Insider's Guide to Graduate Programs in Clinical and Counseling Psychology

INSIDER’S GUIDE TO GRADUATEPROGRAMS IN CLINICAL

AND COUNSELING PSYCHOLOGY

INSIDER’S GUIDE

to Graduate Programsin Clinical andCounseling Psychology

2008/2009 Edition

John C. NorcrossMichael A. SayetteTracy J. Mayne

THE GUILFORD PRESSNew York London

© 2008 The Guilford PressA Division of Guilford Publications, Inc.72 Spring Street, New York, NY 10012

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Last digit is print number: 9 8 7 6 5 4 3 2 1

ISBN-10: 1-59385-258-4ISBN-13: 978-1-59385-258-0

ISSN 1086-2099

v

Tables and Figures vii

About the Authors ix

Acknowledgments xi

Preface xiii

Chapter 1. Introducing Clinical and Counseling Psychology 1

Clinical and Counseling Psychology 1Combined Programs 5The Boulder Model (Ph.D.) 5The Vail Model (Psy.D.) 6Differences between Boulder and Vail Programs 7A Word on Accreditation 9Online Graduate Programs 11Practice Alternatives 12Research Alternatives 14On “Backdoor” Clinicians 16To Reiterate Our Purpose 16Our Approach 17

Chapter 2. Preparing for Graduate School 18

Different Situations, Different Needs 18A Master’s Degree First 20Graduate School Selection Criteria 21Course Work 23Faculty Mentoring 25Clinical Experience 26Research Skills 28Entrance Examinations 33Extracurricular Activities 39

Chapter 3. Getting Started 41

Common Misconceptions 41Acceptance Rates 42Costs of Applying 43Starting Early 43For the Research Oriented and Dually Committed 45For the Practice Oriented 50For the Racial/Ethnic Minority Applicant 51For the LGBT Applicant 52For the Disabled Applicant 54Assessing Program Criteria 54

CONTENTS

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CONTENTS

Chapter 4. Selecting Schools 59

A Multitude of Considerations 59Research Interests 60Clinical Opportunities 61Theoretical Orientations 64Financial Aid 66Quality of Life 69Putting It All Together 69

Chapter 5. Applying to Programs 72

How Many 72Application Form 73Curriculum Vitae 74Personal Statements 77Letters of Recommendation 80Transcripts and GRE Scores 85Unsolicited Documents 86Application Fees 87Check and Recheck 87

Chapter 6. Mastering the Interview 89

Interview Strategically 90The Dual Purpose 90Rehearsal and Mock Interviews 91Interview Attire 92Travel Arrangements 92Interview Style 94Stressful Questions 96Group Interviews 98Additional Tips 98Telephone Interviews 99A Note of Thanks 100The Wait 101

Chapter 7. Making Final Decisions 102

Acceptances and Rejections 102The Financial Package 104The Alternate List 106Decision Making 106Finalizing Arrangements 107If Not Accepted 108Two Final Words 110

Reports on Combined Psychology Programs 111

Reports on Individual Clinical Psychology Programs 121

Reports on Individual Counseling Psychology Programs 275

Appendix A. Time Line 321

Appendix B. Worksheet for Choosing Programs 323

Appendix C. Worksheet for Assessing Program Criteria 325

Appendix D. Worksheet for Making Final Choices 326

Appendix E. Research Areas 327

Appendix F. Specialty Clinics and Practica Sites 359

Appendix G. Program Concentrations and Tracks 379

References 385

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Tables

1-1 Popularity and Doctorate Production of Psychology Subfields 21-2 Professional Activities of Clinical and Counseling Psychologists 41-3 APA-Accredited Clinical Psychology Programs That Are Members 6

of the Academy of Psychological Clinical Science (APCS)1-4 APA-Accredited Psy.D. Programs in Clinical Psychology 82-1 Importance of Various Criteria in Psychology Admissions Decisions 222-2 Importance Assigned by Clinical Psychology Doctoral Programs to 22

Various Types of Undergraduate Preparation2-3 Undergraduate Courses Required or Recommended by APA-Accredited 23

Clinical Psychology Programs2-4 Minimum GRE Scores Preferred by APA-Accredited Clinical Psychology Programs 352-5 Comparison of the GRE General Test and the GRE Psychology Subject Test 373-1 Average Acceptance Rates for APA-Accredited Clinical Psychology Programs 423-2 Institutions with Most Citations, Most Papers, and Strongest Clinical 46–47

