment, prognosis, and treatment of mental disorders, including: Severe mental disorders; Evidence-based practices; Psychological testing; Psychopharmacology; Promising mental health practices that are evaluated in peer reviewed literature
• Instruction in developmental issues from infancy to old age, including all of the following areas: The effects of developmental issues on individuals, couples, and family relationships; The psychological, psychotherapeutic, and health implications of developmental issues and their effects; Aging and its biological, social, cognitive, and psychological aspects; A variety of cultural understandings of human development; The understanding of human behavior within the social context of socioeconomic status and other contextual issues affecting social position; The understanding of human behavior within the social context of a representative variety of the cultures found within California; The impact that personal and social insecurity, social stress, low educational levels, inadequate housing, and malnutrition have on human development
• Instruction in the broad range of matters and life events that may arise within marriage and family relationships and within a variety of California cultures, including all of the following:  Child and adult abuse assessment and reporting; Spousal or partner abuse assessment, detection, intervention strategies, and same-gender abuse dynamics; Cultural factors relevant to abuse of partners and family members; Childbirth, child rearing, parenting, and step parenting; Marriage, divorce, and blended families; Long-term care; End of life and grief; Poverty and deprivation; Financial and social stress; Effects of trauma; The psychological, psychotherapeutic, community, and health implications of the matters and life events related to each of the above matters
• Instruction in cultural competency and sensitivity, including a familiarity with the racial, cultural, linguistic, and ethnic backgrounds of persons living in California.  
• Instruction in multicultural development and cross-cultural interaction, including experiences of race, ethnicity, class, spirituality, sexual orientation, gender, and disability, and their incorporation into the psychotherapeutic process.   
• Instruction about the effects of socioeconomic status on treatment and available resources.  
• Instruction about resilience, including the personal and community qualities that enable persons to cope with adversity, trauma, tragedy, threats, or other stresses. 
• Instruction in human sexuality including the study of: Physiological, psychological and social-cultural variables associated with sexual behavior and gender identity; The assessment and treatment of psychosexual dysfunction
• Instruction in substance abuse, co-occurring disorders, and addiction including all of the following.  Co-occurring disorder means a mental illness and substance abuse diagnosis occurring simultaneously in an individual.: The definition of substance use disorders, co-occurring disorders, and addiction; Medical aspects of substance use disorders and co-occurring disorders; The effects of psychoactive drug use; Current theories of the etiology of substance abuse and addiction; The role of persons and systems that support or compound substance abuse and addiction; Major treatment approaches to identification, evaluation, and treatment of substance use disorders, co-occurring disorders, and addiction, including, but not limited to, best practices.; Legal aspects of substance abuse; Populations at risk with regard to substance use disorders and co-occurring disorders; Community resources offering screening, assessment, treatment and follow-up for the affected person and family; Recognition of substance use disorders, co-occurring disorders, and addiction, and appropriate referral; The prevention of substance use disorders and addiction.
• Instruction in California law and professional ethics for marriage and family therapists, including: Contemporary professional ethics and statutory, regulatory, and decisional laws that delineate the scope of practice of marriage and family therapy; The therapeutic, clinical, and practical considerations involved in the legal and ethical practice of marriage and family therapy, including, but not limited to, family law; The current legal patterns and trends in the mental health professions; The psychotherapist-patient privilege, confidentiality, the patient dangerous to self or others, and the treatment of minors with and without parental consent; A recognition and exploration of the relationship between a practitioner’s sense of self and human values and his or her professional behavior and ethics; Differences in legal and ethical standards for different types of work settings; Licensing law and licensing process.
• Instruction in all of the following, either in credit level coursework or through extension programs offered by the degree-granting institution:  Case management; Systems of care for the severely mentally ill; Public and private services and supports available for the severely mentally ill; Community resources for persons with mental illness and for victims of abuse; Disaster and trauma response; Advocacy for the severely mentally ill; Collaborative treatment 

For additional information related to professional licensure and certification related to this program, please see the CSULB Credential Center website .

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DBT has a strong empirical foundation as one of the most effective interventions for successfully treating a variety of client problems, including understanding how past trauma affects their present.

Learn about DBT today!

Graduate Program

Information about the UCLA Department of Psychology Graduate Research Program

The UCLA Psychology Department offers graduate Ph.D. training ( there is no separate M.A. program or Psy.D. program offered ) with area emphases in Behavioral Neuroscience, Clinical, Cognitive, Developmental, Health Psychology, Learning and Behavior, Quantitative, and Social Psychology. In all of these fields, the central objective is to train researchers dedicated to increasing the body of scientific knowledge upon which the discipline of psychology rests. The program is designed to prepare psychologists to function effectively as researchers, college and university instructors, and professional research psychologists. Rigorous scientific training is the foundation of the UCLA Psychology Ph.D. program. As part of this training, the Department encourages student participation in the activities of a number of related departments, schools, or organized research units of the University. For instance, the Brain Research Institute, the interdisciplinary Neuroscience and Cognitive programs, the Institute for Social Science Research, and the Neuropsychiatric Institute provide extensive research facilities for interested students. The  Fernald Child Study Center , moreover, bolsters the department’s long-standing commitment to training in childhood learning and behavioral disorders. Other departmental resources include the Psychology Clinic. Our close working relations with local hospitals (the Veterans Administration), clinics, and institutes provide a unique opportunity for year-round training and research. UCLA’s exceptionally strong library system (the University Research, Biomedical and Research libraries, among others) perfectly complements the Department’s scholarly activities.

Graduates are prepared for careers in both academic and applied settings including positions at universities and colleges, research and governmental organizations and business and industry.  

The Psychology Ph.D. program is one of  18 Ph.D. programs in the biosciences .

The University of California, Los Angeles (UCLA) is one of the nine campuses of the University of California. Located in west Los Angeles, five miles from the Pacific Ocean, UCLA lies in one of the most attractive areas of Southern California. The campus is bordered on the north by the Santa Monica mountains and the new  Getty Museum , and at its southern gate by Westwood Village, an entertainment magnet with theaters, restaurants, and the  Armand Hammer Museum . The treasures of the  Los Angeles County Museum of Art  are a few miles to the east, as are the communities of Hollywood, Beverly Hills, and the downtown business and entertainment districts.

• Graduate Program

The goal of the graduate program in Psychology at Berkeley is to produce scholar-researchers with sufficient breadth to retain perspective in the field of psychology and sufficient depth to permit successful independent and significant research. The members of the department have organized themselves into six training units. The requirements for each unit vary but always involve a combination of courses, seminars and supervised independent research. Students are also encouraged to take courses outside the Psychology Department, using the unique faculty strengths found on the Berkeley campus to enrich their graduate training. We are a STEM designated program.

For the Latest updates on COVID-19 related exceptions to policy relevant to Graduate Students, please see Graduate Division's Resource Page.

The areas offered to students to specialize in are the following: 

• Behavioral and Systems Neuroscience
• Clinical Science
• Cognitive Neuroscience
• Developmental
• Social-Personality

To learn more about each offered area visit: Research Areas

Here are answers to most commonly asked questions about the process of applying to graduate school.

How do I find a program that is right for me? – See this handy  decisions tree , reposted from University of Houston Psychology website, to help you determine a route to your desired Psychology career.

For those interested in our Clinical Program, visit Mitch's Uncensored Advice for Applying to Graduate School in Clinical Psychology to answer many of your questions, including those you may have not previously considered.

• GRE scores (please note; the GRE is not required for FA24 Applications)
• Transcripts
• Resume or A curriculum vita (CV)
• Well-written personal statement(s)
• Letters of recommendation

You will want to check requirements for each school to which you plan to apply, but the above links to Cal's graduate program will give you an idea of what to expect.

Psychology Ph.D. Program Components  - with Christine Mullarkey - Student Services Advisor

Ph.D. Program through the Perspective of Professor Sheri Johnson - Head Graduate Advisor

Find your fit at Berkeley.

You are invited to Berkeley's Graduate Diversity Admissions Fair on October 30 - November 3 . This virtual event will help prospective professional, master's, and doctoral students:

• learn more about our top ranked graduate programs and award winning faculty
• gain a deeper understanding of Berkeley's culture and resources available
• understand the application process, and important deadlines
• consider funding options and opportunities

You can expect a lot to choose from. Over 50 sessions from UC Berkeley graduate programs in one hour info sessions, and discussion groups.

Register now to customize your fair schedule by signing up to the sessions that interest you.

Berkeley is a place that fosters a supportive community that is at the heart of our students' success. Our graduate diversity programs aim to create a culture of belonging for all students. This fair is one example of that. Though the fair is open to all – it's designed specifically for prospective students from historically excluded, and underrepresented backgrounds.

We hope you will join us.

Fall 2022 - Prof. Serena Chen (Social Personality), Prof. Aaron Fisher (Equity Advisor), and featuring graduate students

Fall 2021 - Prof. Serena Chen (Social Personality), Prof. Sheri Johnson (Clinical), Harumi Quinones (Student Services Director), and featuring graduate students 

Visit the Graduate Division website to learn more about the Fall 2023 Diversity Admissions Fair and register in the graduate application portal !

• Current Graduate Students
• Graduate Student Instructor (GSI)
• Psychology Dept. Ph.D. Graduates

Graduate Program

• Program Requirements
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• Professional Development
• Teaching Preparation
• Student Funding and Awards
• Student Success
• Quantitative Methods Certificate
• Developmental
• Quantitative Methods, Measurement and Statistics (QMMS)
• Conferences in the Psychological Sciences
• Post-Doctoral Career Opportunities

Psychological Sciences Ph.D. Program

Thank you for your interest in the Psychological Sciences Ph.D. program at UC Merced. We will be accepting applications for Fall 2024. Applications are due Dec. 1, 2023, and admissions decisions will be made in late December and early January.

GRE scores are not required for applications to our Ph.D. program for 2024 admission but can be optionally reported by applicants. The decision to include or not include GRE scores in the application will not affect admissions decisions.

UC Merced offers doctoral graduate training in Psychological Sciences, culminating in the Ph.D., with emphases in developmental , health , and quantitative methods, measurement, and statistics . We welcome applications for Ph.D. studies in any of these three areas.

Guiding Principle

We create, cherish, and champion a culture of community, collegiality, and compassion. 

Program Goal

Our goal is to prepare sophisticated and creative independent researchers who can apply the qualitative distinctions of our program in a variety of professional settings, including academic institutions, public or private agencies, and industry. To that end, our Program Learning Outcomes  indicate the most prominent skills and knowledge that our graduates will possess to enable them to start successful research careers. Graduates have gone on to a range of positions  upon graduation where they utilize their research competence.

What Distinguishes Us

Having opened its doors in 2005, UC Merced is one of the youngest research universities in the United States. The Psychological Sciences Ph.D. program has grown rapidly since then, with 18 faculty and 44 graduate students in 2018. Our highly productive  faculty conduct impactful research and have gained national and international recognition.

