new york university clinical psychology phd

Clinical Psychology PhD

Ph.d. in clinical psychology.

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

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

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

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

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

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

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

Teachers College Resilience Center for Veterans and Families

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

Dean Hope Center for Psychological Services

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

Admissions Information

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

Doctor of Philosophy

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

Application Deadlines

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

Application Requirements

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

The Program requires the following:

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

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

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

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

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

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

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

Second Year

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

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

Fourth and Fifth Year

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

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

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Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

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

Email: shulevitz@tc.columbia.edu

Doctor of Psychology in Clinical Psychology

Ferkauf school of psychology.

Our PsyD in Clinical Psychology is an APA accredited full-time doctoral degree. 

Internship Match Rate 97% Over the Last Ten Years

CBT and Psychodynamic Training

APA Accredited since 1985

Full Time, In Person

Embraces Diversity

4th Largest Training Clinic in the Country

Program Overview 

The Clinical Psychology PsyD Program at Yeshiva University’s (YU) Ferkauf Graduate School of Psychology was established in 1979 and has been fully accredited by the American psychological Association (APA) since 1985. The program was established and has been maintained in the Scholar-Practitioner tradition and is designed to educate students in the conceptual and empirical foundations of clinical psychology. Students receive extensive training in a variety of assessment, research, and therapeutic approaches. Students are exposed to a curriculum that integrates relevant research and the theoretical foundations of psychology with practical experiences and a wide range of psychological services. The program includes a strong research emphasis. Students receive a broad understanding of the scientific foundations of psychology, which enables them to understand, critically evaluate, and conduct research. 

The clinical program prides itself on the broad scope of its clinical training, including three years of practicum experiences at variety of the New York area’s most prestigious sites, as well as four years of training at the Parnes Clinic, our on-site university clinic. Students also have access to YU's Albert Einstein College of Medicine's extensive network of educational and research facilities. Students are trained comprehensively in both the cognitive-behavioral and psychodynamic traditions and have the option of honing their skills in either or both orientations, which is a unique aspect of the training at the clinical program at Ferkauf. The clinical program is one of only 14 doctoral programs in the US that offer substantive training in geropsychology, through our Geropsychology Minor and Concentration , which is offered to all doctoral program students at Ferkauf. Other areas of specialization (either through research, clinical training, or both) are also available to students in ways that parallel faculty interests (see individual Faculty Profiles for more detail), or align with available minor specialization tracks. 

A unique aspect of our program is that every assessment, therapy, and research didactic course, across all four academic years, offers an adjunctive weekly, intensive lab. These labs constitute extensive additional training in each area and offer the opportunity to review and apply the knowledge and skills gained in didactic coursework in small groups. Hands-on practice and direct supervision of intakes and assessments are provided in assessment labs. In research labs, students learn and apply basic and advanced research skills and develop their doctoral research projects. Finally, psychotherapy labs include group supervision of therapy sessions conducted at the university clinic and build on the weekly, individual therapy supervisions. 

The PsyD in Clinical Psychology Program's Internship Match Rate Average of 97 Percent Shines

Our students have averaged a 97% match success rate to APPIC internship sites over the last decade and have been matched in excellent and highly competitive internships across the country. Similarly, our graduates go on to receive licensure in the states where they work at a rate of 97%. Refer here for the Student Admissions, Outcomes, and Other Data (PDF) . 

Multiculturalism and Diversity

The program is committed to the goal of diversity. We value diversity in all forms, including, but not limited to, culture, race, religion, sexual orientation, gender, theoretical orientation, geography, socioeconomic status, disability and age. The program's focus on multiculturalism and diversity is embedded throughout all course work and practica. Several required courses specifically focus on these issues and other electives may be taken to strengthen students' knowledge and skills. We have been successful in attracting diverse students, including from over 64 countries across student body and alumni of the Ferkauf Graduate School of Psychology.

Given our program’s commitment to diversity and multiculturalism, we were dismayed when in September, 2022, YU appealed to the Supreme Court to avoid formal recognition of an undergraduate club organized around LGBTQ+ issues, the YU Pride Alliance. Considering that action, we want to reaffirm that at Ferkauf, student groups of all identities are welcome to meet and associate. Ferkauf has several affinity groups, including one for LGBTQIA+ identities, composed of students, faculty, and associates, and we strive to make sure our community members from marginalized identities are safe during their time here.

True to our professional commitments and values, faculty, students, and alumni have for many years been actively engaged with advocacy and consciousness-raising about issues of mental health, social justice, cultural humility, and diversity. This includes efforts directed within our own institution, including to our own administration. We are far from perfect in these efforts. However, we value a process of mutual support and lifelong learning for both faculty and students. We strive to be clear and persuasive about the implications of our field’s values, evidence-base, and ethical commitments to issues of diversity and social justice. We also hold in mind the need to improve institutional cultures and policies as we train our students to directly improve the lives of individuals, couples, families, and groups.

Our students and faculty have a tradition of partnering together through our years in operation to create mentoring relationships, and opportunities for dialogue about key issues of individual and cultural diversity, including advocacy within systems. A range of leadership roles are available for students to ensure that they have a seat at the table while in training with us.

Attesting to our efforts, the following public statement from the Ferkauf Graduate School expresses our values at the School level relative to recent events. Faculty and student groups have also sent letters to YU administration and worked on the topic within our community, consistent with values supportive of vibrant dialog and debate in pursuit of diversity, equity, and inclusion.

[from Ferkauf ‘News and Events’ page, September 2022]:

Statement on YU’s Request for US Supreme Court to Block Undergraduate Pride Alliance Student Organization

This week Yeshiva University filed an application for emergency relief to the United States Supreme Court, asking the Court to block a lower court order requiring the University to recognize an undergraduate Pride Alliance LGBTQ+ student organization. The University’s policies and legal actions regarding the undergraduate LGBTQ+ student group do not pertain to Ferkauf Graduate School of Psychology and have no impact on Ferkauf school policies.

However, we understand that as a community it is jarring to read that an LGBTQ+ student organization does not align with the “values” of our parent institution. We are especially holding in mind the LGBTQ+ members of our student body and faculty and staff in light of this event.

One of the core 5 principles of the American Psychological Association, which is the accrediting body of the three doctoral programs at Ferkauf, is a commitment to cultural and individual differences and diversity, which includes, “age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socioeconomic status.”  

Ferkauf remains committed to ensuring a diverse and inclusive learning environment. We are proud of our long history of welcoming differences in perspectives and encourage the open expression of ideas and productive dialogue.

We are committed to treating all individuals, including our LGBTQ+ faculty, staff, and students, with respect and dignity so that they may work and learn proudly in a safe, unbiased, and growth-promoting environment. Experiencing the celebration of one’s identity and the compassion of others is vital for one’s mental health, hence, we welcome all members of the Yeshiva University community to contact our Parnes Clinic should they be in need of compassionate mental health services.

Accreditation 

The program is accredited by the American Psychological Association's Commission on Accreditation as a Clinical Psychology Program. The program was accredited in 2015 for the maximum seven-year period, and the next site visit will be conducted in 2024 (review delayed by APA due to the COVID-19 pandemic). 

For questions related to the program's accreditation status, the name and contact number information for APA's Commission on Accreditation is as follows:

Commission on Accreditation  Office of Program Consultation and Accreditation  American Psychological Association  750 First Street NE, Washington, DC, 20002-4242  Telephone: 202.336.5979   https://accreditation.apa.org [email protected]  

The program is registered with the New York State Education Department and its graduates are eligible for licensure for clinical psychology in New York and other states. It is a member of the Council of University Directors of Clinical Psychology Programs (CUDCP) and the National Councils for Professional Schools of Psychology. 

Full Program Breakdown

Program Information

Program director:  dr. ken critchfield, our faculty, recent news and events, student handbook, required training:  cbt ,  psychodynamic , and assessment training, elective training  , student admissions, outcomes, and other data  .

• Prospective Students
• Current Students

Thank you for your interest in the PsyD in Clinical Psychology at Ferkauf Graduate School of Psychology. Here you can find all the information about our program and how to apply. We hope you will find this information helpful, and wish you good luck with your application process.

Quick Links

• Admission Information
• Tuition and Fees

About the PsyD in Clinical Psychology 

• Overview of Program Philosophy
• Program Goals, Objectives, and Expected Competencies
• Overview of Academic Curriculum
• Overview of Clinical Training
• Overview of Research Training

Required Training

The PsyD in Clinical Psychology at Ferkauf Graduate School of Psychology offers specialty training in cognitive behavior therapy (CBT) and psychodynamic psychotherapy (PD), which involve didactic coursework, practica in clinical training, and research. Please click through below to select your program of interest.