Faculty Production in Psychology3-3 Institutional Origins of Clinical and Counseling Psychology 49

Diplomates and Fellows4-1 Questions to Ask about Psy.D. Programs 654-2 Theoretical Orientations of Faculty in APA-Accredited Clinical and 65

Counseling Psychology Programs4-3 Percentage of Students Recieving Financial Aid in APA-Accredited 67

Clinical Psychology Programs5-1 Professors’ Pet Peeves: Avoiding Neutral Letters of Recommendation 816-1 Common Interview Questions to Anticipate 916-2 Interview Questions an Applicant Might Ask 957-1 Student Reasons for Choosing a Clinical Psychology Doctoral Program 1037-2 Median Tuition Costs in Psychology by Institution Type and Degree Level 1057-3 Median Assistantship Stipends in Psychology 106

Figures

3-1 Sample E-mail Requesting Application and Information 584-1 Sample E-mail of Introduction—Research Oriented 624-2 Sample E-mail of Introduction—Practice Oriented 635-1 One Format for Curriculum Vitae 755-2 Another Format for Curriculum Vitae 765-3 Portion of a Sample Autobiographical Statement 805-4 Sample Letter to Request a Letter of Recommendation 836-1 Preadmission Interview Policies of APA-Accredited Programs 896-2 Sample Telephone Card 996-3 Sample Letter of Appreciation to an Interviewer 1007-1 Sample Letter of Acceptance 1087-2 Sample Letter Declining an Admission Offer 109

TABLES AND FIGURES

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John C. Norcross received his baccalaureate summa cum laude from Rutgers University. Heearned his master’s and doctorate in clinical psychology from the University of Rhode Islandand completed his internship at the Brown University School of Medicine. He is Professor ofPsychology and Distinguished University Fellow at the University of Scranton, a clinical psy-chologist in independent practice, and editor of the Journal of Clinical Psychology: In Session.He is president-elect of the American Psychological Association’s Society of Clinical Psychol-ogy and past-president of the APA Division of Psychotherapy. Dr. Norcross has publishedmore than 250 articles and has authored or edited 16 books, the most recent being LeavingIt at the Office: A Guide to Psychotherapist Self-Care, Clinician’s Guide to Evidence-BasedPractice in Mental Health, Authoritative Guide to Self-Help Resources in Mental Health, andPsychotherapy Relationships That Work. Among his awards are the Pennsylvania Professor ofthe Year from the Carnegie Foundation, Distinguished Practitioner from the National Acade-mies of Practice, and the Distinguished Career Contribution to Education and Training Awardfrom the American Psychological Association. Dr. Norcross has conducted workshops andresearch on graduate study in psychology for many years.

Michael A. Sayette received his baccalaureate cum laude from Dartmouth College. He earnedhis master’s and doctorate in clinical psychology from Rutgers University and completed hisinternship at the Brown University School of Medicine. He is Professor of Psychology atthe University of Pittsburgh, with a secondary appointment as Professor of Psychiatry at theWestern Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine. Dr.Sayette has published primarily in the area of substance abuse. His research, supported bythe National Institute on Alcohol Abuse and Alcoholism and by the National Institute onDrug Abuse, concerns the development of psychological theories of alcohol and tobaccouse. He has served on National Institutes of Health grant review study sections and is on theeditorial boards of several journals. He also is an associate editor of Journal of AbnormalPsychology and a former associate editor of Psychology of Addictive Behaviors. Dr. Sayettehas directed graduate admissions for the clinical psychology program at the University ofPittsburgh, and has presented seminars on applying to graduate school at several universitiesin North America and Europe.

Tracy J. Mayne received his baccalaureate from the State University of New York at Buf-falo, where he graduated magna cum laude and Phi Beta Kappa. He received his Ph.D. asan Honors Fellow from Rutgers University and completed his internship and postdoctoral

ABOUT THEAUTHORS

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ABOUT THE AUTHORS

fellowship at the University of California at San Francisco Medical School and the Center forAIDS Prevention Studies. He spent 2 years as an international scholar at the Institut Na-tionale de la Santé et de la Recherche Médicale in France and 3 years as the Director of HIVEpidemiology and Surveillance at the New York City Department of Health, where he re-ceived the Commissioner’s Award for Outstanding Community Research. Dr. Mayne spent5 years conducting research in cardiovascular medicine at Pfizer Pharmaceuticals and cur-rently works in Global Health Economics at Amgen Inc., conducting research in cancer-supportive therapies. Dr. Mayne has published numerous articles and chapters in the area ofhealth psychology, health economics, and emotion, and is the coeditor of Emotions: CurrentIssues and Future Directions, published by The Guilford Press.