Our program’s national stature has likewise grown rapidly. In the 2018 US and World News Report , our Ph.D. program ranked 90 th (tied with UC Santa Cruz) out of over 200 Ph.D. programs in psychology. We are by far the youngest program ranked this high. We were ranked as 190+ in 2013 and 158 in 2015, indicating a remarkable increase in recognition and influence in a very short time.

We are a congenial group of faculty and graduate students who enjoy creating a supportive work environment that gives everyone here the opportunity to succeed. We strive to maintain a positive, supportive environment for all members of our academic community. This starts with faculty actively practicing kindness, civility, and empathy with one another and with students. We believe that by applying and modeling these values, students more often feel respected and empowered to do their best.

With nine members, we claim the largest identified health psychology faculty group in a regular academic department of psychology (discounting universities with research medical schools) and certainly one of the strongest such research and training programs anywhere in the world. Among strengths in this group is our focus on understanding disparities in health, especially as relevant to our unique region.

Likewise, we feature one of the largest and arguably strongest quantitative methods, measurement, and statistics  research and training programs anywhere. Our five quantitative scientists conduct research from both frequentist and Bayesian approaches applied to a wide range of methods.

Developmental psychology  at UC Merced seeks to achieve world-class recognition for strong empirical research on cognitive, language, and socio-emotional development that relies on advanced quantitative methods and emphasizes the unique contextual and biological factors that may promote or hinder healthy development.

View the Psychological Sciences digital brochure

To apply, visit the UC Merced Graduate Division website .

Updated 2023

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PhD in Clinical Psychology, Los Angeles

Expand your knowledge with advanced studies in clinical psychology.

Need additional help or information?

Doctorate in clinical psychology overview.

The Los Angeles APA-accredited PhD in clinical psychology program at the California School of Professional Psychology (CSPP) follows a scholar-practitioner model. This integrative framework builds upon the philosophy that scholarship and practice must occur concurrently and interdependently.

Underlying the graduate program for a clinical psychologist are two core principles:

• A commitment to seeing mental health and mental illness in sociocultural and sociopolitical contexts. Our belief is that methods of psychological research and intervention must be relevant to the cultures in which they are conducted.
• The clinical psychology PhD program in Los Angeles prides itself on the diversity of its learning community. Our graduate school is located in one of California’s most exciting and dynamic cities and a hub in the Pacific Rim, offering a rich environment full of unique opportunities for research, practice, and advocacy efforts.

An exciting range of career paths working with these populations are open to graduates of the Los Angeles Clinical Psychology PhD program, including:

• Clinical and forensic therapy practice
• Applied clinical research
• Teaching undergraduate and graduate courses
• Administration
• Clinical supervision
• Advocacy and social justice work in a variety of sociocultural and political contexts  

To learn more about this program and other offerings, visit our CSPP-dedicated microsite . You’ll find videos featuring our university president, dean of CSPP, and faculty, along with numerous interactive features!

Learn About Admissions Requirements

Get to Know Our Diverse Faculty

Degree Information

Emphasis areas.

Applicants to the CSPP Los Angeles clinical PhD program will select one of three emphasis areas:

• Clinical Health Psychology Emphasis (CHP)
• Family/Child and Couple Emphasis (FACE)
• Multicultural Community-Clinical Psychology Emphasis (MCCP)

Students can also choose to opt-out of emphasis area specializations; these students are Multi-Interest Option (MIO). All students receive a general education in  clinical psychology .

Learn more about these Emphasis Areas here

Degree Competencies

All students of the program are expected to acquire and demonstrate substantial understanding of and competence in the following nine, profession-wide competency areas:

• Ethical and legal standards
• Individual and cultural diversity
• Professional values and attitudes
• Communication and Interpersonal skills
• Intervention
• Supervision
• Consultation and interprofessional/interdisciplinary skills

The competencies are met operationally through various academic and training activities that include courses, practicum and internship placements, and supervised research experiences. The cornerstone of a clinical psychology degree is the integration of clinical science and practice where students not only learn the theories of human behavior but also acquire the practical skills needed for clinical practice. Multiple data sources are used to assess outcomes relative to these competencies. These competencies specify knowledge, attitudes, and skills that students are expected to achieve by the time they graduate from the program.

Discipline-Specific Knowledge

Students are expected to possess discipline-specific knowledge in the following four categories:

• History and systems of psychology
• The basic content areas of scientific psychology, including affective, biological, cognitive, developmental, and social aspects of behavior
• Advanced integrative knowledge in scientific psychology
• Research methods, statistical analysis, and psychometrics

Doctoral students in the LA clinical PhD program have the opportunity to complete three separate, year-long practicum training experiences in therapy and diagnostic assessment. Los Angeles provides the backdrop for CSPP students to work with diverse populations at over 100 clinical placements, spanning community mental health centers to veterans’ hospitals, substance-use treatment facilities, and inpatient psychiatric units. Students receive mentoring and guidance to pursue an APA-accredited internship in the program’s fifth year.

The Psychology Department

The psychology department is the epicenter of learning and development for students pursuing a clinical psychology degree in Los Angeles. We encourage collaboration between clinical science and practice, and offer APA-accredited programs that are instrumental in shaping the next generation of clinical psychologists. The faculty provides the academic and practical training for students to navigate the complexities of mental health challenges in diverse populations.

Accreditation

The program is accredited by the American Psychological Association (APA), which requires that we provide data on time to completion, program costs, internships, attrition and licensure. APA accreditation is a benchmark for quality and standards in educational programs, specifically for a clinical psychology degree. Please follow the link below for that data to help you to make an informed decision regarding your graduate study.

Student Admissions, Outcomes, and Other Data (.pdf)

The California School of Professional Psychology’s clinical psychology PhD programs offered on the Fresno, Sacramento, Los Angeles, San Diego, and San Francisco campuses are individually accredited by the APA..

*Questions related to a program’s accredited status should be directed to the Commission on Accreditation.

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

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School Performance Fact Sheet

Through various academic and training activities, including psychology courses, practicum and internship placements, and supervised research experiences, the program strives to achieve the following aims:

• To prepare students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing empirically supported interventions with diverse clients across a range of settings.
• To prepare students to evaluate and conduct research in clinical psychology, contributing to the knowledge base in the field.

Training Opportunities

Students’ professional development occurs within the context of both formal coursework and professional clinical training experiences supervised by licensed clinical psychologists in a variety of mental health service settings. The clinical PhD program requires students to complete three clinical practica and a full-time doctoral internship.

Our program has doctoral-level, field training experts who work closely with students throughout the placement process to assist students in securing placements in the field that allow them a diverse set of clinical training experiences that are aligned with their individual training goals.

Students complete at least 2,400 hours of practicum training over the course of three years working with adults, children, couples, and families in a variety of community settings such as:

• Academic medical centers
• Veterans’ Affairs hospitals
• Inpatient psychiatric facilities
• University counseling centers
• Drug and alcohol treatment programs
• Community mental health centers

Our staff in the office of professional training have long-standing relationships with over 100 sites within the Los Angeles and surrounding metro areas in southern California. Each site is carefully reviewed and monitored by our field training staff to ensure the quality of training. As students enter these sites, they assume a greater degree of clinical responsibility for assessment and intervention each year while being closely supervised at a level appropriate to the students’ training and abilities.

In the fourth year of the program, all students are required to apply for a full-time APA-accredited internship by participating in phases I and II of the APPIC Match process. Every student receives extensive guidance and mentoring prior to and throughout the application process from the field training staff and their faculty advisors.

All APA-accredited internships are a full year in length and offer a stipend. Many students leave the Los Angeles area during the internship year to pursue specialized training experiences. The internship is a culminating experience that integrates the student's academic and clinical experiences and prepares them for their professional role as a licensed clinical psychologist.

Office of Professional Training (Clinical Doctoral Programs, Los Angeles)

Shawndeeia Drinkard, PhD Director of Clinical Training [email protected]

Research Training

In the program, designing, implementing and evaluating research are core skills that are taught to make our students thrive in their respective professional communities. Beginning in their first year of the program, students choose their own topic of scholarship for a research practicum course sequence. This practicum allows them to be mentored in a small group of students (usually six to eight) that are assigned to one faculty member based on common content and/or methodological interests.

Working with their faculty and student-colleagues, students learn the basic parts to designing and evaluating their own research project, including presenting at a school-wide poster session and sharing their results with various communities through local and national presentations. In the beginning of their third year, students undergo a year-long course in conducting research in applied settings in which they learn skills necessary for research consultation and program evaluation, crucial skills that allow them to aid mental health systems serving diverse cultural and professional communities.

During their third year, students apply skills they have learned in research methods and design to develop their dissertation with the help of a faculty dissertation chairperson. These projects involve faculty expertise in areas such as (but not limited to): cultural diversity, health, family dynamics, sibling relationships, child maltreatment, group psychotherapy, pediatric neuropsychology, gender identity, women’s issues, neurodevelopmental conditions, ecopsychology, community psychology, intimacy and sex, cultural resilience, and acculturation. 

The development of the dissertation is usually a two-year project, providing the knowledge and skills to conduct independent, ethical, and culturally competent psychological research independently upon graduation.

As a result of collaborative work, students and faculty have presented their scholarship at a number of professional conferences, including the meetings and annual conventions of the following professional associations:

• American Psychological Association
• Western Psychological Association
• National Multicultural Conference and Summit
• Los Angeles County Psychological Association
• United Nations Commission on the Status of Women Conference
• Association of Women in Psychology
• National Conference of Child and Adolescent Psychology
• American Psychology-Law Society Conference
• Annual Conference of the Southwestern Social Science AssociationInternational Conference on Violence, Abuse, and Trauma
• International Society for Traumatic Stress StudiesInternational Society for Prevention of Child Abuse and Neglect
• Asian American Psychological Association
• National Conference on Child Abuse and Neglect, Office on Child Abuse and NeglectInternational Family Therapy Association
• American Group Psychotherapy Association
• International Congress of Psychology
• National Summit on Interpersonal Violence & Abuse Across the Lifespan
• American Association for Marriage and Family Therapy
• Chadwick Center Conference on Responding to Child MaltreatmentBoston College Diversity Challenge
• Supporting the Emotional Needs of the Gifted National Conference
• New England Conference for the Gifted and Talented

Explore our clinical psychology program research opportunities, practicum partners, and student communities.

  learn more, why alliant.

At Alliant, our mission is to prepare students for professional careers of service and leadership and to promote the discovery and application of knowledge to improve lives. We offer an education that is accredited, focused on practical knowledge and skills, connected with diverse faculty and alumni, and aimed at the student experience.