• CBT Training Program
• Psychodynamic Training Program

Elective Training

• Ferkauf Older Adult Program
• Family and Couples Therapy
• Clinical Neuropsychology
• Trauma Studies
• Other Training Areas

Program Application Deadlines and Requirements

• Applications, including all related documents, must be received by  January 1
• All applicants are required to take the General Graduate Record Examination (GRE). The Institution Code for the General and Subject GREs is  2995 . Please note, although we state that the 70th percentile is our unofficial cut-off for the program, it is not a fixed number.
• The GRE Psychology Subject Test is a recommendation  but is not a requirement . Applicants will not be penalized if they choose not to take this exam.
• If you are an international student and English is not your primary language, we recommend that you take the Test of English as a Foreign Language (TOEFL). The Institution Code for the TOEFL is  2883.
• Introduction to Psychology/Fundamentals of Psychology
• Statistics for Psychology Students
• Abnormal Psychology/Psychopathology
• Research Methods or an advanced research course
• Theories of Personality or Social Psychology or Developmental Psychology
• Physiological/Experimental Psychology (Brain and Behavior, Cognition and Learning, Cognitive Science, Sensation, Perception and Motivation, Cognitive Psychology, Human Memory, Psycholinguistics, Clinical Neuropsychology, Behavioral Neurobiology)
• Courses can be taken at any accredited institution (state, city, or private college). Online institution credits are not accepted.
• GPA requirements:  Our preferred GPA is 3.5 and above. That being said, we also take into account factors that might explain lower scores.
• For more information about the application process, please visit the  admissions requirements page .

Prospective Students FAQ

• How do I send in my application? All applications should be submitted via the  PSYCAS portal .
• Can you tell me more about the Psy.D in Clinical Psychology Program faculty? Please click here for more information about our faculty and their interest .
• What is the interview and acceptance process like? Interview takes place at the Ferkauf Graduate School of Psychology starting late January and continues through February. Interview notices are sent out starting January 15. Usually, candidates receive about two week notice prior to their scheduled interview day. The interview day includes two interviews with faculty members, a group interview, a student interview and a tour. You should allow about 3-4 hours for this process. The program adheres to the CUDCP policy of offers and acceptances. All offers are made before or by April 1 st , and applicants should accept or reject an offer no later than April 15 th . Applicants are not allowed to hold more than two offers for more than one week. 
• Refer to the Program Progression Chart (PDF)  for the typical course sequence for students in our program.
• Refer to the  FAQ (PDF)  for some questions that are frequently asked by the students and applicants.
• Refer to the Clinical Program Handbook  for further information about the PsyD in Clinical Psychology.
• Externship and Internship Training:  Throughout all four academic years, students in each cohort meet on a regular basis with the Director of Training for a professional seminar. This seminar focuses on helping students prepare for and navigate the processes of applying for externships and internship.
• Academic Advisement:  Each year, students are assigned to a different faculty academic advisor. Academic advisors help students understand the academic requirements and plan their four-year curricula, assist students through the registration process, and allow students an avenue for obtaining advice, and discussing any challenges that may arise.
• Clinical Advisement (assessment and therapy):  Students are assigned clinical and assessment supervisors who conduct two-hour lab meetings on a weekly basis with a small group of students. 
• Research advisement:  During their first year, students have the opportunity to hear about faculty interests and determine their research advisor through a selection process. Beginning in the second year, students meet with their research advisors in small research labs and in one-on-one meetings. 
• Student Mentorship:  Each incoming student is assigned a student mentor prior to beginning the program. Student mentors welcome incoming students to the program and provide guidance as students register and engage in their coursework.
• Class Representatives:  Class representatives (reps) are appointed by the program director and serve as the liaison between faculty and students. The class rep position affords students the opportunity to give systematic feedback, receive information and feedback from the program about issues affecting the class, and offers a channel of communication even beyond graduation.
• OPS:  The Organization of Psychology Students ( OPS ) is the student organization of Ferkauf Graduate School of Psychology. Students in good standing also have the opportunity to be elected as OPS reps.
• Teaching Assistant positions:  Students also have the opportunity to be selected as teaching assistants (TAs). There are a variety of TA positions that provide students with the opportunity to gain administrative, research, and teaching experience as well skills to become leaders and managers. These skills enable our graduates to go on to leadership positions in hospitals, universities, centers and clinics.

For more information

For general questions regarding admissions please contact our admission director  Edna Augusta  (646.592.4380). 

For questions specific to the Psy.D in Clinical Psychology Program, please contact:  [email protected]

Ferkauf Graduate School of Psychology Academic Calendar 2024-202 5  

Clinical program materials, important program timeline, registration materials.

• Registration Forms and Instructions
• Schedules : Link to the most updated course schedule published by the school administration (See under "Registration Information"). In order to avoid the possibilities of confusion and outdated documents, please use the link above to access the most updated version of the course schedule directly published by Ferkauf's registrars. 
• Transfer of Credit Policy
• Transfer Credit Form
• Curriculum Planners  
• Graduation Checklists
• Course List and Descriptions
• Course Requirements
• Clinical Program Concentrations and Minors
• For more information on concentrations and minors, click here .

Research Project Forms

• Research Project I Forms
• Research Project II Forms

Graduation Materials

• Graduation Forms and Instructions
• Scheduling the Oral Defense (See under "Registration Information")

Competency Preparation Materials

• Competency Timelines
• Clinical Competency I & III Preparation Material
• Clinical Competency II Preparation Material
• Assessment Competency I Preparation Material
• Assessment Competency II Preparation Material
• Research Competency I Preparation Material
• Research Competency II Preparation Material
• Faculty Annual Student Evaluation Material
• Supervisor Annual Student Evaluation Material
• Student Annual Rating Forms of Training Experience
• Annual Rating Forms

Program Contact Information Main Psychology Contact Office Main Psychology Office: 646.592.4520

• Dawn Basnight
• Carolyn Murphy

The Registrar:  

• Lorenzo D. Harris  , Associate Registrar: 646.592.4516

Dean's Office:

• Dean Leslie Halpern: [email protected] ; 646.592.4372
• Assistant Dean Michael S. Gill: [email protected] ; 646.592.4373

Financial Aid Contact Info:  Ferkauf Graduate School is considered a part of the Manhattan Campus of YU Office of Student Finance

• Wilf Campus, Furst Hall Room 121
• Email: [email protected]
• Phone:  212.960.5399
• Website: www.yu.edu/osf 

IT HelpDesk/Canvas Support Contact Information:  Be sure to include a phone number and YU email address when contacting the IT HelpDesk

• Phone: 646.592.4357
• Email:  [email protected]

Academic Management Resources

Canvas : Canvas provides a variety of "course support" features including an online curriculum, useful links, course documents of many sorts, communication tools including chat rooms, message boards, and e-mail access to classmates and your professor. Inside Track: Inside Track: access your registration status, class schedule, grades, and personal information.

The Library:

• YU Library Information
• Book group study rooms at the Einstein Library
• Academic Resources

Einstein Library Remote Login:

• Einstein Library Remote Login

Writing Support: Grammar Guide and Writing Center:

• Ferkauf Clinical Program Grammar Guide ( PDF )
• Yeshiva University Writing Centers: The Writing Center is a place where students can receive free one-to-one tutoring on all types of writing. The center welcomes Ferkauf students. The tutors do not write the material for the students, but help the students learn to write. There is a center in midtown and by the uptown campus on 185th street.

Enrollment Verification:

• Enrollment Verification
• Ordering your transcript

Navigating CITI and IRB:

• CITI website : Prior to working on a research project, students and faculty must take the Collaborative Institutional Training Initiative (CITI) computer-based training program. This web-based course is a mandated educational requirement for Einstein faculty and staff who participate in human subject research. It must be completed every 5 years online and students are required to submit proof of completion to the Psychology Office.
• IRB: After the proposal is approved, the student must apply for IRB approval. This can be done through the Connexus website and students should review the online overview of the IRB process prior to submitting their proposals.  Students must use their official Ferkauf email addresses to register for both CITI and iRIS and should link these two accounts as CITI training completion is required before IRB submission.  Students can upload documents related to their research project such as the proposal, consent forms, and flyers directly into the website.  The student's submission requires sign-off by both the Principal Investigator (the student's research advisor) and the Ferkauf representative to the IRB (Dr. Roee Holtzer) which can be requested through the iRIS site. Once the submission is received by the IRB, the student will be notified via Ferkauf email of approval or requests for additional information or revisions. The IRB application must be turned in early enough so that it is approved before the end of the student's fourth year.
• How to register and navigate Connexus quick guide 
• How-to for completion of IRB submission on Connexus (PDF) 

Requesting an Accommodation for a Disability   Reimbursements for Conference and Research: Please submit all reimbursement requests to [email protected]

• Rules for reimbursements ( PDF )
• Reimbursement form for internship and conference ( PDF )
• Reimbursement form for research ( PDF )

Training and Practicum Resources:

Parnes Clinic Information:

• Contact the Parnes Clinic  or Marilyn Gotay:  [email protected] ; 646.592.4399
• Please refer to Canvas Parnes Clinic page for important Parnes information and forms.