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To paraphrase John Donne, no book is an island, entire of itself. This sentiment is par-ticularly true of a collaborative venture such as ours: a coauthored volume in its tenthedition comprising the contributions of hundreds of psychologists and of reports on

doctoral programs provided by training directors throughout North America. We are gratefulto them all.

We are also indebted to the many friends, colleagues, and workshop participants fortheir assistance in improving this book over the years. Special thanks to Jeannette Ellis, whocollected and organized data on individual program reports, as well as Krystle Evans for con-ducting data analysis for this edition. William Burke, Director of Financial Aid at the Universityof Scranton, updates our sections on financial aid and loan options every two years. SeymourWeingarten and his associates at The Guilford Press have continued to provide interpersonalsupport and technical assistance on all aspects of the project. Special thanks to our familiesfor their unflagging support and patience with late night work!

Finally, our efforts have been aided immeasurably by our students, graduate and under-graduate alike, who courageously shared their experiences with us about the applicationand admission process.

ACKNOWLEDGMENTS

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One of the benefits of applying to clinical and counseling psychology programs is thatyou earn the right to commiserate about it afterwards. It was a night of anecdotes andcomplaints (while doing laundry) that led us to review our travails and compare

notes on the difficulties we each experienced during the admission process. We emergedfrom three diverse backgrounds: one of us (T.J.M.) graduated from a large state university,took time off, and then entered a doctoral program; one of us (M.A.S.) graduated from a pri-vate liberal arts college and immediately pursued a doctorate; and another one of us (J.C.N.)graduated from a liberal arts college within a major state university after 5 years and thenpursued doctoral studies.

Although we approached graduate school in different ways, the process was much thesame. We each attempted to locate specific information on clinical and counseling psychol-ogy admissions, looked to people around us for advice, took that which seemed to besound, and worked with it. Not all the advice was good (one professor went so far as tosuggest a career in the theater instead!), and it was difficult to decide what was best whenadvice conflicted.

All in all, there was too little factual information available and too much unnecessaryanxiety involved. No clearly defined or organized system was available to guide us throughthis process. So we decided to write an Insider’s Guide to Graduate Programs in Clinicaland Counseling Psychology. That was 10 editions, 20 years, and 100,000 copies ago.

The last dozen years have seen the entire process of choosing schools and applyingbecome progressively more difficult. Approximately 76,000 bachelor’s degrees are awardedevery year in psychology, and about 20% of the recipients go on to earn a master’s or doc-toral degree in psychology. Clinical and counseling psychology programs continue to growin number and to diversify in mission: 232 APA-accredited doctoral programs in clinical psy-chology, 67 APA-accredited doctoral programs in counseling psychology, 10 APA-accreditedprograms in combined psychology, dozens of non-APA-accredited doctoral programs, andhundreds of master’s programs.

How should you prepare for admission into these graduate programs? Which shouldyou apply to? And which type of program is best for you—counseling or clinical, practice-oriented Psy.D. or research-oriented Ph.D.? We shall take you step by step through this con-fusing morass and help you make informed decisions suited to your needs and interests.

In clear and concise language, we assist you through this process, from the initial deci-sion to apply through your final acceptance. In Chapter 1, we describe the predominant train-ing models in clinical and counseling psychology and alternatives to these disciplines. In the

PREFACE

xiv

PREFACE

next chapter, we discuss the essential preparation for graduate school—the course work,faculty mentoring, clinical experiences, research skills, entrance examinations, and extracur-ricular activities. From there, in Chapter 3, we get you started on the application process andassist you in understanding admission requirements. In Chapter 4, we show you how to sys-tematically select schools on the basis of multiple considerations, especially research interests,clinical opportunities, theoretical orientations, financial assistance, and quality of life. Thenin Chapter 5, we take you through the application procedure itself—forms, curricula vitae,personal statements, letters of recommendation, academic transcripts, and the like. In Chap-ter 6, we review the perils and promises of the interview, required by three-quarters of clinicaland counseling psychology programs. Last, in Chapter 7, we walk you through the com-plexities of the final decisions. With multiple worksheets and concrete examples, we will helpyou feel less overwhelmed, better informed, and, in the end, more aware that you are theconsumer of a program that best suits your needs.