Founded in 1969, CSPP was one of the nation’s first independent schools of professional psychology. Today, CSPP continues its commitment to preparing the next generation of mental health professionals through graduate-level degree programs in clinical psychology, marriage and family therapy, clinical counseling, organizational psychology, psychopharmacology, and more.

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UCLA Graduate Programs

Graduate Program: Psychology

UCLA's Graduate Program in Psychology offers the following degree(s):

Doctor of Philosophy (Ph.D.)

Masters available on Doctoral track

With questions not answered here or on the program’s site (above), please contact the program directly.

Psychology Graduate Program at UCLA 1285 Franz Hall Box 951563 Los Angeles, CA 90095-1563

Visit the Psychology’s faculty roster

COURSE DESCRIPTIONS

Visit the registrar's site for the Psychology’s course descriptions

• Admission Requirements
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(310) 825-2617

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MAJOR CODE: PSYCHOLOGY

Our vision imagines a region and world in which everyone has access to an inspiring education and the psychological tools and support to propel them toward flourishing lives of meaning, purpose and connection.  Our education is characterized by Strong Values, Social Justice, Transformative, Diverse Community.

The Master of Arts in Counseling Psychology provides an intensive 90-unit Master's program. Receive outstanding preparation to be become licensed as a Marriage and Family Therapist (MFT) or a Licensed Professional Clinical Counselor (LPCC).

Our faculty prepares you to be an agent of change in your clients' lives. Students may also choose to include any of the following four optional emphasis areas in their degree: Correctional Psychology, Health Psychology, Latino Counseling, or LGBTQ Counseling.

MA in Counseling Psychology Highlights

• Classes held both in-person and online
• Full and part-time pathways available
• Emphases  available (Latino, LGBTQ, Health & Correctional)
• We offer four tracks (MFT, LPCC, MFT/LPCC, no track)
• See the Bursar's Office for a full list of tuition & fees for graduate students.

Emphases & Concentrations

We offer five specialized interest areas. Our four emphases function like a minor. Students who don't choose an emphasis may choose from a variety of electives. The Child and Adolescent Mental Health Concentration is similar to the emphases, but requires additional elective coursework.

A focus on culturally and linguistically appropriate counseling experiences centered on a deep understanding of Latino culture, ethnicity, acculturation, and immigration.

Apply psychology to issues of well-being, stress and stress management, the modification of health behaviors, health promotion, wellness, and disease prevention.

Offering training in the application of counseling to issues of gender, diversity in sexual identity and expression, oppression, discrimination, and acculturation, among other topics.

Graduates work in community and law enforcement agencies, private practice, schools, correctional institutions, mental health and rehabilitation facilities, and group homes.

Students will be trained to develop greater proficiency in supporting children, teens, and young adults. Coursework will focus on: issues in early intervention and infancy; issues in school-based settings; developmentally-appropriate interventions; working with disabled children and youth; trauma- informed care; evidence-based approaches to working with children and youth, including short term therapies, cognitive behavioral therapy, play therapy, expressive arts therapy, family therapy, and much more.

The Master of Arts in Counseling Psychology has four tracks:

The California Board of Behavioral Sciences bases the LPCC Track on California State regulations, guidelines from the California Coalition for Counselor Licensure, and curriculum approval. Students choosing this track are qualified to sit for a LPCC license exam after completing course work, practicum, and clinical hours. The LPCC is a portable degree, meaning that coursework and clinical training in California will allow a student to sit for licensure in any other state, based on any residency requirements of that state. LPCC licensing requirements include a national rather than state-centric exam.

The LPCC program is primarily focused on individual adult clients. Students pursuing this program who wish to work with couples, families, and children will need to take classes in these specialties to work legally and ethically with these populations.

A major difference between the MFT and the LPCC is that a significant number of the required 3,000 training hours can be completed prior to receiving the Masters degree for the MFT license. The required 3,000 hours for the LPCC must all be accrued after graduation with a Masters degree.

CPSY Tracking Sheet 90 Unit LPCC (fillable)

The joint MFT/LPCC track is available for students who wish to apply for both licenses. This combined program can be completed within the 90 units. Students can also opt for one of the four emphases; however, students completing this track with an emphasis in Correctional Psychology, Health Psychology, Latinx Counseling, or LGBT Counseling will need to complete 91.5 units and students completing this track with an emphasis in Latino counseling will need to complete 93 units to obtain all the necessary courses. Students who wish to explore this joint track option are encouraged to meet with a faculty advisor.

CPSY Tracking Sheet 90 Unit MFTLPCC (fillable)

The California Board of Behavioral Sciences bases the MFT Track on California State regulations, guidelines suggested by the American Association for Marriage and Family Therapy, and the California Association of Marriage and Family Therapists, and curriculum approval. Students choosing this track are qualified to sit for a MFT license exam after completing course work, practicum, and clinical hours in the State of California.

CPSY Tracking Sheet 90 Unit MFT (fillable)

Students may also opt for neither the MFT nor the LPCC track. This track is for individuals who desire more extensive training and experience than the 52.5-unit M.A. of Counseling or 45-unit M.A. in Applied Psychology affords. This track does not lead to licensure.

"After having just graduated from UC Berkeley, I was seeking a program that would provide me both a community and a solid academic foundation. And today I am so grateful to say that SCU’s Counseling and Psychology program gave me exactly that. It’s because of the relationships, the knowledge, and the practice I received from this program did I then have the opportunity to become the type of therapist I had sought out to be."

 - Kim Panelo Xue, ’10, Counseling Psychology

College of Social and Behavioral Sciences

Department of psychology.

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Your Psychology Faculty

Psychology Graduate Application

Apply to our programs.

Application Closes January 15th 2024!

Want to learn more about our programs?

Join us at our virtual open house, december 1, 2023 11:00 am - 1:00 pm pst, https://csun.zoom.us/j/81422172226 .

We will be featuring faculty in the Psychological Science, Clinical Psychology, and Applied Behavior Analysis Graduate Programs! You will have a chance to meet and speak directly with potential faculty mentors followed by a panel of graduate students!

• Information for Prospective Graduate Students
• Apply online
• Complete the online application form.  To create your login and complete the online application, please visit our application webpage .
• Submit the following additional materials by e-mail to [email protected] :
• An official or unofficial copy of your undergraduate transcripts
• Your current curriculum vitae (CV) or resume
• Three letters of recommendation emailed directly from your letter writers to  [email protected] . Each writer should email their recommendation letter and this completed Recommendation Form .

Please note that we use a “mentor-match” model, in which each admitted student is matched with a faculty mentor. In your departmental application, you will be asked to rank up to 3 potential faculty mentors and to describe why you would like to work with them. Please carefully review program faculty bios (links below under “Program Faculty”) to assess your fit with potential mentors. Students may wish to contact potential faculty mentors in advance.

Deadline :  Online applications for the Clinical Psychology and Psychological Science programs for the 2024-2025 academic year will be open October 1, 2023. Applications will be accepted until the deadline of January 15, 2024. Selected candidates will be invited for virtual, Zoom interviews, which are typically held in late February or early March.

Please Note:

• GRE Scores are not required by either program for admission
• Separate online applications must be submitted to both the University and the Psychology Department
• All application materials must be received by January 15th  to ensure proper review and processing
• Persistence . The ability to learn new skills, show resilience and successfully complete the program’s coursework and thesis project.
• Investment . A demonstrated interest in psychological science and focus on doctoral studies or a career in psychological science.
• Intellectual   Curiosity . The capacity to become an informed consumer of science, as demonstrated through critical reasoning and divergent thinking.
• Coachability . The capacity to receive feedback, think flexibly, and be open to experiences, ideas, and teamwork in diverse settings.
• Initiative . A demonstrated ability to be self-starting and to work cooperatively and learn independently while balancing competing obligations. 

Program Overviews

Clinical psychology m.a..

The M.A. in Clinical Psychology program at CSUN provides a unique and rigorous curriculum designed to prepare students to be more competitive candidates for Ph.D. or Psy.D. programs in Clinical Psychology, Counseling Psychology, Community Psychology, or closely related fields. Students receive training in research methodology and statistics, core clinical areas including psychopathology, psychological assessment, and psychotherapy theories. Clinical students are also matched with a faculty mentor based on their research and/or clinical interests. Additionally, students receive hands-on experience in supervised clinical fieldwork.

Please note that completion of this or any other Psychology M.A. program does not confer eligibility for licensure. Doctoral-level graduate education is required for licensure as a psychologist in all 50 US states.

For more detailed information on the Clinical MA program, please review the Clinical Psychology Program Page .

Psychological Science M.A.

CSUN’s Psychological Science graduate program provides rigorous training in advanced statistical methods, research methods and design, and theory in psychology for students who plan to pursue a Ph.D. in Psychology in a research-focused program. The program is comprised of faculty who are active researchers in their fields, and who are dedicated to training and mentoring students who plan to pursue academic and/or research careers in an array of basic and applied areas of psychology. This program is well suited for students who intend to apply to Ph.D. programs in Clinical, Developmental, Social, Cognitive, or Quantitative Psychology, or other related fields (e.g., Human Development).

For more detailed information on the Psychological Science MA program, please review the Psychological Science Program Page .

Which MA Program in the Psychology department is right for me?

There are a lot of similarities and some key differences between our MA programs (Psychological Science, Clinical [Research track], Clinical [Fieldwork track]). Let's break it down!

All three programs are looking for students who are interested in pursuing future doctoral studies. If you are interested in a future Clinical PhD,  any  of the three programs would be a good fit for you. If you're interested primarily in a PsyD, the Clinical Fieldwork track would be the best fit. If you're interested in a non-clinical Psychology PhD (e.g., social, developmental, cognitive, quantitative), the Psychological Science program would be the best fit. 

Students in all programs take univariate statistics and research methods. Psychological Science students take two additional advanced statistics courses (multivariate statistics and latent variable analysis), and Clinical Research students take one (of their choice). Psychological Science students take 2-4 of Social Psychology, Cognitive Psychology, Developmental Psychology, and Sensation/Perception, whereas Clinical Research and Clinical Fieldwork students take Clinical Assessment, Psychopathology, and Psychotherapy. However, students in each program may be able take courses in the other program as their electives with instructor permission.

Many mentors advise students in all three programs! Check the list of mentors to see in which programs the faculty with whom you're interested in working mentors students.

Extra Experiences

Students from all three programs have the opportunity to participate in teaching experiences. Students in either Clinical program have the opportunity to do fieldwork (students in the fieldwork track have more semesters of required fieldwork, but students in the research track can also choose to take extra semesters of fieldwork). Students in the Psychological Science program do not have the opportunity to do fieldwork. 