Testing Library:

• Contact the Testing Library

Important Testing Library Information:

• Rules ( PDF )
• Testing Library Calendar

Student Governance and Teaching Assistant Positions

Program Representatives: 

What it is: Program representatives serve as the liaison between faculty and students. They collect student concerns about everything affecting their cohort (i.e. professors, classes, etc) and present these to program administrators in meetings each semester. In turn, they communicate faculty and administrative concerns back to their classmates. They are also afforded the opportunity to participate in and manage group projects benefitting Ferkauf as a whole.

Application process: These positions are chosen by the faculty in first year. There is no application process-faculty choose together based on who they think will be best for the role. Selected students are informed directly by the existing program representatives.

• Class of 2028: Shibani Datta , Casey Stern
• Class of 2027:  Nicholas Norman , Ekin Kiyici
• Class of 2026:  Joy Shen , Gideon Nachman
• Class of 2025:  Tina Glusac ,  Lucy Walsh
• Class of 2024:  Joanna Durso ,  Dan Gutterman

Teaching Assistant (TA) positions

What they are: Opportunities to work directly with faculty members in support of their specific classes and/or research. Each TA position is different and may involve administrative tasks, teaching, research, management and more. All formal TA positions are paid. (If you volunteer to help a faculty member with work relating to classes or research, but you do not have a formal position, this is not paid.)

Application process: These positions are chosen by the faculty members. Sometimes a faculty member will reach out to a student directly. Other times he or she will choose from a pool of students who have applied or shown interest. All students interested in TA positions should send their CVs to Dr. McGinn in their first year, specifying which TA positions they are interested in and why. You are also welcome to email faculty members directly to express interest or to find out more about the opportunity. Note: Faculty members are busy and you may not always get a quick reply. Once TAs have been chosen, a form letter will be sent informing everyone who applied.

OPS: Organization of Psychology Students

What it is:  The Organization of Psychology Students  is a board of elected students representing each of Ferkauf's programs (school, health, adult and the master's program in counseling). They work to improve social and academic student life at Ferkauf.

Being a OPS representative includes:

• Attending monthly OPS board member meetings
• Annual meetings with the Ferkauf Board of Directors and the Dean
• Soliciting feedback from students and meeting with faculty
• social/quality-of-life (e.g. socials, midterm and finals food)
• public relations
• alumni relations
• publication/website
• literary committee
• academic activities such as colloquia partnerships with various departments
• orientation
• bulletin board
• research awards/conference grants

Members of board have the opportunity to get involved in a number of domains:

The Executive Board of OPS consists of no less than six members. For the masters program there is one representative who serves a one year term. For all of the doctoral programs, there are two representatives who each serve two year terms. Officers are chair and co-chair, vice chair, secretary, treasurer, social and secretary. There is a stipend for all board members.

Application process: All OPS reps are elected by their fellow students. Each year, the OPS board announces the number of openings for new OPS reps. At that time, students are permitted to "run" by emailing their name, program, year, and a paragraph description of why they are running for OPS representative to  [email protected] . This paragraph will go out to students across the clinical program for voting.

Contact OPS

Mentors/Mentorship Committee

What it is: Beginning in second year, each students has the opportunity to serve a mentor, assigned to help one incoming first-year student. Mentors answer questions, offer advice and can meet with their mentees throughout the year. Two mentors from each year are chosen to serve on the mentorship committee, which coordinates the mentorship program.

Application process: Any student can become a mentor. The mentorship committee will send out an email asking for involvement during your first year. Mentorship committee members are chosen by the mentorship committee based on their own criteria which includes students' level of interest and availability as well as interest in community involvement. Their choice is vetted by Dr. Schumpf.

Mentorship Committee

Christine Bushell & Hannah Hager (Samson)

Lucy Walsh & Kaitlin Levin

Shira Levy & Ayelet Schechter

Lea Beresford & Rachel Baitch

Executive Board Members

• Psy.D in Clinical Psychology Program: Tina Glusac & Natale Schmitz
• Ph.D. in Clinical Health Emphasis Program: Maria Palmeri & Bassit Malam
• Psy.D in School-Clinical Child Psychology Program: Lauren Pandes-Carter & Jillian Weinberg
• M.A. in Mental Health Counseling Program: Alexis Darmon
• M.S. in Marriage and Family Therapy: Elzbieta Farys

Student Mentors for Class 2025

• Amalia Tobia
• Anna Wietschner
• Chayim Rosensweig
• Emma Pendry-Aber
• Fortune Manopla
• Gideon Nachman
• Jack Mangini
• Julia Norman
• Julie Randolph
• Julie Svigals
• Micaela Raviv
• Natale Schmitz
• Nathan Krantz
• Priyamvada Dalmia
• Rachel Fried
• Rachel Retter
• Wendy Woods

International Students

Please reach out to the Office of International Students  for assistance and information

• 646-592-4520

Clinical Psychology PhD

Interested in studying clinical science.

We have developed this website to provide visitors with information about our program. Our goal is to make things easier for potential applicants so all information about our program is readily accessible on the Web.

For more comprehensive information, we have developed a  Student Guide . This guide provides information that will assist you in deciding whether our program is a good fit with your interests and career objectives.  We realize that applying to a doctoral program represents a major decision and a very big step in any student’s academic and career life. We have tried to make this online brochure as informative as possible, so you will be able to get the most accurate picture of what our program has to offer and what its limitations are.  Further information regarding the clinical science faculty and their research interests can be found here .

You can also access information about the Psychological Clinic , which serves as a training facility for our doctoral students, offering assessment and psychotherapy for adults, children, couples, family and groups for a broad range of issues.

Having a close match between your goals and ours seems to be one of the best indicators of a successful outcome for students. Therefore, we encourage you to be as direct and straightforward as possible in your application. If you are interested in applying to our clinical psychology program, visit our admission information page .

For information regarding the program's education and training outcomes, click here:  Student Admissions, Outcomes and Other Data 

For information on state license requirements, click here: Consumer Disclosure Information: Educational Requirements for Licensure in Psychology .

Matthew D. Johnson

Professor and director of clinical training, our general philosophy.

The Binghamton Clinical Psychology Program is a clinical science PhD program that trains graduates to advance new knowledge and theory and to provide objective answers to important questions. Our scientific training spans the nature of psychological processes, psychopathology, and the diverse problems and challenges that individuals and groups face throughout the lifespan, including the design, assessment, and implementation of effective clinical interventions. In our view, the well-trained clinical psychologist is a scientist "24/7," while doing research and clinical work, seamlessly integrating science in all clinical endeavors.  In order to advance clinical science knowledge, exert the greatest impact on human problems, and alleviate suffering, we prepare our students to enter a variety of professional settings. Our graduates conduct research, disseminate knowledge via publication and presentations at scientific meetings, and assess/address clinical issues using well-developed clinical skills and empirically grounded interventions.

Our goal is to train the next generation of clinical scientists who embrace a rigorous scientific approach in all of their work.  Our program prepares graduates to participate in a variety of careers in which they do the following: (a) produce, publish and present high quality empirical research and scholarship to contribute to knowledge in clinical science in academic and research-focused positions, including in medical-school affiliated teaching hospitals as well as VA medical centers; (b) fully integrate evidence-based methods into the assessment and treatment of mental disorders and problems in living; and (c) disseminate science-based clinical knowledge in teaching, supervision, consultation, and administrative roles.  We expect that the majority of our graduates will function as active clinical scientists with a research emphasis in the multitude of potential careers they choose to pursue.  We further expect that those students who do not embark on primary academic careers will, nevertheless, be engaged in consuming research and in producing and sharing their own research, scholarship, and clinical innovations in publications, presentations, and workshops.

Our perspective is that science-grounded clinical skills and experiences facilitate meaningful clinical science research and that research, in turn, facilitates the practice of science-based assessment and psychotherapy.  All clinical training is done with an emphasis on scientific principles, theoretical positions that are empirically investigated, and assessment methods and interventions that are evidence-based.  Binghamton graduates are not expected to pursue careers devoted solely to the office practice of clinical psychology as private or independent practitioners.  Anyone committed to such a career track would be well advised to apply elsewhere.  Our program is best suited to those students who are interested in pursuing academic and research-related careers and in careers that effectively integrate clinical science and practice while contributing research and new knowledge to the domain of clinical psychological science.