In this new edition, we provide:

• listings of each program’s concentrations and speciality tracks (Appendix G)• updates on financial assistance and government-sponsored loans• discussion of APA’s decision to discontinue its accreditation of Canadian programs• enhanced coverage of acceptance rates• data on each program’s attrition (dropout) rate• a section for applicants with disabilities

In addition, we describe how you can capitalize on the Internet revolution to ease thegraduate school admissions process—locating compatible programs, communicating withpotential faculty mentors, submitting application forms, and helping faculty send lettersof recommendation electronically. We also provide specific advice for racial/ethnic minorityand lesbian, gay, bisexual, and transgendered (LGBT) applicants. Throughout the book, weprovide Web sites to access for additional information and direction.

We have conducted original studies on graduate psychology programs for this book inan effort to inform your decision making. These results provide information on the differ-ences between clinical and counseling psychology (Chapter 1), the distinctions betweenPh.D. and Psy.D. programs (Chapter 1), the importance of various graduate school selectioncriteria (Chapter 2), acceptance rates (Chapter 3), the probability of financial assistance(Chapter 4), interview policies (Chapter 6), research areas (Appendix E), clinical and prac-tica sites (Appendix F), and more. Indeed, we have extensively surveyed all APA-accreditedprograms in clinical, counseling, and combined psychology for 20 years now and presentdetailed information on each in the Reports on Individual Programs. A detailed Time Line(Appendix A) and multiple worksheets (Appendices B, C, and D) also provide assistance onthe heretofore treacherous journey of applying to graduate programs in clinical and coun-seling psychology.

This volume will assist anyone seeking admission to graduate school in clinical andcounseling psychology, both master’s and doctoral degrees. However, the primary focus is onPh.D. and Psy.D. applicants, as the doctorate is the entry-level qualification for professionalpsychology. Just as a master’s degree in biology does not make one a physician, a master’sin psychology does not, by state licensure and APA regulation, typically qualify one as a psy-chologist. Forty-eight states require the doctorate for licensure or certification as a psycholo-gist; almost half the states grant legal recognition of psychological associates, assistants, orexaminers with a master’s degree (APA Practice Directorate, 1999). But the material presentedhere is relevant for master’s (M.A. or M.S.) applicants as well.

With this practical manual, we wish you an application process less hectic and confus-ing than ours, but equally rewarding in the end result. Good luck!

C H A P T E R 1

INTRODUCING CLINICALAND COUNSELINGPSYCHOLOGY

If you are reading this book for the first time, we as-sume you are either considering applying to gradu-ate programs in clinical and counseling psychology

or are in the process of doing so. For even the best-prepared applicant, this can precipitate a great deal ofstress and confusion. The mythology surrounding thisprocess is foreboding, and you may have heard some“horror” stories similar to these: “It’s the hardest grad-uate program to get into in the country”; “You need a3.7 grade point average and 650s on your GREs or theywon’t even look at you”; “If you haven’t taken time offafter your bachelor’s degree and worked in a clinic, youdon’t have enough experience to apply.”

Having endured the application process ourselves,we know how overwhelming the task appears at firstglance. However, we have found that much of theanxiety is unwarranted. It does not take astronomicaltest scores or years of practical experience to get intoclinical and counseling psychology programs. Althoughthese qualifications certainly help, they are not suffi-cient. Equally important are a knowledge of how thesystem works and a willingness to put in extra effortduring the application process. In other words, in thisbook, we will help you to work smarter and workharder in getting into graduate school.

Clinical and Counseling Psychology

Before dealing with the question of “how to apply,”we would like to address “why” to apply and whatclinical and counseling psychology entail. Readingthrough the next section may be useful by making youaware of other programs of study that may better suityour needs.