Students in the Psychological Science and Clinical Research programs generally spend extensive time working in their mentor's research lab, whereas Clinical Fieldwork students may or may not spend time on research, depending on whether their mentor maintains an active research lab (but are permitted to seek out additional research experiences if they have the time and motivation to do so). Thus, an important distinction between the programs rests on the ratio of their (finite) time a student chooses to prioritize across the research and fieldwork experiences. 

Culminating Experiences

Students in the Psychological Science and Clinical Research programs complete a thesis project. Students in the Clinical Fieldwork track take comprehensive exams. 

**Don't forget, the Psychology Department also offers a separate MS in Applied Behavior Analysis program that you can check out here !

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Applied Behavior Analysis M.S. Program Clinical M.A. Program Psychological Science M.A. Program (formerly the General Experimental Program) Thesis Information

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PSYCAS Participating Programs

• Clinical Psychology PhD
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• Clinical PsyD
• Joint MA in Sport Psychology and PsyD in Clinical Psychology
• Combined School and Clinical Psychology PsyD
• Clinical Psychology Doctoral Program
• PGSP — Stanford PsyD Consortium PsyD
• Psychology MS — PhD Prep in Clinical Psychology (online)
• Counseling MA — fall term (Palo Alto and online)
• Counseling MA — spring term (Palo Alto and online)
• Counseling and School Psychology PsyD
• Professional School Counseling MS - summer
• Psychology — concentration in Counseling Psychology PhD
• Applied Behavior Analysis MS
• Clinical Counseling MS
• Marriage and Family Therapy MFT
• Institute for Graduate Clinical Psychology PsyD
• Institute for Graduate Clinical Psychology/Human Sexuality PsyD/MEd
• Clinical and Counseling Psychology MA
• Clinical Psychology PhD, Health Emphasis
• Mental Health Counseling MA
• School — Clinical Child Psychology PsyD

Please visit the APA Office of Program Consultation and Accreditation for information on APA accreditation and to search for accredited programs. Keep in mind that accreditation only applies to health service psychology (HSP) programs (i.e., clinical, counseling, and school psychology).

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Ph.D. in Clinical Psychology Program

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SDSU / UC San Diego Joint Doctoral Program in Clinical Psychology

About the Program

The program provides outstanding education and training to scientifically oriented research professionals who will make significant contributions to clinical psychology in their areas of specialization. The program combines the scholarly resources and offerings from the Department of Psychology in SDSU’s College of Sciences and the Department of Psychiatry in UC San Diego’s School of Medicine.

As a clinical science program, we emphasize integrating research and practice in training, activities, and experience, allowing students to participate in clinical research activities throughout the program. The development of research skills and attitudes is the foundation of training; clinical psychologists will have duties encompassing teaching, research, diagnosis, treatment, consultation, and program evaluation and design, including applying research skills and knowledge to various areas and settings. Our doctoral program enables students to be at the forefront of developments and applications in clinical psychology.

The program includes an initial two-year core curriculum of formal instruction followed by additional experience/instruction in the student’s chosen major area of study. The SDSU/UC San Diego JDP in Clinical Psychology curriculum is based on a twelve-month academic year. Students typically complete the program within five to six years, including an American Psychological Association (APA)-accredited internship.

Completion of the core curriculum ensures that all students have a common background in:

• Empirical psychology (biological, cognitive, affective, developmental, and social bases of behavior).
• Conceptualizations of psychopathology.
• Theory and techniques of psychological assessment.
• Therapeutic interventions and therapeutic skills.
• Experimental design and statistics.

Clinical activities, integrated with formal instruction, begin in the second year. Students will acquire higher clinical proficiency through practicum placements at nearly 30 training sites supervised by SDSU/UC San Diego joint-doctoral faculty representing research and clinical expertise in virtually every topic relevant to clinical psychology.

Major Areas of Study:

Specialized training is conducted through seminars, tutorials, and extensive research and clinical experience under faculty supervision. The APA-accredited clinical internship typically occurs in the fifth or sixth year. Whenever possible, clinical practica and therapeutic activities are coordinated with the student’s progression through courses and research activities. Summers are utilized to offer more concentrated research and clinical training.

For more information about the three areas, visit our Major Areas of Study page.

Program History

The SDSU/UC San Diego Joint Doctoral Program in Clinical Psychology began in 1985, was first accredited by APA in 1990, and has been reaccredited consistently since then. Since 1949 and 1964, SDSU and UC San Diego, respectively, have been regionally accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Commission . In addition, the School of Medicine at UC San Diego is accredited by the Association of American Medical Colleges (AAMC) .

The program emphasizes and appreciates broadly defined human diversity and offers extensive opportunities for students to become involved in research and clinical activities focused on diverse, underserved populations.

Recently, rankings calculated by the National Research Council (NRC) placed the SDSU/UC San Diego joint doctoral program among the top five psychology programs in the country, regardless of whether they were clinical or nonclinical. Similar rankings have been reported by Academic Analytics in 2010 and by Stewart, Roberts, and Roy (2007).

This program is a good-standing member of the Council of University Directors of Clinical Psychology (CUDCP), the Academy of Psychological Clinical Science (APCS), the Council of Clinical Health Psychology Training Programs (CCHPTP), and the Association of Psychology Training Clinics (APTC). These organizations strive to provide quality education and training at the doctoral level, ensuring the doctoral program stays abreast of changes and developments in the field. 

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

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

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Doctor of Clinical Psychology (PsyD) Program (California)

Wscuc-accredited.

A reputable, private, non-profit university.

Millions in Scholarships

Explore National University’s scholarship opportunities. Eligibility requirements apply.

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Make a Positive Impact on the Mental Wellness of Diverse Communities.

The Doctor of Psychology (PsyD) (California) at National University’s JFK School of Psychology and Social Sciences prepares you to make an impact in the lives of those in need. Our Program provides the highest level of training in the field of clinical psychology, equipping you with the necessary tools to serve communities in vital roles such as clinician, program administrator, evaluator, consultant, educator, and scholar.

The PsyD Program’s mission is to train practitioner-scholars who will provide comprehensive and culturally sensitive services to a variety of communities. This mission is embraced by our diverse faculty, staff, and student community. Our particular focus on multicultural and diversity competence sets us apart from other PsyD programs. Though NU’s Program is delivered on-site, in-person at the Pleasant Hill campus, upon completion, students are eligible to sit for the national licensing exam in professional psychology.

While attention to culture and context are woven through every course, students may also choose to complete specialized coursework in one of several concentration areas, such as forensic/correctional psychology, neuropsychology, or integrated health psychology. Students must reside in Northern California, as this Program is normally delivered in person, on-site, in Pleasant Hill, California. The Program accepts applications through the PSYCAS portal from November through August. Students may only be admitted to the program once a year, in Fall Quarter.  

NU’s Doctorate in Clinical Psychology (California) Program is currently not accredited by the American Psychological Association (APA) for new students. The PsyD Program is currently under accreditation review by APA. National University is regionally accredited by WSCUC.

Doctor of Psychology Program — Academic Plan for Students Matriculating in Fall 2023 and Beyond

Year one: 45 units.

PSD7036 IPS 1 Multicult. Foundations (5)

PSD7011 Clinical Interviewing Skills (4)

PSD7227 Human Development (4)

PSD7037 IPS 1 Multicult. Integration (5)

PSD7015 Psychopathology I & Lab (3)

PSD7122 Psychodynamic Theory & Applic (3)

PSD7038 IPS 1 Multicult. Tx Approaches (5)

PSD7016 Psychopathology II & Lab (3)

PSD7141 Ethical & Legal Issues Psych (3)

PSD7114 Psychometrics: The Basics of Assessment (2)

PSD7151 Research Methods & Stats I (3)

PSD7009 Group Clinical Skills (2)

PSD7123 Cognitive Behavioral Theory (3)

Year Two: 46 units + 3 elective units

PSD7136 IPS 2 Applied Diagnosis (4)

PSD7115 Assessment I & Lab (4)

PSD7250 Research Methods & Stats II (3)

PSD7124 Family Systems Theory & Applic (3)

PSD7137 IPS 2 Case Formulation (4)

PSD7116 Assessment II & Lab (4)

PSD7251 Qualitative Research (3)

Electives (1)

Units: 11 + 1(elective)

PSD7138 IPS 2 Informed Tx Planning (4)

PSD7117 Assessment III & Lab (4)

PSD7252 Dissertation Proposal I (2)

PSD7107 Biological Bases of Behavior (3)

PSD7131 Psych & Treatment Subst Abuse (3)

PSD7180 Psychology of Trauma (3)

PSD7253 Dissertation Proposal II (2)

Electives (2)

Units: 8 + 2(elective)

Year Three: 25 units + 10 elective units

PSD7236 IPS 3 Int Case Concept/Tx Plan (4)

PSD7108 Cognitive & Affective Bases (3)

Units: 7 + 2(elective)

PSD7237 IPS 3 Clinical Communication (4)

PSD7160 Psychopharmacology (3)

PSD7254 Dissertation Proposal III (1)

Electives (3)

Units: 8 + 3(elective)

PSD7238 IPS 3 Prof Dev/Lifelong Learn (4)

PSD7104 Social & Cultural Bases Behavr (3)

PSD7303 Dissertation Completion (0)

Units: 7 + 3(elective)

PSD7601 Psych Career Skills Building (1)

PSD7110 Integrated Foundationl Science (2)

Units: 3 + 2(elective)

Year Four: 9 units + 6 elective units + 4.5 Internship units

PSD7215 Foundations Prof Consultation (3)

PSD7331 Externship (1 elective credit)

PSD7230 Fundamentals of Clinical Supervision (3)

PSD7003 History & Systems (3)

PSD7401 Part-time Internship (4.5)

Units: 4.5 part-time

Year Five: 31.5 Internship units

PSD7400 Internship (9)

Degree and Course Requirements

To receive the PsyD degree, students must meet the following requirements:

• After admission to the PsyD Program, all academic requirements must be completed in residence, except where transfer credit units have been awarded
• Completion of the 180 quarter units required by the Program
• A full-time load of 36 units must be carried for a minimum of one year, preferably in year one
• A minimum grade of B- is required in each course applied to meeting degree requirements
• An overall grade-point average of 3.0 must be achieved in all work for the PsyD Program
• The Clinical Readiness Examination (1st year) and the Clinical Proficiency Examination (3rd year) must be passed
• The following professional training must be completed and documented: Ethnographic Placement (1st year), Beginning Practicum (2nd year), Advanced Practicum (3rd year), and Internship (after all coursework has been completed)
• Thirty sessions of personal psychotherapy must be completed (preferably prior to Internship)
• The dissertation must be successfully completed and defended (preferably prior to Internship)
• All Program requirements must be completed within eight calendar years of matriculation

A Doctor of Clinical Psychology degree opens doors in a variety of industries, including health care, social assistance, public administration, and professional, scientific, technical and educational services, among others.