Background Information

The Clinical Psychology Program began in 1972, and the program received accreditation from the American Psychological Association in 1981.  In 1996, after a thorough review process, the clinical program was granted membership in the Academy of Psychological Clinical Science, a coalition of doctoral psychology training programs that share a common goal of producing and applying scientific knowledge to the assessment, understanding and amelioration of human problems.  In 2003, our program received the Association for Behavioral and Cognitive Therapies Outstanding Training Program Award. In 2021, the program was accredited by the Psychological Clinical Science Accreditation System (PCSAS). We are currently ranked 37th on the U.S. News and World Reports survey of clinical psychology graduate programs. 

Accreditation Information

Binghamton University's Clinical Psychology Ph.D. Program is accredited by both the Psychological Clinical Science Accreditation System (PCSAS) and the APA Commission on Accreditation (CoA).

PCSAS - Psychological Clinical Science Accreditation System

The Psychological Clinical Science Accreditation System (PCSAS) accredited the Ph.D. Program in Clinical Psychology at Binghamton University in 2021. PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The Binghamton University program's philosophy aligns with these goals and is proud to be accredited by PCSAS. Questions related to the program's accredited status should be directed to PCSAS:

APA - Commission on Accreditation of the American Psychological Association

The Ph.D. Program in Clinical Psychology at Binghamton University has been accredited by the American Psychological Association Commission on Accreditation since 1981. 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

The program demonstrates its commitment to public disclosure by providing clearly presented written materials and other communications that appropriately represent it to all relevant publics. At a minimum, this includes general program information pertaining to its aims, required curriculum sequence, and the expected outcomes in terms of its graduates' careers, as well as data on achievement of those expected and actual outcomes.

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Last Updated: 8/2/22

• Clinical Psychology, Doctor of Philosophy

The Ph.D. program in Clinical Psychology at St. John’s consists of four years of full-time coursework and related practicum experience, followed by a one-year clinical internship (or equivalent) in an approved setting and completion of a doctoral dissertation.

• Majors and Programs of Study

Earn a Ph.D. from a top-ranked Clinical Psychology program at St. John's University in New York City! The Ph.D. program in Clinical Psychology at St. John’s consists of four years of full-time coursework and related practicum experience, followed by a one-year clinical internship (or equivalent) in an approved setting and completion of a doctoral dissertation. The program is fully Accredited by the American Psychological Association.

• St. John's College of Liberal Arts and Sciences
• Queens Campus

The program prepares broadly trained, competent psychological professionals in various psychodiagnostic and intervention procedures as well as in research skills. Students learn to understand and interpret the research of others and design and execute their own research. The program prepares students to function in the many diverse professional, academic, and research roles clinical psychologists perform. It does so by offering a broad exposure to the theoretical and empirical underpinnings of general psychology while also providing extensive training in strategies and techniques of assessment, intervention, consultation, and the latest research strategies using the newest statistical analyses and programs.

The program follows the scientist/practitioner model of training involving a logical progression of coursework and fieldwork experiences toward the development of research and clinical competencies. In addition, the program abides by the profession's ethical principles, shows respect for individual rights and dignity, displays a commitment to service to its community, and demonstrates through its teaching and clinical training an appreciation of the importance of cultural diversity.

The Ph.D. program in Clinical Psychology offers two major areas of study: Adult, a specialty area focusing on education and training with adult clinical populations, and Child and Adolescent, which offers advanced training in child, adolescent, and family psychology. At the point of application to the program, students elect one of two major areas of study within the Clinical Psychology program in which they can pursue more concentrated training opportunities: (1) Adult or (2) Child and Adolescent.

• General Requirements
• Child & Adolescent Area Requirements
• Adult Area Requirements
•  Student Admissions, Outcomes, and Other Data (PDF)

Federal Regulations require all higher education institutions offering an academic program designed to meet the educational requirements for a professional license or certification or advertised as such, to provide potential students with information about whether completion of that program would meet the educational requirements for licensure/certification in the state of the student’s location upon enrollment.

This program prepares students for licensure/certification in New York State. Students who plan to work in a state other than NY, must visit our Professional Licensure Disclosure Information page where we have indicated if this program meets or does not meet the educational requirements for specific states.

Department Faculty

Please see a list of our  Psychology faculty .

Clinical faculty members include  Elissa Brown ,  Andrea Bergman ,  Elizabeth Brondolo ,  William Chaplin ,  Beverly Greene ,  Rafael Javier ,  Wilson McDermut ,  Jeffrey Nevid ,  Tamara Del Vecchio  and  Raymond DiGiuseppe .

Department Contact

Ray digiuseppe, ph.d., abpp.

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

[email protected]

Additional Information

• Program Overview
• Admission Requirements
• Student Admissions, Outcomes, and Other Data  (PDF)
• Financial Support
• Focus on Diversity in Training, Practice, and Research

Career Outcomes

The Ph.D program in Clinical Psychology at St. John’s University prepares students for professional careers in clinical psychology. Embodying the commitment to service to the economically and socially disadvantaged that is a key feature of the University’s Vincentian mission , the program prepares students to become working psychologists and researchers in community facilities and university and public service settings. Students in the program develop competencies in psychological assessment and diagnostic evaluation, psychological methods of treatment, research methods and design, methods of data analysis, and advancement of knowledge in the field, as well as sensitivity to the importance of issues of diversity in providing psychological services in a diverse society.

Professional licensure and certification requirements often vary from state to state. St. John’s University has not determined requirements for individual states beyond New York. If you reside or plan to reside outside New York you are strongly encouraged to contact the appropriate state licensing agency in that state to seek information and guidance before beginning the program.

Admissions to the Ph.D. program are for the Fall semester only. In addition to the entrance requirements listed, one or more interviews by the departmental admissions committee may be requested. Students accepted for admission with any course deficiencies must remove those deficiencies prior to matriculation in the program. Such deficiencies may be completed during the summer preceding matriculation by enrolling in appropriate undergraduate or 100-level courses. All doctoral students are required to maintain full-time status for the duration of the program.

Please note:  Prior to beginning required supervised clinical hours at the University clinic and external clinical placement sites, students will be required to undergo and successfully pass a Criminal Background Check, at a cost of approximately $100. For more information, please consult the current  Graduate Bulletin .

Applicants who are asked to interview will be invited to visit campus in February or March. 

A Final Word

Applying to a doctoral program requires a serious, thoughtful decision. We welcome your interest in the Clinical Psychology program.

For more information or to apply, please contact:

Graduate Admission Information

Office of Graduate Admission 8000 Utopia Parkway Queens, NY 11439 718-990-1601 [email protected]

Tuition and Financial Aid

Costs for tuition and fees are listed  online  and in the  Graduate Bulletin . Academic and financial advisement is available in the department and through the  Office of Student Financial Services .

Interested in Social Sciences , but not sure if Clinical Psychology, Doctor of Philosophy is right for you?

Related programs.

Earn a doctoral degree in School Psychology from St. John's University in New York City! 

The Clinical Mental Health Counseling Program is a 60-credit program leading to a Master of Science in Education degree. 

Students who have completed a CACREP master’s degree in another counseling specialization, such as school counseling, can earn an Advanced Certificate in Clinical Mental Health Counseling (CMHC).

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The Office of Student Financial Services is committed to providing students and their families with the information they need to navigate and understand the financial aid and payment process.

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Psychology: Clinical PhD

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College of Arts and Sciences

Program description.

The Clinical Psychology PhD program follows a clinical science model. Clinical science is defined as a psychological science directed at the promotion of adaptive functioning; at the assessment, understanding, amelioration, and prevention of human problems in behavior, affect, cognition, or health; and at the application of knowledge in ways consistent with scientific evidence. We expect our students to contribute to the science of clinical psychology, and to learn to infuse their clinical work with empirical findings and theoretical concepts.

Mary Wlodarczyk 213 Park Hall Buffalo, NY 14260 Email: [email protected] Phone: 716-645-8617 Fax: 716-645-3801

Instruction Method

• In Person   (100 percent of courses offered in person)

Full/Part Time Options

Credits required, time-to-degree, application fee, admission tests**.

This program is officially registered with the New York State Education Department (SED).

** At least one of the admissions tests are required for admission. Test and score requirements/exceptions vary by program. Contact the department for details.

Enter a Search Term

Clinical psychology, health care emphasis, phd.

• New York City

This program is STEM designated, which means you will be trained in areas of technology that are in high demand with United States employers. International students studying in person on student visas will be eligible for an Optional Practical Training (OPT) extension of 24 months, for a total of 36 months.