Let us begin with clinical psychology, the largestspecialty and the fastest growing sector in psychology.Two-thirds of the doctoral-level health service pro -viders in the American Psychological Association (APA)identify with the specialty area of clinical psychology(VandenBos, Stapp, & Kilburg, 1981). A census of allpsychological personnel residing in the United Stateslikewise revealed that the majority reported clinical psy-chology as their major field (Stapp, Tucker, & Vanden -Bos, 1985).

A definition of clinical psychology was adoptedjointly by the APA Division of Clinical Psychology andthe Council of University Directors of Clinical Psychol-ogy (Resnick, 1991). That definition states that the fieldof clinical psychology involves research, teaching, andservices relevant to understanding, predicting, and alle-viating intellectual, emotional, biological, psychological,social, and behavioral maladjustment, applied to a widerange of client populations. The major skill areas essen-tial to clinical psychology are assessment, intervention,consultation, program development and evaluation,supervision, administration, conduct of research, andapplication of ethical standards. Perhaps the safestobservation about clinical psychology is that both thefield and its practitioners continue to outgrow the clas-sic definitions.

Indeed, the discipline has experienced a veritableexplosion since World War II in numbers, activities,and knowledge. Since 1949, the year of the BoulderConference (see below), there has been a large andsignificant increase in psychology doctoral graduates.Approximately 2,400 doctoral degrees are nowawarded annually in clinical psychology—1,400 Ph.D.degrees and 1,000 Psy.D. degrees. All told, doctoral

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degrees in clinical psychology account for about 48%of all psychology doctorates (Norcross et al., 2005).Table 1-1 demonstrates the continuing popularity ofclinical psychology and the growing number of clini-cal doctorates awarded annually.

These trends should continue well into the future.After a drop in the early 1980s, the percentage of psy-chology majors among college freshmen has contin-ued to increase nationally to over 3%. In fact, theproportion of college freshmen who explicitly expressan intention of becoming clinical psychologists hasrisen to 1.3% (Astin, Green, & Korn, 1987). A nation-wide survey of almost 2 million high school juniors,reported in the Occupational Outlook Quarterly,found that psychology was the sixth most frequent ca-reer choice. Indeed, according to data from the U.S.Department of Education, interest in psychology as amajor has never been higher (Murray, 1996). So, if youare seriously considering clinical or counseling psy-chology for a career, you belong to a large, vibrant,and growing population.

Counseling psychology is the second largest spe-cialty in psychology and another rapidly growing sec-tor. As also shown in Table 1-1, counseling psychologyhas experienced sustained growth over the past threedecades. We are referring here to counseling psychol-ogy, the doctoral-level specialization in psychology,not to the master’s-level profession of counseling. Thisis a critical distinction: our book and research studies

pertain specifically and solely to counseling psychol-ogy programs, not counseling programs.

The distinctions between clinical psychology andcounseling psychology have steadily faded. Graduatesof counseling psychology programs are eligible for thesame professional benefits as clinical psychology grad-uates, such as psychology licensure, independent prac-tice, and insurance reimbursement. The APA ceaseddistinguishing many years ago between clinical andcounseling psychology internships: there is one list ofaccredited internships for both clinical and counselingpsychology students. Both types of programs preparedoctoral-level psychologists who provide health careservices.

At the same time, five robust differences betweenclinical psychology and counseling psychology are stillvisible (Morgan & Cohen, 2003; Norcross et al., 1998).First, clinical psychology is larger than counseling psy-chology: in 2007, there were 232 active APA-accrediteddoctoral programs in clinical psychology and 67 activeAPA-accredited doctoral programs in counseling psy-chology (APA, 2006) currently accepting students.Table 1-1 reveals that these counseling psychologyprograms—in addition to some unaccredited programs—produce about 500 doctoral degrees per year. Bycontrast, clinical psychology programs produce ap-proximately 2,400 doctoral degrees (1,400 Ph.D. and1,000 Psy.D.) per year. Second, clinical psychology grad-uate programs are almost exclusively housed in de-

INTRODUCING CLINICAL AND COUNSELING PSYCHOLOGY

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TABLE 1-1. Popularity and Doctorate Production of Psychology Subfields

% of doctoral-Number of Ph.D.s awarded

Subfield level psychologists 1976 1994 2002

Clinical 44% 883 1329 1312Cognitive 1% — 76 121Counseling 11% 267 464 536Developmental 4% 190 158 173Educational 6% 124 98 54Experimental & physiological 3% 357 143 201Industrial/organizational 6% 73 124 154Quantitative 2% 27 23 22School 5% 143 81 89Social and personality 4% 271 165 197Other or general 12% 387 560 438