If you’re looking for a program founded on the principles of social justice, diversity, and inclusion and emphasizes multicultural competence, NU’s PsyD degree can prepare you to sit for the national licensing exam for professional practice. Once you’ve earned your doctorate, you’ll be qualified to pursue a position in a field expected to grow by about 8% by 2030, according to the Bureau of Labor Statistics .* 

NU’s PsyD program focuses on preparing you with the knowledge and skills employers in this field actively seek, including competence in leadership, scheduling, adaptability, research, management, communications, teaching, planning, operations, coordinating, consulting, problem solving, and mentorship. With these qualifications, you’ll be in position to pursue positions** like:

• Licensed Clinical Psychologist
• Clinical Sport Psychologist
• Neuropsychologist
• Forensic/Correctional Psychologist
• Health Psychologist
• School Psychologists
• Industrial/Organizational Psychologist
• Psychological Consultant
• Program Director
• Pediatric Psychologist

*SOURCE: https://www.bls.gov/ooh/life-physical-and-social-science/psychologists.htm#tab-5

*SOURCE: Emsi Labor Analyst- Report. Emsi research company homepage at https://www.economicmodeling.com/company/ (Report viewed: April 21, 2022). DISCLAIMER: The data provided is for Informational purposes only. Emsi data and analysis utilizes government sources to provide insights on industries, demographics, employers, in-demand skills, and more to align academic programs with labor market opportunities. Cited projections may not reflect local or short-term economic or job conditions and do not guarantee actual job growth. Current and prospective students should use this data with other available economic data to inform their educational decisions.

At National University, our dedicated faculty have expertise in working with diverse populations, as well as in the specific subject matter of their courses. Our educators include leaders within APA and other professional organizations, pioneers in fields such as cultural, LGBTQ+, disability psychology, and social justice advocates. 

Our program maintains a 8-to-1 core student to faculty ratio, ensuring that class sizes are small and that students establish relationships with mentors that continue throughout their doctoral program and beyond. Each PsyD student has a core faculty advisor to help them navigate the program and develop their professional identities.

Earning a PsyD degree can help you further your career in the field of psychology and fulfill your desire to make a positive impact in your community. You’ll also be well compensated for the impact you’ll have on the mental wellness of the communities where you choose to work; the Bureau of Labor Statistics states the median annual pay for psychologists was $81,040 in, May 2021 and climbs all the way to $133,890 for the top 10% in the field.*

Job prospects are best for those who have a doctoral degree in an applied specialty. Most psychologists also need a license. NU’s PsyD degree prepares students to serve their communities in a variety of vital roles, including:

• Clinical Psychologist
• Counseling Psychologist
• Post-secondary Psychology Teacher

Program Learning Outcomes

Upon successful completion of this Program, students will be able to:

• Develop expertise in the integration of science and Health Service Psychology practice.
• Manage ethical issues in accordance with APA Ethical Principles, applicable laws, and relevant Health Service Psychology standards and guidelines.
• Integrate awareness and knowledge of individual and cultural diversity in the conduct of Health Service Psychology roles.
• Cultivate professional values, attitudes and behaviors that are consistent with Health Service Psychology standards.
• Support effective interpersonal communication through written and oral Health Service Psychology language and concepts.
• Develop competence in conducting evidence-based and contextually appropriate assessment consistent with the scope of Health Service Psychology.
• Implement evidence-based and contextually appropriate interventions consistent with the scope of Health Service Psychology.
• Incorporate Health Service Psychology supervision models and practices in professional situations.
• Incorporate Health Service Psychology consultation models and practices in interaction with clients and other stakeholders.
• Integrate understanding of the history, foundational science, and research principles that underlie the field of Health Service Psychology.

Hear From Our Faculty

Watch our video to hear Program Chair Dr. Doug Haldeman discuss the Program and what you can expect.

Enrolling in a university is a big decision. That’s why our dedicated admissions team is here to guide you through the admissions process and help you find the right program for you and your career goals.

Applications to the PsyD Program are made through the PSYCAS portal, where you will upload all required application materials. The Program accepts applications from November through mid-August. Students begin classes once a year only, in the fall quarter. The Program operates on a traditional academic quarter system, and all classes are held in person at the JFK SOPSS campus in Pleasant Hill, CA.

Learn more about undergraduate, graduate, military, and international student admissions, plus admissions information for transfer students. You can also learn more about our tuition rates and financial aid opportunities.

To speak with our admissions team, call  (855) 355-6288  or request information and an advisor will contact you shortly. If you’re ready to apply, simply  start your application today .

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We’re proud to be a Veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners. Today, we educate students from across the U.S. and around the globe, with over 240,000 alumni worldwide.

“National University has impacted my career. You can immediately apply what you learn in class to your business.”

-Francisco R., Class of 2016

Useful Links

• Student Admissions, Outcomes, and Other Data
• What Is a Doctorate?
• How to Become a Therapist
• Gaining Clinical Skills in Human Sexuality Psychology

Frequently Asked Questions

PsyD is a Doctor of Psychology, and a PhD is a Doctor of Philosophy. Training for PsyD students focuses more on clinical work, while PhD students tend to spend more time on research, following the scientist-practitioner model. The PhD also has a more rigorous and lengthier dissertation process involved.

Most PsyD programs can be completed in five to seven years, including an internship.

According to Salary.com, the median salary for a doctorate level psychologist in California earns $124,760 as of March 28, 2023. However, the typical range is between $113,419 and $138,651.*

*SOURCE: Salary.com, Psychologist — Ph.D. Salary in California, on the internet at  https://www.salary.com/research/salary/benchmark/psychologist-ph-d-salary/ca  (viewed April 2023)

If you are interested in pursuing a career as a clinical psychologist helping others overcome mental health challenges, then yes, a PsyD is worth the money, as this degree provides the training and skills necessary to do so. Clinical psychology is considered a well-paying and personally rewarding, admirable profession.

Yes, individuals who hold a PsyD (Doctor of Psychology) degree have earned a doctoral-level degree and are entitled to use the title “Doctor.”

No, a PsyD is not necessarily “higher” than a PhD. Both degrees require extensive study and research, but the emphasis is different. A PhD in psychology is focused more on research and experimentation, while a PsyD is focused more on clinical practice.

The Key Grant Scholarship

Do you qualify for a needs-based scholarship? Learn more about the NU Key Grant Scholarship and other scholarship opportunities to unlock the door to your dreams!

The Doctor of Clinical Psychology (PsyD) Program is currently under accreditation review by APA. National University is regionally accredited by WSCUC. Questions about WSCUC accreditation can be addressed at:

985 Atlantic Avenue, Suite 100 Alameda, CA 94501 Phone:  510-748-9001

Our students are strongly encouraged to complete their internship at an APA-accredited site. Students are required to use the APPIC (Association of Psychology Postdoctoral and Internship Centers) system for application to internships and a minimum of 80% of student applications must be submitted to APA-accredited sites.

In the United States, each state makes its own rules regarding the educational requirements for licensure of psychologists. As such, requirements for professional licensure and certification can vary markedly by state. The JFK School of Psychology at National University, Doctoral Program in Clinical Psychology (Psy.D.) meets the educational degree completion requirements for licensure in the state of  California  as a Licensed Psychologist.

The curriculum requirements of the PsyD Program enable students to sit for the National Psychology Licensing Exam (EPPP). Completion of the PsyD Program allows the student to sit for the EPPP in any state, provided that all curricular requirements are satisfied.

It is important to know that some states require that students have a degree from an APA-accredited program. In addition, some agencies of the federal government only hire graduates of APA-accredited programs. If you wish to work for such an agency, please contact them directly for further information on hiring requirements.

We advise you to contact your state licensing and certification body to ensure the degree will meet requirements for licensure in the state in which you seek to be licensed. For licensing board contact information and approval status, please see the  Association of State and Provincial Psychology Boards  website. For all students, applicants, or prospective students seeking licensure in any state, please review the chart below outlining the University’s determination about the program’s curriculum and how it relates to the state educational requirements for licensure or certification in that respective state.

It is strongly encouraged that students, applicants, and prospective students determine any additional (i.e., non-educational) requirements for licensure in the state in which they seek to be licensed. Many licensure boards require more than successful degree completion to obtain a license, such as completion of an examination(s), test(s), background check(s), internship/practicum hours, and other requirements determined by the respective state board. It is the responsibility of the student completing the licensure program to check with the respective state licensing board(s) for the most recent information, rules and requirements.

The Program is currently under accreditation review by 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 1st Street, NE Washington, DC 20002 Phone:  (202) 336 – 5979 Email:  [email protected] Web:  accreditation.apa.org

Program Disclosure

Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.

NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.

All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.

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Now Accepting Applications for Fall 2024

Dedicated to offering students unique and evidenced-based comprehensive training in the art of marriage, family, and individual psychotherapy and professional clinical counseling with an appreciation for the systemic and immeasurable dimensions of the psyche.

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Masters in Counseling Psychology

Our unique counseling psychology program.

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About Counseling Psychology

“Pacifica’s Masters Program in Counseling Psychology integrated a structured academic and experiential program with my own career and personal development goals. The emphasis on depth psychology not only afforded me a paid traineeship, but immediately upon graduation, I was offered employment at several theraputic agencies and private offices where I am furthering my career as a Marriage and Family Therapist. I am proud that the education I received at Pacifica is helping me make a difference in the world.” Alonso Dominguez, Counseling Psychology Program Graduate

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Program Benefits

Students in the m.a. counseling psychology program learn to:.

• Be proficient in theoretical orientations that offer perspective and provide meaning to systemic patterns and human behavior.
• Demonstrate process and clinical skills, both face-to-face and telehealth.
• Identify underlying psychological and systemic dynamics of human interaction.
• Determine and implement effective interventions and evidence-based treatment plans while demonstrating knowledge of Family Systems theories.
• Apply understanding to case conceptualization assessment and treatment in clinical practice.
• Enhance client functioning and well-being via multi-culturally sensitive referrals and collaborative treatment team consultations.
• Understand individual, systemic, community, political, and biologic aspects of diversity and demonstrate knowledge and respect for diversity.
• Assess, diagnose, and treat the symptoms and characteristics of behavioral addictions, substance use, and dependence.
• Be knowledgeable, understand, and apply evidence-based assessment procedures to client cases and demonstrate awareness of community mental health and diversity-related considerations.
• Apply current legal and ethical standards and guidelines while working with diverse populations and demonstrate their knowledge and application in scholarly work and supervised practicum as they pertain to marriage and family therapy and professional clinical counseling.
• Identify and integrate systemic depth psychological perspectives of human interaction and demonstrate competence in the field of marriage and family therapy and professional clinical counseling.
• Demonstrate an evolving capacity to self-assess and articulate one’s own strengths.