Healthcare Integration

Within a biopsychosocial framework, the PhD in Clinical Psychology (Health Care Emphasis) program prepares you for a bright future as a clinical scientist or scientist-practitioner. Skills are gained in psychodiagnostic assessment, therapeutic intervention, prevention, and consultation in both mental health and medical settings. The integration of mind and body—of mental and physical health—across the lifespan, attendant to racial, ethnic, and cultural diversity, so pertinent to risk and healthcare disparities, are embedded features in the program’s curriculum and training.

Faculty are devoted to the advancement of scientific knowledge in clinical psychology and clinical health psychology. The program draws upon the department’s long-standing strengths in areas related to global mental health and aims to prepare students for academic and research track positions, as well as for clinical roles with applied research activities. You’ll be prepared to work collaboratively in a variety of medical, community, and public health settings, and upon graduation, you will have completed all pre-doctoral academic and internship requirements for admittance to the New York State Licensing Examination.

The PhD Program in Clinical Psychology currently is seeking American Psychological Association (APA) accreditation. It has completed its self-study and been granted a site visit by the Committee on Accreditation (CoA), tentatively projected for Winter 2025. The program will be reviewed by CoA after the site visit to determine whether to grant accreditation on contingency at that time, and if the program is granted accreditation on contingency, the initial date of accreditation will be retroactive to the site visit. For questions about accreditation, please contact the CoA office at (202) 336-5965.

A Scientist-Practitioner Model

• Follow a Boulder Model of training wherein training in research inquiry and clinical practice (assessment, prevention, promotion, and intervention), in relation to mental health and physical health, are integrated through intensive coursework and placement experiences.
• Develop expertise regarding factors bearing on wellness and illness, including developmental processes (leading to preparation for work in pediatric as well as adult settings), and social, cultural, economic and global features which contribute to health and well-being.
• Gain exposure to multiple-theoretical perspectives, including cognitive-behavioral, psychodynamic, trauma-focused, and other relevant approaches.

Clinical Training and Research Opportunities

The Clinical Psychology (Health Care Emphasis) PhD program is designed to provide, within a scientist-practitioner model, education and training in clinical psychology and clinical health psychology. Clinical training begins in the first year, with a course in clinical interviewing in the first semester followed by training through practicum and supervised clinical experience in the department’s McShane Center for Psychological Services. In the third and fourth years, students complete clinical training at external field sites around the New York area, followed by a year of full-time internship.

You’ll gain new perspectives through closer interaction with students and faculty across programs, as in mentored research labs and from research talks from experts in the field. From the beginning of the program, students are involved in research with a mentor, leading to completion of a master’s thesis (at the end of second year) and culminating in completion of a doctoral dissertation. Dissertation research within this PhD program involves a chosen investigation into a specific interface between psychological and physical health.

Diversity is emphasized in academic work and practical training through opportunities to work with diverse populations. Pace University’s McShane Center for Psychological Services provides services to the multicultural community in the lower Manhattan area; a special interest group on social justice and diversity organizes events, discussions, and meetings to address important topics and issues relevant to social justice and diversity; and the Center for Global Psychology is dedicated to enhancing the global capabilities of Pace students and faculty from psychology and related fields by providing high-quality academic and professional experiences.

Take Courses Like

The Clinical Psychology (Health Care Emphasis) PhD program provides you with a comprehensive education through core-foundational courses, sequenced study of research methodology and statistical analyses, clinical courses (in psychopathology, assessment, and psychotherapy) and health psychology courses (including primary care and public health).

• PSY 724 Introduction to Clinical Health Psychology
• PSY 731 Psychopathology and Health
• PSY 732 Primary Care Interventions

Prepare for Your Career

Prepare for a career as researcher and clinician, potentially pursuing scientific investigation into the interface of mental and physical health/disease/disorder, and/or an academic role educating and training the next generation of clinical psychologists, or a clinical role within a medical or community health setting, possibly developing research measures, therapeutic interventions, beneficial programs, or needed policies. Many postdoctoral opportunities for specializations will be open to graduates.

Application Information

The Clinical Psychology (Health Care Emphasis) PhD program is a five-year, full-time post-baccalaureate program. A minimum of three years of residency at Pace University is required, including one year of full-time study. Admission is open to qualified holders of a bachelor’s degree from an accredited institution with the necessary prerequisites prior to enrollment; the GRE is optional. The application deadline for entry for the academic year 2024–2025 is January 1, 2024.

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Graduate Program

Clinical psychology, program description.

The University of Rochester’s clinical psychology doctoral program subscribes to the clinical scientist model which prepares its graduate students for careers in academia, research, as well as professional practice. The faculty's teaching and research interests span several areas of expertise, including developmental psychopathology, adolescence, relationships, and quantitative methods. The core program provides background in theory and research in personality, psychopathology, and diagnostic and psychotherapeutic techniques. Additional discipline-wide training is provided in developmental and social psychology, neuroscience, and affective and cognitive bases of behavior.

The University of Rochester doctoral training program in clinical psychology is patterned after the clinical-scientist model. The program provides students with thorough grounding in both general and clinical psychology and has been continually accredited by the American Psychological Association (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002; phone: (202) 336-5979; website: www.apa.org/ed/accreditation/ ) since 1948. In 2018, the program became a member of the Academy of Psychological Clinical Science , which is an alliance of leading, scientifically oriented programs with a strong commitment to clinical science training.

The program is built around a four-year curriculum. The Department of Psychology offers MA to PhD track* training; graduates earn both an MA and PhD, we do not offer a terminal Masters. Students complete 90 credit hours, up to one third of which may be credited for research. To learn more the program’s mission, see the program aims page .

Interested in applying?

See our application page , admission criteria page , Student Admissions, Outcomes, and Other Data (PDF) for more information.

The core clinical faculty is composed of:

• Loisa Bennetto
• David Dodell-Feder
• Liz Handley
• Christie Petrenko
• Sheree Toth

In addition, the following affiliated faculty members from other departments/areas also mentor clinical psychology doctoral students:

• Jody Todd Manly , PhD, Mt. Hope Family Center
• Thomas O'Connor , PhD, URMC Department of Psychiatry
• Steve Silverstein , PhD, URMC Department of Psychiatry
• Benjamin Suarez-Jimenez , PhD, URMC Department of Neuroscience

For a complete list of department faculty, see our directory .

Program Requirements

For a detailed description of all program requirements, see the Psychology Graduate Handbook (PDF).

Department Requirements

All psychology PhD students are required to take quantitative methods, complete one course in the other two disciplines, and act as a teaching assistant for at least one semester. For more details see the Psychology Graduate Handbook (PDF).

Core Courses

Clinical students are required to complete 14 core courses as outlined in the Psychology Graduate Handbook (PDF).

Students may also enroll for additional credit in graduate courses offered by the psychology department or other departments.

Research and Examination Requirements

Clinical students are required to complete a two-year research project in the first two years of residence, culminating in a research report by the end of the second year. Students must also complete a doctoral dissertation, as outlined in the Psychology Graduate Handbook (PDF).

Students are also required to complete the major comprehensive examination as outlined on page 21 of the Psychology Graduate Handbook (PDF).

Pre-Internship and Internship Requirements

In preparation for internship, clinical students are expected to complete an organized, sequential series of practicum experiences. Practicum experiences are defined as supervised training in the use of evidence-based assessments and therapies by clinical psychologists and other qualified professionals. Examples include practicum experiences at Mt. Hope Family Center , the University Counseling Center , and at other faculty-approved sites.

The program’s recommendation for formal internship training is contingent on positive reviews of performance and professional ethics and demeanor in these pre-internship experiences.

Students must complete a clinical internship with a minimum of 1,750 hours in an approved agency. During the internship the student’s training should span a variety of clinical approaches and populations. Students are strongly encouraged to complete their internship training in an APA-accredited agency.

For more information about pre-internship and internship requirements see the Psychology Graduate Handbook (PDF).

State Licensure Eligibility

As an APA Accredited Clinical Training Program, it is our intention to train students in all aspects of health service psychology, such that they are equipped to be both excellent scientists and excellent clinicians. It is our expectation that the vast majority of our graduates will obtain professional licensure as clinical psychologists, and will be able to engage in clinical practice and supervise trainees. However, given that licensure is controlled by individual governmental bodies in all 50 US states (typically State Boards of Psychology under the Division of Occupational Affairs in State Governments) and that every jurisdiction may impose their own unique requirements, we cannot guarantee that the specific training we provide will meet the criteria for licensure in any individual state other than New York. That said, we typically are successful at advocating for our students who request assistance related to licensure in states other than New York. Given that we are not aware of licensure requirements in other states, please refer to this link to access information on out of state licensure requirements that can be provided by licensure Boards in states of interest.

https://nc-sara.org/professional-licensure-directory

Per U.S. Federal Regulations, 668.43 (2019 Rule), and in compliance with the State Authorization Reciprocity Agreements (SARA) Manual version 19.2, the University of Rochester provides the following disclosure related to the educational requirements for professional certification and licensure. The University of Rochester has designed the curriculum for professional certification and licensure, that if successfully completed, is sufficient to meet the certification and licensure educational requirements in the state of New York.  For information regarding licensure in another state, enrolled and prospective students are strongly encouraged to contact that State’s licensing body to review all certification and licensure requirements.