Total 100% 2,883 3,287 3,199a

Note. Data from Stapp, Tucker, & VandenBos (1985) and National Research Council, (selected years).aPlus 1,000 Psy.D. degrees awarded annually.

partments or schools of psychology, whereas coun-seling psychology graduate programs are located ina variety of departments and divisions. Our research(Turkson & Norcross, 1996) shows that, in rough fig-ures, one-quarter of doctoral programs in counselingpsychology are located in psychology departments,one-quarter in departments of counseling psychology,one-quarter in departments or colleges of education,and one-quarter in assorted other departments. Thehistorical placement of counseling psychology pro-grams in education departments explains the occa-sional awarding of the Ed.D. (doctor of education) bycounseling psychology programs.

A third difference is that clinical psychology gradu-ates tend to work with more seriously disturbed patientsand are more likely trained in projective assessment,whereas counseling graduates work with healthier, lesspathological patients and conduct more career and vo-cational assessment. Fourth, counseling psychologistsmore frequently endorse a client-centered/Rogerianapproach to psychotherapy, whereas clinical psychol-ogists are more likely to embrace behavioral or psycho-dynamic orientations. And fifth, both APA figures (APAResearch Office, 1997) and our research (Bechtoldt,Norcross, Wyckoff, Pokrywa, & Campbell, 2001) con-sistently reveal that 15% more clinical psychologistsare employed in full-time private practice than arecounseling psychologists, whereas 10% more counsel-ing psychologists are employed in college counselingcenters than are clinical psychologists. Studies on theroles and functions of clinical and counseling psychol-ogists substantiate these differences, but the similari-ties are far more numerous (Brems & Johnson, 1997;Fitzgerald & Osipow, 1986; Watkins, Lopez, Campbell,& Himmel, 1986a, 1986b).

In order to extend this previous research, we con-ducted a study of APA-accredited doctoral programs incounseling psychology (95% response rate) and clini-cal psychology (99% response rate) regarding theirnumber of applications, characteristics of incomingstudents, and research areas of the faculty (Norcross,Sayette, Mayne, Karg, & Turkson, 1998). We found:

• The average acceptance rates of Ph.D. clinical (6%)and Ph.D. counseling (8%) psychology programswere quite similar despite the higher number ofapplications to clinical programs (270 vs. 130).

• The average grade point averages (GPAs) and GREscores for incoming doctoral students were nearlyidentical in Ph.D. clinical and Ph.D. counselingpsychology programs (3.5 for both).

• The counseling psychology programs acceptedmore ethnic minority students (25% vs. 18%) and

master’s students (67% vs. 21%) than the clinicalpsychology programs.

• The counseling psychology faculty were far moreinterested than clinical psychology faculty in re-search pertaining to minority/cross-cultural issues(69% vs. 32% of programs) and vocational/careertesting (62% vs. 1% of programs).

• The clinical psychology faculty, in turn, were farmore interested than the counseling psychologyfaculty in research pertaining to psychopatholog-ical populations (e.g., attention deficit disorders,depression, personality disorders) and activitiestraditionally associated with medical settings(e.g., neuropsychology, pain management, pedi-atric psychology).

Please bear in mind that these systematic comparisonsreflect broad differences in the APA-accredited Ph.D.programs; they say nothing about Psy.D. programs(which we discuss later in this chapter) or nonaccred-ited programs. Also bear in mind that these data canbe used as a rough guide in matching your interests toclinical or counseling psychology programs. The no-tion of discovering the best match between you and agraduate program is a recurrent theme of this Insider’sGuide.

As shown in Table 1-2, clinical and counselingpsychologists devote similar percentages of their dayto the same professional activities. About one-half oftheir time is dedicated to psychotherapy and assess-ment and a quarter of their time to research and ad-ministration. A stunning finding was that over half ofclinical and counseling psychologists were routinelyinvolved in all seven activities—psychotherapy, assess-ment, teaching, research, supervision, consultation, andadministration. Flexible career indeed!