James Hillman, Ph.D. discusses Pacifica

Contact the Admissions Advisor

• [email protected]
• (805) 879-7305
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“Attending Pacifica has been a powerful experience for me. The once-a-month weekend ‘retreats’ allow me to form meaningful and genuine relationships with fellow students, while gaining effective counseling skills from the extremely knowledgeable professors. I appreciate being around people who are dedicatd to personal growth, following their passions, and helping others. I look forward to having many life-changing and transformative experiences at Pacifica.” Kristen Lewis, Counseling Psychology Program Student

Scholarships

The Education Assistance Scholarship is sponsored by Pacifica Graduate Institute and offered to new and returning students based on extreme financial hardship and strong academic excellence.

For more information visit Pacifica Scholarship Programs .

Chair & faculty.

Faculty members of Pacifica’s Counseling Psychology Department bring a passion for depth psychologically focused education and a wealth of broad, real-world experience into the classroom. Comprised of licensed marriage and family therapists, professional clinical counselors, psychologists, social workers, Jungian analysts, and arts-and movement-centered psychotherapists, the Counseling Psychology Department’s faculty are dedicated to working with adult learners who are prepared to help change the world as helping professionals.

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Program faqs, does a student need to have a b.a. in psychology or extensive background in psychology to qualify for admission to this m.a. program.

A bachelor’s degree from a regionally accredited institution or a state-approved institution is required to enroll. While we encourage students with a psychology background to apply, students with a variety of educational backgrounds may be considered for admission to the Masters in Counseling Psychology Program. Given our interdisciplinary approach, previous background or readings in the fields of depth psychology, mythology, literature, religion, and art are of significance in enhancing a student’s experience in the program.

Does receiving the M.A. degree from Pacifica qualify a student to meet the academic requirements to sit for the Marriage and Family Therapist (MFT) licensing exams?

Yes. The coursework in the M.A. Counseling Psychology Program meets the educational requirements for licensure as a Marriage and Family Therapist in California. After completing a master’s degree from Pacifica, one must meet the BBS internship and examination requirements in order to apply for the California Marriage and Family Therapist license (LMFT).  Please see the Board of Behavioral Sciences website at www.bbs.ca.gov for further information about licensing requirements.  Applicants from other states are strongly encouraged to obtain licensing information and requirements from the licensing board of their particular state since requirements vary from state to state. 

Does receiving the M.A. degree from Pacifica qualify a student to meet the academic requirements to sit for the Licensed Professional Counselor (LPC)?

Yes. The coursework from the Counseling Psychology program is designed to meet the educational requirements for licensure as a Licensed Professional Clinical Counselor (LPCC) in California. In order to become licensed as an LPCC in California, one must meet the BBS internship and examination requirements after completing the Master’s degree. Please see the Board of Behavioral Sciences website at www.bbs.ca.gov . Applicants from other states are strongly encouraged to obtain licensing information and requirements from the licensing board of their particular state since requirements vary from state to state.

How long is this master's program and how is it structured?

Students attend classes in this program for 2.5 years or 10 quarters ( see curriculum overview ). The schedule consists of nine three-day sessions and a seven-day summer session each year, during the first two years and six three-day sessions in the final year. Classes meet from approximately 9:00am to 9:00pm during the first two days of each session and from 8:30am-4:30pm on day 3.

What are the supervised practicum requirements for graduation?

Students must complete a minimum of 300 hours, including at least 280 direct service hours, in a supervised practicum in their home community. Students may begin their supervised practicum after successfully completing the first year spring quarter courses, and after all site documentation has been submitted and approved by the Program’s Clinical Practicum Department.

What expenses, beyond tuition and residential costs, should I consider?

Students will want to factor into their school budget expenses for books, personal psychotherapy, and a thesis editor. Generally, students allow at least $2,000 per year for personal therapy, and approximately $600-$1,200 for a thesis editor, depending on the student’s writing abilities and level of editing assistance needed.

How much work is required outside of class?

Class assignments consist of readings, discussion posts, papers, and/ or projects. In the first year, students study approximately 20-25 hours per week depending on individual learning styles. In the second year, students study approximately 30 hours per week, which includes an average of 10 hours spent at a supervised practicum site. Some online course work will also be required.

Curriculum Overview

When students begin their studies at Pacifica Graduate Institute, they join a cohort of like-minded students who are also enrolling in that particular degree program. The majority of students remain with the same cohort throughout their academic journey. A very real sense of community is soon established as students collaborate within their cohorts and share the intense experiences that are part of graduate-level work at Pacifica. Close personal and professional bonds are formed, often lasting long after studies are completed and extending into graduates’ new careers.

Masters in Counseling Psychology classes take place in three-day sessions approximately once each month during fall, winter, and spring. There is also a seven-day summer session each of the first two years. The program enrolls students every fall.

• Counseling and Psychotherapeutic Theories and Techniques - CP 501 , 2.5 units
• Introduction to the Theories of the Depth Tradition - CP 534 , 2 units
• Counseling Skills: Process of Psychotherapy I - CP 515 , 3 units
• Professional Skills Development I.A. - CP 565 , 0.25 units
• Human Growth and Development - CP 520 , 2 units
• Geropsychology and Long Term Care - CP 526 , 1 unit
• Ethics and the Law: Child Abuse Assessment and Treatment - CP 525 , 1 unit
• Depth Psychology Theory and Practice I: Analytical Psychology - CP 541 , 2 units
• Counseling Skills: Process of Psychotherapy II - CP 516 , 3 units
• Professional Skills Development I.B - CP 566 , .25 units
• Psychopathology - CP 502 , 4.5 units
• Family Systems and Domestic Violence - CP 605 , 1.5 unit
• Depth Psychology Theory and Practice II: Imaginal/Archetypal Psychology - CP 542R , 1.5 unit
• Counseling Skills: Process of Psychotherapy III - CP 517 , 3 units
• Professional Skills Development I.C - CP 567 , .25 units
• Multicultural Counseling Theories and Techniques - CP 530 , 2.5 units
• Professional Orientation: Ethics and the Law - CP 523 , 3.5 units
• Research in Psychology - CP 620 , .75 units
• Group Counseling Theories and Techniques I - CP 527 , 1.5 unit
• Professional Skills Development I.D. - CP 568 , .25 units

Second Year

• Clinical Practice I - CP 610 , 3 units
• Child Psychotherapy - CP 532 , 1.5 unit
• Counseling in Substance Use Disorders, Co-occurring Disorders and Behavioral Addictions I - CP 660A , 3 units
• Community Mental Health Counseling I - CP 607A , 3 units
• Seminar in Directed Research I.A. - CP 650A , .3 units
• Professional Skills Development II.A. - CP 665 , .2 units
• Clinical Practice II - CP 611 , 3 units
• Marriage, Family, and Relationship Counseling I - CP 601 , 3 units
• Depth Psychology Theory and Practice III: Psychoanalytic Psychotherapy - CP 543R , 1 unit
• Psychological Assessment I - CP 630A , 2.5 units
• Seminar in Directed Research I.B. - CP 650B , .45 units
• Professional Skills Development II.B. - CP 666 , .25 units
• Clinical Practice III - CP 612 , 3 units
• Counseling in Substance Use Disorders, Co-occurring Disorders and Behavioral Addictions II - CP 660B , 1.5 unit
• Marriage, Family, and Relationship Counseling II - CP 602 , 3 units
• Community Mental Health Counseling II - CP 607B , 1.5 unit
• Seminar in Directed Research I.C. - CP 650C , .3 units
• Professional Skills Development II.C. - CP 667 , .25 units
• Seminar in Directed Research II.A. - CP 651A , .75 units
• Advanced Theories and Techniques: Human Sexuality - CP 522 , 1 unit
• Psychological Assessment II - CP 630B , 2 units
• Depth Psychology Theory and Practice IV: Attachment and Trauma - CP 544R , 1 unit
• Group Counseling Theories and Techniques II - CP 528 , 2 units
• Clinical Practice IV - CP 613 , 1 unit
• Professional Skills Development II.D. - CP 668 , .25 units
• Cultural Psychology - CP 511 , 2 units
• Career Development I - CP 608A , .75 units
• Psychopharmacology I - CP 670A , 2 units
• Seminar in Directed Research II.B. - CP 651B , 1 unit
• Depth Psychology Theory and Practice V: Environmental Psychology - CP 545R , 1 unit
• Clinical Practice V - CP 614 , 1 unit
• Psychopharmacology II - CP 670B , 2.5 units
• Career Development II - CP 608B , 3.75 units
• Depth Psychology Theory and Practice VI: Somatic Psychotherapy - CP 546 , 1 unit
• Seminar in Directed Research II.C. - CP 651C , 1 unit
• Group Counseling Theories and Techniques III - CP 529 , 1 unit
• Clinical Practice VI - CP 615 , 1 unit

Requirements For Graduation

Degree requirements for graduation, preparation for california marriage and family therapy licensure.

• CP 610, 611, 612, 613, 614, 615, Clinical Practice I, II, III, IV, V, VI
• CP 530 Multicultural Counseling Theories and Techniques
• CP 511 Cultural Psychology
• CP 515, 516, 517 Counseling Skills: Process of Psychotherapy I, II, III
• CP 520 Human Growth and Development
• CP 522 Advanced Theories and Techniques: Human Sexuality
• CP 526 Geropsychology and Long Term Care
• CP 605, Family Systems and Domestic Violence
• CP 630 A, B Psychological Assessment I, II
• CP 502 Psychopathology
• CP 620 Research in Psychology
• CP 650 A, B, C, Seminar in Directed Research I, A, B, C
• CP 651 A,B, C, Seminar in Directed Research II, A, B, C
• CP 601, 602 Marriage, Family, and Relationship Counseling I, II
• CP 527, 528, 529 Group Counseling Theories and Techniques I, II, III
• CP 501 Counseling and Psychotherapeutic Theories and Techniques
• CP 532 Child Psychotherapy
• CP 660 A, B Counseling in Substance Use Disorders
• Co-occurring Disorders and Behavioral Additions I
• Co-occurring Disorders and Behavioral Additions II
• CP 670 A, B Psychopharmacology I, II
• CP 523 Professional Orientation: Ethics and the Law
• CP 525 Ethics and the Law: Child Abuse Assessment and Treatment
• CP 607 A, B Community Mental Health Counseling I,II