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Clinical Psychology Program

Find your home in UB Psychology! We're here to help you every step of the way. 

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We're glad you found us, and we'll help ensure your transition is smooth and easy. 

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Area head Jamie Ostrov, PhD, with students in his History and Systems class

The Clinical Psychology Doctoral Program follows a "clinical-science" training model. Clinical science is a psychological science focused on using scientific methods and evidence to inform the assessment, understanding, treatment and prevention of human problems in behavior, affect, cognition or health. Consistent with this model, students are involved in clinical research continuously from their first semester, and the program is best suited for students who desire academic or research-oriented careers in clinical psychology.  

Area Head & Director of Clinical Training: Jamie Ostrov, PhD

Associate Director of Clinical Training: John Roberts, PhD

The Learning Environment

The clinical faculty represent a strong productive, and collegial group of researchers who conduct cutting-edge research in fundamental areas of clinical psychology, with particular expertise in alcohol and substance misuse, anxiety and mood disorders, developmental psychopathology, temperament, personality pathology, psychophysiology, assessment and advanced quantitative methods. 

Our doctoral program has emphases in both adult and child psychopathology and interventions. Through lab-based mentorship and carefully designed sequential and cumulative course work, students develop the skills necessary to become a clinical researcher, and they are well prepared for careers in academic settings, such as psychology departments at colleges and universities, or psychiatry departments at medical schools. We expect our students to contribute to the science of clinical psychology, and to learn to infuse their clinical work with empirical findings and theoretical concepts. Our students have done very well in competing for the best internships and professional placements, and many of our graduates have risen to positions of prominence and leadership in the field. Our aim is to provide each student with the quality of training that would afford that same opportunity. 

Inclusivity Mission

Indigenous land acknowledgement.

UB is located on territory of Native Americans. Accordingly, the Department of Psychology acknowledges the land on which the University at Buffalo operates, which is the territory of the Seneca Nation, a member of the Haudenosaunee/Six Nations Confederacy. This territory is covered by The Dish with One Spoon Treaty of Peace and Friendship, a pledge to peaceably share and care for the resources around the Great Lakes. It is also covered by the 1794 Treaty of Canandaigua, between the United States Government and the Six Nations Confederacy, which further affirmed Haudenosaunee land rights and sovereignty in the State of New York. Today, this region is still the home to the Haudenosaunee people, and we are grateful for the opportunity to live, work, and share ideas in this territory. 

Diversity and Inclusion

The Clinical Psychology Program in the Department of Psychology at the University at Buffalo utilizes science to understand and attend to issues including, but not limited to, race, ethnicity, socioeconomic status, immigration status, age, ability, religion, sexual and relationship orientation, privilege, culture, gender identity, disability, and family structure in research, clinical practice, coursework, and the recruitment of students and faculty. We also seek to promote awareness, tolerance, and acceptance of similarities and differences that exist among individuals as well as diversity in thought and ideology.​

Licensure and Accreditation

The Clinical Psychology PhD program (referred to as the “Program”) is licensure-qualifying for New York State. The program makes every effort to provide training that is consistent with national standards and to prepare students for the practice of clinical psychology. The practice of psychology is regulated at the state level. State licensing authorities, commonly referred to as “State Boards,” determine the specific educational and training requirements for licensure in their State. Of note, many States (including New York State) require post-doctoral training as well as examinations beyond predoctoral requirements. As such, a PhD from our Program in Clinical Psychology is not sufficient, in and of itself, to meet licensure requirements in most states.  

The program has been accredited by the American Psychological Association (APA) since 1949. The program was last reviewed in 2016 and received a full reaccreditation through 2023.  For questions regarding our APA accreditation status, please contact: 

Committee on Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002-4242,  Phone: 202-336-5979

In addition to APA accreditation, the program was admitted to the Academy of Psychological Clinical Science in 2008. The program is also accredited by PCSAS (Psychological Clinical Science Accreditation System) through 2027.

For questions regarding our PCSAS accreditation status, please contact:

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

PCSAS is an independent, non-profit organization that provides rigorous, objective, and empirically based accreditation of Ph.D. programs. PCSAS programs adhere to a clinical science training model—one that supports and expands the scientific foundation for mental and behavioral health care and increases the quality and quantity of clinical scientists contributing to all aspects of public health for all people.

Program Faculty

• Rebecca Ashare, PhD
• Julie Bowker, PhD
• Craig Colder, PhD
• Larry Hawk, PhD
• Hollen Reischer, PhD
• Jamie M. Ostrov, PhD
• Jennifer Read, PhD
• John Roberts, PhD
• Rebecca Schwartz-Mette, PhD
• Leonard Simms, PhD
• Sarah Taber-Thomas, PhD
• Student Admissions, Outcomes and Other Data
• 9/9/22 Program Requirements and Curriculum
• 2/28/22 Learning Goals and Objectives
• 2/29/24 Technical Standards: Serving a Diverse Public
• 8/4/22 Clinical Practica Opportunities
• 2/24/24 Experiential Learning Opportunities

Why does our Clinical Training Program have two accreditations? 

Our program is currently accredited by APA through 2023, and PCSAS through 2027. We are proud to have been accredited by APA since 1949. APA serves the needs of many clinical psychology programs around the country. The Graduate Program in Clinical Psychology at the University at Buffalo is committed to training psychologists who strive to produce and apply scientific knowledge to the assessment, understanding, and amelioration of human problems. Our program provides training that is explicitly science-focused, and as such, we benefit from an accreditation process that is consistent with this science-based philosophy. This is why we sought out accreditation with PCSAS, in addition to our APA accreditation.

Future Plans We plan to maintain APA accreditation at least until programs accredited by PCSAS are given the same access to internship and licensure opportunities as are programs accredited by APA. However, in the coming years, we will continue to monitor changes in the field, and in accreditation systems. In the event that parity (i.e., are on equal standing) is achieved between PCSAS and APA, we will then evaluate whether APA accreditation is consistent with our training philosophy and goals, and whether such accreditation benefits our program and students. Consideration of these issues would include students in our program. We will not make any changes that would limit our students’ training opportunities or threaten the ability of our graduates to have the kinds of careers that they seek.

The Admissions Process

As our program is mentorship-based, students are admitted to work with an individual faculty member. Faculty members accepting students vary from year to year. Before applying, prospective students should view the list of faculty members accepting students and/or contact potential mentors. 

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Clinical Psychology Overview

The Doctoral Program in Clinical Psychology

The Stony Brook Ph.D. program in Clinical Psychology began in 1966. Based on chair rankings in US News and World Report, it has been ranked among the very top clinical programs in the United States for the past several decades, and it has a long tradition of strong publication rates by both faculty and graduates (Mattson et al., 2005; Roy et al., 2006). In the 2020 US News and World Report rankings , the Stony Brook Clinical Psychology doctoral program was ranked 3rd in the country. The clinical program was among the first in the country to espouse the behavioral tradition in clinical psychology. Currently, the program retains its behavioral roots, but has evolved to encompass a broader set of perspectives that are oriented around an empirical approach to clinical psychology. Our goal is to graduate clinical scientists who approach psychological problems from an evidence-based perspective and who are also skilled clinicians. As such, students receive research and clinical training in a broad range of approaches. Our program is most suited to students who are interested in pursuing academic and research-related careers.

Accreditation

The program is accredited by PCSAS (Psychological Clinical Science Accreditation System) through 2030. Contact information: Joseph E. Steinmetz, Ph.D., Executive Director; 1101 E 10th Street, Bloomington, IN 47401;  [email protected] ; 479-301-8008.  In addition, the program is a member of the PCSAS Founder's Circle. PCSAS provides rigorous, objective, and empirically based accreditation of Ph.D. programs in scientific clinical psychology. Its goal is to promote superior science-centered education and training in clinical psychology, increase the quality and number of clinical scientists contributing to the advancement of public health, and enhance the scientific knowledge base for mental and behavioral health care. PCSAS accreditation is in line with our program’s commitment to a clinical science training model.

The program is accredited (inactive) by the APA CoA (Commission on Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242, Phone: 202-336-5979). The program was most recently accredited by APA CoA in the spring of 2018, and, at the time, received full accreditation until 2028.