Preparation for California Professional Clinical Counselor Licensure

• CP 534 Introduction to the Theories of the Depth Tradition
• CP 608 A, B Career Development I, II
• CP 650 A, B, C Seminar in Directed Research I. A, B, C
• CP 651 A, B, C Seminar in Directed Research II: A, B, C
• CP 523 Professional Orientation, Ethics, and Law in Counseling
• CP 525 Ethics and the Law: Child Abuse, Assessment, and Reporting
• CP 660 A, B Counseling in Substance Use Disorders, Co-occuring Disorders in Behavioral Addictions, I, II
• CP 607 A, B Community Mental Health Counseling I, II
• CP 605 Family Systems and Domestic Violence
• CP 565, 566, 567, 568 Professional Skills Development I: A, B, C, D
• CP 665, 666, 667, 668 Professional Skills Development II: A, B, C, D
• CP 541 Depth Psychology Theory and Practice I: Analytical Psychology
• CP 542A Depth Psychology Theory and Practice IIA: Imaginal and Archetypal Psychology A
• CP 542B Depth Psychology Theory and Practice IIB: Imaginal and Archetypal Psychology B
• CP 543 Depth Psychology Theory and Practice III: Archetypal Symbols and Dynamics in Psychotherapy A
• CP 545 Depth Psychology Theory and Practice V: Archetypal Symbols and Dynamics in Psychotherapy B
• CP 546 Depth Psychology Theory and Practice VI: Somatic Psychotherapy
• CP 610, 611, 612, 613, 614, 615 Clinical Practice I, II, III, IV, V, VI
• Each student must complete a total of 93 quarter units in order to fulfill the unit requirement for graduation.
• A minimum grade of C is required in each completed course. A cumulative grade point average of 3.0 must be maintained.
• Students must meet attendance requirements as articulated in the Student Handbook.
• Students must complete a Master’s Thesis accepted by the faculty and published on ProQuest.
• Students must complete a minimum of a 300-hour practicum, including a minimum of 280 direct service hours.
• Students must participate in 50 hours of personal psychotherapy, inclusive of a minimum of 5 hours each quarter during the 10 quarters of the program.
• Students must pass the Comprehensive Oral Examination in the Spring Quarter of the second year, and the Comprehensive Written Clinical Vignette Examination in the Winter Quarter of the third year.
• Endorsement of the student’s progress as satisfactory.
• Endorsement with reservation and recommendations.
• Recommendation that the student discontinues the program.

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

Lambert Campus 249 Lambert Road, Carpinteria, CA 93013

Ladera Campus 801 Ladera Lane, Santa Barbara, CA 93108

805.969.3626

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Counseling Psychology, MS

The Master of Science in Counseling Psychology program is the oldest and largest graduate program at CBU. Founded over 40 years ago, this prestigious faith-based degree equips students with the ability to reconcile and restore relationships affecting individuals, couples and families.

Program Intro

In CBU’s MS in Counseling Psychology program, seasoned core faculty teach from a biblically rooted perspective enabling students to address mental, emotional and spiritual needs in the community. The program is widely recognized and highly respected by public, private and faith-based agencies throughout the Inland Empire community. 

*62-86 Units

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*Based on current academic year. Subject to change.

View Additional Cost of Attendance and Fees

Why Earn Your MS in Counseling Psychology at CBU?

Qualify for licensure.

The MS in Counseling Psychology program aligns with the degree and coursework requirements for licensure as a Marriage and Family Therapist (MFT) in the state of California, and as a Professional Clinical Counselor (PCC) (for those students who complete the PCC course sequence), as set forth by California’s Board of Behavioral Sciences (BBS).

Apply knowledge in practice

Through our practicum settings, candidates are provided with the opportunity to put theory in to practice in real-world settings. We have over 100 well established organizational relationships that provide our students with experience in a diverse range of clinical settings, including community mental health, school-based, church-based, and additional contexts. Each placement is pre-approved by the department to meet BBS and CBU standards. Experienced licensed supervisors provide our students with the necessary guidance to not only gain the appropriate and required experience, but to prepare them to pass state licensure. Additionally, in the PCC course sequence, students have the opportunity to take part in interdisciplinary mental health simulations with students from a variety of health care disciplines.

Discover how faith affects therapy

All of our courses integrate theory and faith. Faculty teach from a biblically rooted perspective enabling students to become strong and compassionate, ethical counselors dedicated to raising the client’s quality of life. Faculty encourage students to incorporate individual beliefs and values as well as explore the intersection between their personal and professional lives. This inward examination, together with rigorous clinical training and a required personal psychotherapy, develops counseling professionals to uphold the highest standards of ethical professionalism.

What You'll Learn

• Admission to Treatment:   Identify systemic clinical concerns based on both client presentations as well as consider issues like trauma, crises, and substance abuse as motivators to begin marriage and family therapy treatment.  
• Clinical Assessment & Diagnosis:   Utilize a relational understanding of psychopathalogical and incorporate relational assessment to develop an accurate diagnostic framework upon which to base marriage and family therapy treatment.
• Treatment Planning & Case Management:   Develop evidence-based treatment plans tailored to address client concerns as well as incorporate clinical assessment and diagnosis in marriage and family therapy treatment.
• Interventions:   Evaluate a variety of foundational and contemporary family theories and therapy models and interventions. 
• Legal and Ethical Issues and Standards : Apply current laws and ethical issues affecting marriage and family therapists.
• Research and Program Evaluation:   Apply knowledge of research, evidence-based treatments, and basic strategies for evaluating research relevant to the practice of marriage and family therapy.
• Christian Faith Integration:   Apply worldview framework and its application to the practice of marriage and family therapy.
• Counselor Preparation:   Integrate foundational and contemporary models of counseling into treatment plans and case conceptualization.

Program Details

Psy 500: diversity issues in counseling psychology.

Examination of the effects of therapeutic interventions on culturally distinct populations. 

PSY 511: Couples Therapy and Intimate Partner Violence

Address the principles and techniques of effective therapy with couples. Intimate partner violence detection, prevention, and treatment will be integrated into the treatment of couples.

PSY 590: Christian Perspective on Professional Counseling

Faculty and student dialog on issues and topics related to the integration of Christianity and psychology.

• Optional Forensic Psychology Concentration
• Optional Professional Clinical Counselor Coursework

Angela Deulen, Ed.D.

Professor of Psychology

Office Phone: 951-343-4204 E-mail: [email protected] Office Location: W. E. James Building, Room 128B

Antonio Mejico Jr., Ed.D.

Associate Professor of Social Work Associate Dean of the Division of Social Work and Associate Dean for Academic Services

Office Phone: 951-552-8949 E-mail: [email protected] Office Location: James 114

Mischa Routon, PhD

Professor of Psychology Associate Dean of Faculty Development, College of Behavioral and Social Sciences Director, Master in Counseling Psychology program

Office Phone: 951-343-4206 E-mail: [email protected] Office Location: W.E. James Building, Room 110

Read Application Requirements

I graduated in May 2021 and I had my job lined up and ready to go as soon as I crossed the stage. If and when I ever need feedback or guidance from one of my professors I know they will always have their doors open for me. Diana Negrete Zambrano '19 and '21 Associate Marriage and Family Therapist, Mighty Oak Community Counseling Center Read Diana's Story

Career Possibilities

Upon completing CBU’s MS in Counseling Psychology program, students will be well prepared for careers in counseling and therapy. 

• Marriage and Family Therapist
• Professional Clinical Counselor
• Private Practice Therapist
• Community Mental Health Worker
• Substance Abuse Treatment Counselor
• Couples Therapist

Related Programs

Counseling Ministry, MA

Dual Counseling Ministry, MA and Counseling Psychology, MS

Master of Social Work

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Join our community. At CBU, you’ll be challenged to become an individual whose skills, integrity, and sense of purpose glorify God and distinguish you in the world.

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Elena Lilles Diamond

Associate professor; school psychology program director.

Elena Lilles Diamond received her PhD from the combined Counseling, Clinical, School Psychology program at the University of California, Santa Barbara with an emphasis in School Psychology. She is a Nationally Certified School Psychologist and a Licensed Psychologist and School Psychologist in Oregon. Dr. Diamond is an Associate Professor and the Program Director and Clinical Coordinator for the School Psychology program at Lewis & Clark College. She also sits on the National Association of School Psychologists (NASP) Ethics and Professional Practices Board and the Oregon School Psychologists Association (OSPA) Board of Directors.

Areas of Expertise

School Psychology Ethics and Professional Practices, Clinical Supervision, School Readiness, Early Intervention, Consultation, International School Psychology 

Publications

Diamond, E. , Hart, S., Griffiths, A., & Brock, S. (2024). Psychology in Schools: Addressing the Learning, Behavior, and Mental Health Needs of Students. Routledge.

Whalen, A. & Diamond, E. (2023). Ethics and Law for School Psychologists: A Decision-Making Workbook. Wiley.

Jacob, S., Decker, D. D., Lugg, E. T., & Diamond, E. (2022). Ethics and Law for School Psychologists, 8th Edition. Wiley.

Diamond, E. , Whalen, A., Kelly, K., & Davis, S. (2021). DECIDE: An ethical decision-making model supporting a socially just practice. Communiqué, 49 (8), 4, 6-7.

Griffiths, A. J., *Alsip, J., Kennedy, K., Diamond, E. , Palma, C., Abdou, A., *Wiegand, R., & Brady, J. (2021). Families and schools together: Designing a model for university-community partnerships to support home-school collaborations. Contemporary School Psychology. DOI: https://doi.org/10.1007/s40688-021-00358-5

Griffiths, A. J., Diamond, E., *Maupin, Z., *Alsip, J., Keller, M., Moffa, K., Furlong, M. (2021). Promoting School Safety, School Climate, and Student Mental Health: Interdependent Constructs Built Upon Comprehensive Multidisciplinary Planning, In P. Lazarus, S. Suldo, & B. Doll (Eds.). Fostering the Emotional Well-Being of our Youth: A School-Based Approach. Oxford University Press.

• Kelly, K., Diamond, E., Davis, S., & Whalen, A. (2019). Supervision in School Settings: Maintaining a Multicultural and Ethical Practice. Training and Education in Professional Psychology, 13, 119-126. DOI: 10.1037/tep0000220
• Griffiths, A. J., Diamond, E. , *Alsip, J., Furlong, M., Morrison, G. (2019). School-Wide Implementation of Positive Behavior Interventions and Supports in an Alternative School Setting: A Case Study. Journal of Community Psychology. DOI: 10.1002/jcop.22203
• Griffiths, A. J., Diamond, E. , Grief-Green, J., Kim, E., *Alsip, J., Dwyer, K., Meyer, M., Furlong, M. J. (2019). Understanding the critical link between school safety and mental health: Creating pathways to wellness, In D. Osher, R. Jagers, K. Kendziora, M. Mayer, & L. Wood. (Eds.). Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook for Education, Safety, and Justice Professionals, Families, and Communities (2 vols.). New York, NY: Praeger.
• Diamond, E., & Jaspers, K. (2018). Advocacy in action: Integrating a program-wide project to enhance social justice. Trainers’ Forum, 35, 27-36.
• Diamond, E., & Whalen, A. (2018). Ethics and Social Media: Professional Considerations for the School Psychologist. Contemporary School Psychology. Published online first doi: https://doi.org/10.1007/s40688-017-0170-x
• Diamond, E. , Hart, S., *Carlson, J., &*Roth, A. (2018). Ready or not here they come: An overview of national school-readiness screening policy. Research and Practice in the Schools, 5, 19-28.
• Diamond, E., Furlong, M., & Quirk, M. (2016). Academically Resilient Latino Elementary Students Bridging the Achievement Gap. Contemporary School Psychology, 20, 160-169.
• Diamond, E., Gans, D., Mortola, P. (2016). Groups in Schools, In C. Haen & S Aronson (Eds.), The Handbook of Child and Adolescent Group Therapy. Bethesda, MD: National Association of School Psychologists. [Invited book chapter contribution to an edited volume].

Presentations

*denotes student presenter

Davis, S., Kelly, K., Diamond, E., & Whalen, A. (2024, February). Building your Ethical Toolbox: Navigating Ethical Practice. Mini-skills Workshop presented at the 2024 meeting of the National Association of School Psychologists, New Orleans, Louisiana.

Davis, S., Kelly, K., Diamond, E. (2024, February). Building your Ethical Toolbox: Navigating Ethical Practice. Webinar presented on Schoolpsych.com online professional development platform.

Kelly, K., Whalen, A., Davis. S & Diamond, E. (2023, February). Promoting Culturally Responsive Ethical Decision Making: The DECIDE Model . Paper presented at the 2023 meeting of the National Association of School Psychologists, Denver, Colorado.

Kelly, K., Diamond, E., Whalen, A., & Davis. S. (2022, February). Promoting Culturally Responsive Ethical Decision Making: The DECIDE Model . Paper accepted to be presented at the 2022 meeting of the National Association of School Psychologists, Boston, Massachusetts.

Kelly, K., Davis, S., Whalen, A., Diamond, E. (2020, February). Promoting Multicultural and Ethical School Psychological Practice . Paper presented at the 2020 meeting of the National Association of School Psychologists, Baltimore, Maryland.

Luehring, M., C., Whalen, A., Davis, S., Kelly, K., Diamond, E. (2020, February). Exploring School Psychology Career Paths: Early Career to Experienced Professional. Paper presented at the 2020 meeting of the National Association of School Psychologists, Baltimore, Maryland.

Davis, S., Kelly, K., Diamond, E., & Whalen, A. (2019, February). Supervision in School Settings: Maintaining a Multicultural and Ethical Practice . Paper presented at the 2019 meeting of the National Association of School Psychologists, Atlanta, Georgia.

*Bibo, C., *Wattman-Turner, M., *Sexton, J., Diamond, E. , & Jaspers, K. (2018, February). Supporting LGBTQ Students: Ethical Considerations for School Psychologists. Poster presented at the 2018 meeting of the National Association of School Psychologists, Chicago, IL. [Contributor]

Diamond, E., Whalen, A., Jaspers, K., *Zemantic, T. (2017, February). School Psychologists as Behavioral Consultants: Navigating Ethical Challenges. Mini-skills workshop presented at the 2017 meeting of the National Association of School Psychologists, San Antonio, TX.

Hart, S., & Diamond, E., (2017, February). Promoting Mindfulness from Pre-K to Post Doc. Mini-skills workshop presented at the 2017 meeting of the National Association of School Psychologists, San Antonio, TX.

Davis, S., Whalen, A., Kelly, K., Diamond, E. (2017, February). Tools for the Practicum Supervisor: Supporting the Novice Candidate. Mini-skills workshop presented at the 2017 meeting of the National Association of School Psychologists, San Antonio, TX.

*Carlson, J., *Roth, A., Diamond, E., & Hart. S. (2017, February). Ready or Not Here They Come: Current Nation-Wide School-Readiness Screening Practices. Poster presented at the 2017 meeting of the National Association of School Psychologists, San Antonio, TX.

Diamond, E., Whalen, A., *Kwasnik, A. (2016, February). Showcasing the Role of School Psychologists in RtI Schools. Facilitated Discussion presented at the 2016 meeting of the National Association of School Psychologists, New Orleans, LA.

Whalen, A., Diamond, E., Davis, S., Kelly, K. K. (2016, February). Making Good Decisions: Responding to Ethical Dilemmas in Supervision. Mini-skills workshop presented at the 2016 meeting of the National Association of School Psychologists, New Orleans, LA.

Griffiths, A. J., Diamond, E. (2016, February). Building a Meaningful Life: Helping Youth Find Hope and Happiness. Mini-skills workshop presented at the 2016 meeting of the National Association of School Psychologists, New Orleans, LA.

Hendricker, E., Saeki, E., Chaffin, J., Diamond, E. (2016, February). Distance Learning in School Psychology: Planning, Implementation, and Evaluation. Symposium presented at the 2016 meeting of the National Association of School Psychologists, New Orleans, LA.

Whalen, A., & Diamond, E. (2015, February). Effective Clinical Supervision: Tools and Tips for Success . Mini-skills workshop presented at the 2015 meeting of the National Association of School Psychologists, Orlando, FL.

• Diamond, E. L., & Hart, S. (2014, February). Leader, Collaborator, Coach, Mentor: Wearing the School Psychologist Consultant Hat . Mini-skills workshop presented at the 2014 meeting of the National Association of School Psychologists, Washington DC.

Academic Credentials

2011 PhD, 2008 MEd University of California, Santa Barbara, 2005 BA University of Redlands

Location: Rogers Hall

Counseling, Therapy, and School Psychology is located in room 326 of Rogers Hall on the Graduate Campus. MSC: 86

email   [email protected]

voice   503-768-6060   fax   503-768-6065  

Chair Cort Dorn-Medeiros

Counseling, Therapy, and School Psychology Lewis & Clark 615 S. Palatine Hill Road   Portland   OR   97219

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TU Law celebrates alumna Sara Hill’s historic confirmation to federal bench

The University of Tulsa’s College of Law congratulates alumna Sara Hill (JD ’03) as she becomes the first Native American woman to serve as a federal judge in Oklahoma. This historic appointment marks a significant milestone in the state’s legal landscape. The U.S. Senate on Tuesday voted overwhelmingly to confirm Hill, who fills a vacant […]

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New faculty member brings expertise and INSPIRE lab to Psychology Department

The University of Tulsa Department of Psychology has a wide variety of faculty-led research labs. From the Exposure, Relaxation & Rescripting Therapy for Chronic Nightmares study to the Psychophysiology Laboratory for Affective Neuroscience lab, TU offers students the opportunity to participate in ongoing research and even publish their findings. New to Kendall College of Arts […]

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More than 60 years of James Joyce Quarterly

Legend has it that Thomas Staley, former provost of The University of Tulsa, founded the James Joyce Quarterly, fondly known as JJQ, in his garage. Or was it his kitchen table? That was more than 60 years ago, and since then the journal has become an internationally esteemed publication known for its publishing of critical […]

Clinical Psychology Programs

• Clinical Psychology Accreditation

UTulsa’s Clinical psychology graduate programs equip aspiring psychologists with the knowledge and skills necessary to tackle complex clinical problems.

Offering master’s and doctoral degrees, UTulsa’s Clinical Psychology Department trains students to do exactly what psychologists in modern society do: ethically apply knowledge of psychology along with skills to handle challenging clinical cases. Formal coursework covers core areas such as psychology, research methods, personality, psychopathology, principles of psychological assessment and intervention, and professional issues in clinical psychology. The program is based upon the scientist-practitioner model: Psychological practice is the application of the theory, methods, and results of scientific psychology to clinical problems.

TOP 100 PRIVATE RESEARCH INSTITUTION

5:1 student-faculty ratio, 30+ years fully accredited, 90% graduate placement rates.

UTulsa promotes breadth over narrowness in developing students’ knowledge of the science of psychology Joanne Davis, Ph.D. Graduate Adviser

Professional Opportunities

• Students gain experience through practicums in UTulsa’s behavioral health community health centers, prisons, hospitals, and private practice groups.
• Job opportunities include roles in agencies, organizations, health care, consulting, and academia. Alumni employers include Stanford University, Harvard University, U.S. Army, Cedars-Sinai, and many others.

Funding Opportunities

Graduate assistantships covering tuition and a monthly stipend are available. The following fellowships are also available:

• The Ben Graf Henneke Graduate Research Fellowship — full tuition, a monthly stipend, and funded study abroad opportunities for master’s students
• The Dissertation Completion Fellowship, Foster Brooks Parriott Fellowship, Summer Fellowships, and Graduate Assistantships, and Merit Based Scholarship — up to 21 hours of tuition and a monthly stipend for doctoral students in their final year

Admission Information

• Must hold a baccalaureate degree from an accredited university
• Strong GRE general test scores required
• Minimum TOEFL, IELTS, Duolingo, or PET scores are required for international students
• Applications are due Dec. 1.

Faculty recruiting

Perinatal Psychobiology Laboratory

INSPIRE Lab

Trauma Research Assessment Prevention & Treatment

Joanne Davis, Ph.D.,  is looking for students who are interested in the experience of trauma and treatment of PTSD, insomnia, and nightmares Davis’ lab also studies the prevalence, impact, and prevention of interpersonal violence in general and within the LGBTQIA+ population. Competitive applicants will have some background knowledge and research experience in trauma studies. Students from various underrepresented backgrounds are encouraged to apply.

Treatment and Assessment Center for Traumatic Stress

Elena Newman, Ph.D., is searching for students interested in Journalism and Trauma.  Competitive applicants will have experience in research (abstracts, papers presented at national meetings, publications), have excellent writing skills, and a strong background working with data. Students from various underrepresented backgrounds are encouraged to apply.

Nicki Aubuchon-Endsley, Ph.D., LP, is interviewing students for the 2024-25 incoming cohort. Competitive applicants should have research experience with some exposure to clinical, health, or developmental psychology research preferred, as well as experience working with women and/or infants. Applicants should also have strong writing, statistical, and interpersonal/communication skills. Ideally, candidates will also have experience directly working with data, presenting posters and/or papers at conferences, or authorship or co-authorship on publications. Students from underrepresented backgrounds are encouraged to apply.

The Integrative Psychopathology and Personality Research (INSPIRE) Lab

Takakuni Suzuki, Ph.D., is planning to review applications for the Fall 2025 incoming class. His research broadly investigates the transdiagnostic dimensional nature of psychopathology and individual differences, with emphases in personality disorders and schizophrenia-spectrum disorders. His research utilizes a multi-method approach (e.g., questionnaires, electroencephalogram, and ecological momentary assessment) and advanced statistical analyses (e.g., factor analyses, structural equation modeling, item-response theory, Bayesian analyses). Competitive applicants will have strong written and verbal communication skills; neuroscience and/or clinical research experience; and/or statistical analyses and programming skills. Applicants from underrepresented backgrounds are encouraged to apply.

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