Statement On Diversity

The Psychology Department and the clinical program respect and value diversity. We view diversity broadly, including (but not limited to) age, race, ethnicity, national origin, gender, gender identity, sexual orientation, socioeconomic status, religion, and ability status. Diversity in our student body is an important priority and contributes to the strength of our department. Our  Diversity Committee , composed of faculty and students, is dedicated to promotion of awareness, support, and dialogue with regard to all aspects of diversity in research and clinical training.

The research interests of the core faculty center on depressive disorders (child, adolescent, adult), anxiety disorders (child, adolescent, adult), autism spectrum disorders, personality, child maltreatment, close relationship functioning (e.g., discord and aggression among couples, romantic competence among adolescents and adults, relationship education), lesbian, gay, and bisexual issues (among youth and adults), emotion regulation processes (e.g., cognitive, interpersonal, neurobiological), and emotion and attention processes in normal and pathological conditions.

Research and Clinical Facilities

Departmental: Faculty maintain active laboratories for research and graduate training (see individual faculty pages for further description). Clinical facilities include the Krasner Psychological Center (KPC) and its affiliate, the Anxiety Disorders Clinic, which are training, research, and service units that provide psychological services and consultation to the community and campus, and the University Marital Therapy Clinic that provides consultation, assessment, and therapy for couples and individuals in the community who are experiencing relationship difficulties and serves as a center for research evaluation of couples.

Campus: Collaborative relationships exist with the Department of Psychiatry, the University Counseling and Psychological Services and the Center for Prevention and Outreach, where students can engage in research and clinical activities.

Off-campus: Affiliations have been established with numerous agencies on Long Island and in the surrounding areas, which provide opportunities for clinical externships and research collaboration.

Program Requirements

Official program requirements are detailed on our Program Requirements page. More generally, the program is designed to provide students with competencies in research, clinical work, and teaching through coursework, research mentoring, and clinical supervision. Students follow a program of coursework through their first 3 to 4 years in the program that includes courses pertaining to the foundations of clinical psychology (e.g., psychopathology, assessment, and intervention), research methods and statistics, and ethics. Students are also required to take courses in other areas of psychology to increase breadth of training. Students become actively involved in a research lab upon arrival in the program and are required to complete two projects by the end of their third year in order to advance to candidacy, which is followed by the doctoral dissertation. Virtually all students present papers at major professional conferences and publish at least one (and often many) papers during the course of their graduate training. Clinical training, under the supervision of area faculty, begins in the second year of the program in our Krasner Psychological Center (KPC) and can continue until the internship year. Prior to internship, many students choose to complete externships at local agencies and hospitals in addition to their training in the KPC. Throughout the program, students often work as teaching assistants and are required to complete at least two semesters of substantial direct instruction of undergraduates, which involves lecturing in undergraduate classes. Students typically complete the program, including the internship year, in 6 years. For more information on time to completion see Student Admissions, Outcomes, and Other Data on this website. 

Admission to the Program

Please visit the Clinical Program’s Admissions FAQ s for information about applying to the program. This document provides our application and admission policies, and our recommendations for preparing your application. We encourage applicants to prepare their application accordingly.

IMPORTANT! APPLICANTS FOR FALL 2022 ADMISSIONS AND BEYOND: If you are admitted to our program for Fall 2022 and choose to attend, you will graduate from a program that is accredited only by PCSAS. You will not graduate from an APA accredited program, nor will any subsequent entering classes.

The program typically receives over 300 applications (and recently many more) and has an entering class of 4 to 8 students. For information on characteristics of accepted applicants see Student Admissions, Outcomes, and Other Data on this website.

In line with the Psychology Department’s value of diversity, the clinical program encourages applications from a diverse range of applicants, including (but not limited to) applications from people of different ages, races, ethnicities, national origins, gender identities, sexual orientations, socioeconomic statuses, religions, and ability statuses.

As a member of the Council of University Directors of Clinical Training (CUDCP), the Clinical Psychology program at Stony Brook University adheres to CUDCP’s policies and guidelines for graduate school admissions, offers and acceptance. For additional information about these policies, please visit    this page.

Psychology GRE Test for Clinical Psychology Admissions:

Neither the GRE general test nor the Psychology subject test is required for application or admission to the program.  In fact, to ensure fairness in our application review process, we do not accept general or subject test GRE scores as part of your application. Even if you have taken these exams, please do not include your scores on your CV or supplementary materials.

The Clinical Program has an outstanding placement record. Of all students graduating since 2004, the vast majority are in positions in which they function as clinical scientists (e.g., academic or research positions, research post-docs, clinical settings that involve research and/or the provision and dissemination of evidence-based approaches to treatment). Our students’ careers typically emphasize the scientific generation of new knowledge (in the form of research engagement, publishing, presenting, etc.) and the widespread dissemination of such knowledge (in the form of teaching, mentoring, supervision, consultation, program and policy development). Our students also are exceptionally well-trained in science-based clinical practice, and their careers often (and typically) include service provision.

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Admission Steps

Professional/clinical psychology - psyd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Prerequisites

Additional standards for non-native english speakers, additional standards for international applicants.

For the 2025-2026 academic year

See 2023-2024 requirements instead

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Final submission deadline: December 2, 2024

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

Degrees and GPA Requirements

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

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

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

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

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

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

Program GPA requirement: The minimum undergraduate GPA for admission consideration for this program is a cumulative 3.0 on a 4.0 scale. Please visit for more details on the program specifc GPA requirement.

Applicants WITHOUT a psychology background (major or minor), must meet the department's psychology prerequisite prior to matriculation.  The psychology prerequisite can be met either through psychology coursework or by obtaining a score of at least 660 or higher on the psychology subject GRE exam. Applicants should state how they plan to meet the psychology prerequisite in their application. For the psychology coursework prerequisite, applicants must complete four (4) psychology courses earning a 'B' or better in these classes from a regionally accredited institution. Applicants offered admission should be aware that all psychology classes must be completed before registration in September.

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

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

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

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

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

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

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

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

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

Two (2) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Essay instructions.

Please respond to both essay prompts below and upload one PDF document, which should include your two essay responses, to your online application. The word limit for each essay is 500 words. Please number or label your essays. • We do not require a personal statement. • Both essay responses are required. **Note: Please read the essay prompts carefully and be sure to align your response with what is requested in the prompts.** Essay 1 Describe someone you know, other than a parent or guardian, about whom you have strong ambivalent or conflicting feelings. Describe the person in such a way that they “come alive” for the reader. How do you understand your reactions to this person? How might your personal history influence how you react? Essay 2 What life experiences and personal motives have most influenced your decision to pursue graduate study in psychology in GSPP’s PsyD Program? *This question is about your personal motives and requires a degree of self-disclosure. *Avoid writing about the wish to help others or about how you want to contribute to society. *There is no need to list your credentials or professional experience (this is already on your CV/resume which will be read).

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Faculty review completed applications December through early February.  We will notify applicants via email with an admissions status update sometime in late January/early February.  If invited to interview, interviews will be held online in late February. For more information about the programs that the Graduate School of Professional Psychology (GSPP) offers, please refer to GSPP's admissions webpage.  If you have any questions or concerns regarding admission requirements, deadlines, and late application materials, please contact [email protected] or call (303) 871-3736.

Start the Application

Online Application

Financial Aid Information

Start your application.

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

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

Application Fee: $65.00 Application Fee

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

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

Department of Psychology and Counseling

Study the science of human behavior and learn to act as an advocate—for future clients, students, and your community.

Whether you’re just starting out or seeking to add skills and credentials, you’ll find expert teaching, an active research environment, formative clinical experiences, and practical, flexible program options that fit your schedule. Students in the Department of Psychology and Counseling at New York Tech graduate ready to excel in a variety of clinical, educational, social, industrial, and research careers or pursue advanced professional training. 

Undergraduate and Dual Degree Programs

Build a foundation for a career where knowledge of human behavior empowers compassionate care and more effective solutions to social challenges. Choose a major or combine studies in psychology with other areas for expanded opportunities. With our 4+1 and combined programs, earn your bachelor’s and master’s in just five years as you prepare for a career in school counseling. Or start taking graduate courses in your junior year and speed your way to becoming a Licensed Mental Health Counselor. 

• Psychology, B.S.
• Psychology Minor
• Psychology B.S. / School Counseling, M.S.
• Accelerated Master’s Degree Programs

Graduate Programs and Advanced Certificates

Gain the professional training you need to prepare for licensure as a mental health or school counselor. You’ll learn to offer transformative support to diverse populations in a variety of settings. You can also enrich your practice with advanced training in counseling or student behavior management with certificates that require just three courses and are offered in flexible blended or online formats.

• Mental Health Counseling, M.S.
• School Counseling, M.S.
• Bilingual School Counseling, Advanced Certificate
• Mental Health Counseling, Advanced Certificate
• Student Behavior Management, Advanced Certificate

Experiential Learning

Hands-on investigation starts in our psychology labs and extends to internships and externships with New York-area schools and organizations.

Student Research

From observing the impact of COVID-19 on career readiness to addressing the mental health crisis in schools, our students help design experiments for faculty-led projects and present their own discoveries.

Internships and Practicums

In supervised clinical settings, both undergraduate and graduate students hone their diagnostic skills and explore the real-world applications of psychology and counseling theories.

Share your insights and research with others at our annual student symposium. Recent presenters have touched on social media and mental health, body positivity, and anxiety in group work.

Student Voices New York Tech’s School Counseling program provided me with a strong academic foundation so I can serve my students as a transformed counselor in practice. Kyeshah Hines (M.S. ’18) School Counseling

About Our Faculty

We graduate individuals who are dedicated to improving the quality of life for others through the intersection of behavioral health, human services, and technology. Explore our work and the talented faculty driving innovation.

Our faculty excel as teachers, researchers, and practitioners who mentor students for professional success. Review their bios and read about their areas of research.

Faculty Research

What do eye movements tell us about a person? How can VR/AR tech enhance student learning? How does childhood attachment connect with adolescent deviancy? Discover how our faculty and students are working together to find the answers.

Department News

Explore recent news from the Department of Psychology and Counseling.

Faculty Profile: Robert Alexander

In his research, Assistant Professor of Psychology and Counseling Robert Alexander, Ph.D., focuses on eye movements and the role they play not just in vision but also perception and cognition.

400-Year-Old Painting Offers Insights for Today’s Marketers

An eye movement study led by the College of Arts and Sciences’ Robert G. Alexander, Ph.D., suggests that techniques used in a Baroque-era painting could help today’s marketers catch the attention of modern consumers.

Study ‘Zooms’ in on Video Call Engagement

A study by psychology expert Melissa Huey, Ph.D., reveals which Zoom features improve focus—and which may not.

Student Conducts Eye Movement Research

Psychology student Ola Abozid received a $3,350 scholarship supporting her research that tracks the eye movements of radiologists while viewing medical images.

Faculty Profile: Nayoung Kim

Nayoung Kim, Ph.D., assistant professor in the Department of Psychology and Counseling, is a champion for mental wellness and access to counseling services.

Accreditation

The Master of Science in School Counseling is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Learn more about CACREP accreditation .

Keep Exploring

Through an applied, tech-focused study of behavioral health, you can help advance what we know about the human mind and prepare to empower communities close to home and across the globe.

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How to apply phd, psychology and social intervention.

The Psychology and Social Intervention doctoral program prepares psychological scientists for diverse roles in academia, social research, and social intervention. In this program, you’ll complete a rigorous core curriculum; engage heavily with research; and work collaboratively with faculty mentors and peers to learn how to understand, transform, and improve the settings and systems (e.g. schools, communities, policies, cultural contexts, societal inequities) in which humans develop across the lifespan. 

Official Degree Title

Application Deadline

Admissions Information

Program Information

Primary Research Mentors

The doctoral program in Psychology and Social Intervention at NYU is a small training program; thus we pay close attention to the match between the candidate and the program’s faculty and resources.  We seek to admit students whose perspectives align with the program as a whole and whose research interests are well-matched with those of one or more faculty members. Rather than admitting students to work with a particular faculty member, admitted students engage in a mutual matchmaking process with faculty at the start of their training to determine their initial mentor and are actively encouraged and supported to work with multiple faculty starting their 3rd year. 

The following PSI faculty will be  available  to serve as primary research mentors for the Fall 2025 admission are:

• Rezarta Bilali
• Jorge Cuartas
• Diane Hughes
• Pamela Morris-Perez
• Michelle Twali

The following PSI faculty will be  unavailable  to serve as primary research mentors for the Fall 2025 admission. However, these faculty are potentially available to serve as additional mentors in later years of training, so we encourage you to write about your interests and experiences that demonstrate that you are a good match with the program as a whole. 

• J. Lawrence Aber
• LaRue Allen
• Elise Cappella
• Alejandro J. Ganimian
• Erin Godfrey
• Edward Seidman
• Hirokazu Yoshikawa

Admissions Requirements

You must have a BA and/or MA in Psychology or a related field.

How to Apply

These instructions and requirements are for all applicants. If you are not a citizen or a permanent resident of the United States, please read the  special instructions for international applicants .

1. Prepare Your Application

Your application will require the following items. The following are acceptable document types for uploads: .pdf, .jpeg, .jpg, .gif, .tiff, .png, .doc, .docx, and bitmap.

You are required to upload a copy of your most recent résumé or curriculum vitae as part of your application.

Statement of Purpose

Psychology and Social Intervention doctoral program prepares students for a career as a psychological scientist who can understand, transform, and improve the contexts and systems in which humans develop across the lifespan. We are looking for students who appreciate and desire a career that includes research and intervention integrating social justice and diversity.

Please speak to this for your career trajectory in a typed - double spaced 2-3 page statement of purpose. You will upload this statement of purpose with your application. Include your research interests and prior research experience; evidence of interest in contexts of human development, systems-level interventions, and/or policy interventions and analysis; and a description of your career goals. Please feel free to describe how your life circumstances and/or how the  contexts or systems that you have experienced have impacted your research and intervention interests. At the end of your statement, be sure to briefly describe how your interests fit with the research areas of 2-3 faculty members who are available to mentor students. Before doing so, please check the primary research mentor section to verify that the faculty that you are mentioning are available to mentor students next year.

Writing Sample

Upload a research-based writing sample of yours into the writing sample section. Preferably, this would be a single or first-authored paper that you wrote for a course, or an honors’,  MA, or other thesis, or a research synthesis or report, etc. and be from your time as an undergraduate student, graduate student or afterwards.

Letters of Recommendation

Submit  three  letters of recommendation. Be sure to request them well in advance of the deadline. Read  detailed instructions .

Transcripts

Upload one official copy of transcripts from every postsecondary school you have attended or are attending. Make sure to request them in advance of the deadline.

If you completed or are completing a degree at an institution outside of the US or Canada, you are required to provide a WES or ECE evaluation. Please review our requirements for translation and a course-by-course evaluation of your transcripts.

See  detailed instructions on submitting transcripts .

The GRE (both the general test and the GRE subject test) is not a requirement for applications to the Psychology and Social Intervention Program. Applicants may submit GRE scores if desired, but there will be no disadvantage or consequence to not submitting them.

Proficiency in English

See  testing requirements .

Interview Date

The interview date for the 2025 cycle is TBD.

Application

Start your application now

After you fill in and upload the required information, you can submit your completed application.  Your application must be completed, dated, electronically signed, and submitted by 11:59 p.m. EST of the stated deadline.

Application Fee

You will be prompted to pay a $75 application fee, payable by major credit card only. After submitting your payment, you will see your application status change from “saved” to “submitted.” Please print this screen for your records, as it confirms that your application has been successfully sent to our school. If you have problems submitting your payment, please contact the Office of Graduate Admissions. Learn more about our  fee waiver policy .

Mailing Additional Items

If any application materials need to be mailed to our office, mail the materials to NYU Steinhardt, Office of Graduate Admissions, 82 Washington Square East, 3rd Floor New York, NY 10003-6680.  Please do not mail your materials in binders or folders. Any mailed materials must be  received by, not postmarked by, the stated deadline . Only completed applications will be considered and reviewed by the Admissions Committee. Due to high volume, we are unable to confirm receipt of mailed materials.

Application Policies

Application deadlines are "in-office" deadlines, not postmark deadlines.  It is your responsibility to ensure that all materials are in the Office of Graduate Admissions by the appropriate deadline, and we reserve the right to return any application that arrives after the deadline. Only completed applications will be considered. Should a deadline fall on a weekend, the in-office deadline will be the next business day. We advise you to apply early.

Please check the online system to confirm that you have successfully submitted your application.  Due to the volume of applications and related materials received, the Office of Graduate Admissions will only contact you if your application was successfully submitted and is deemed incomplete because of missing required materials. Otherwise, you will hear from us when the admissions committee has made its decision.

Deferral policy:  NYU Steinhardt does not allow deferrals. Applicants who wish to be considered for a future semester must reapply by submitting a new application with all supporting materials, including letters of recommendation, by the application deadline.

3. Receive Your Admission Decision

You will be notified about your decision by email. Typically, decisions will start going out in late March or early April for fall enrollment. You may learn of your decision before or after this timeline.