The scope of clinical and counseling psychology iscontinually widening, as are the employment settings.Many people mistakenly view psychologists solely aspractitioners who spend most of their time seeing pa-tients. But in truth, clinical and counseling psychologyare wonderfully diverse and pluralistic professions.Consider the employment settings of American clinicalpsychologists: 40% in private practices, 19% in univer-sities or colleges, 5% in psychiatric hospitals, 9% inmedical schools, 4% in general hospitals, another 5%in community mental health centers, 4% in outpatientclinics, and 11% in “other” placements (Norcross, Karg,& Prochaska, 1997a, 1997b). This last category in-cluded, just to name a few, child and family services,correctional facilities, rehabilitation centers, schoolsystems, health maintenance organizations, psycho -analytic institutes, and the federal government.


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Although many psychologists choose careers asclinicians in private practice, hospitals, and clinics, alarge number also pursue careers in research. Forsome, this translates into an academic position. Uncer-tainties in the health care system increase the allure ofacademic positions, where salaries are less tied toclient fees. Academics teach courses and conduct re-search, usually with a clinical population. They hope tofind a “tenure-track” position, which means they startout as an assistant professor. After a certain amount oftime (typically 5 or 6 years), a university committee re-views their research, teaching, and service, and decideswhether they will be hired as a permanent faculty mem-ber and promoted to associate professor. Even thoughthe tenure process can be pressured, the atmospheresurrounding assistant professors is very conducive toresearch activity. They are often given “seed” moneyto set up facilities and attract graduate students eagerto share in the publication process. (For additional in-formation on the career paths of psychology faculty,consult The Psychologist’s Guide to an Academic Ca-reer, Rheingold, 1994, or Career Paths in Psychology,Sternberg, 2006.)

In addition, research-focused industries (like phar-maceutical and biomedical), as well as community-based organizations, are increasingly employingpsychologists to design and conduct outcomes re-search. The field of outcomes research combines theuse of assessment, testing, program design, and cost-effectiveness analyses within contexts as varied asclinical trials and community interventions. Althoughlacking the job security of tenure, industry can offergreater monetary compensation and is a viable optionfor research-oriented PhDs.

But even this range of primary employment set-tings does not accurately capture the opportunities in

the field. About half of all clinical and counseling psy-chologists hold more than one professional position(Norcross et al., 1997a; Watkins et al., 1986a). By andlarge, psychologists incorporate several pursuits intotheir work, often simultaneously. They combine activ-ities in ways that can change over time to accommo-date their evolving interests. Of those psychologistsnot in full-time private practice, over half engage insome part-time independent work (Norcross et al.,1997b). Without question, this flexibility is an asset.

As a university professor, for example, you mightrun a research group studying aspects of alcoholism,treat alcoholics and their families in private practice,and teach a course on alcohol abuse. Or, you couldwork for a company supervising marketing research,do private testing for a school system, and providemonthly seminars on relaxation. The possibilities arealmost limitless.

This flexibility is also evident in clinical and coun-seling psychologists’ “self-views.” About 60% respondthat they are primarily clinical practitioners, 20% areacademicians, 7% administrators, 5% researchers, 5%consultants, and 2% supervisors (Norcross et al., 1997b;Watkins et al., 1986a).

Also comforting is the consistent finding of rela-tively high and stable satisfaction with graduate train-ing and career choice. Over two-thirds of graduatestudents in clinical and counseling psychology expresssatisfaction with their post-baccalaureate preparation.Moreover, 87 to 91% are satisfied with their careerchoice (Norcross et al., 2005; Tibbits-Kleber & How-ell, 1987). The conclusion we draw is that clinicaland counseling psychologists appreciate the diversepursuits and revel in their professional flexibility,which figure prominently in their high level of careersatisfaction.


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TABLE 1-2. Professional Activities of Clinical and Counseling Psychologists

Clinical psychologists Counseling psychologists

Average % Average %Activity % involved in of time % involved in of time

Psychotherapy 80 34 74 28Diagnosis/assessment 64 15 62 12Teaching 50 10 60 18Clinical supervision 50 6 54 6Research/writing 51 14 50 8Consultation 47 7 61 7Administration 53 13 56 15

Note. Data from Norcross, Karpiak, & Santoro (2005) and Watkins, Campbell, & Himmell (1986a).

According to Money magazine and Salary.com,psychologist is one of the 10 best jobs in America. Andso, too, is college professor.

Combined Programs

APA accredits doctoral programs in four areas: clinicalpsychology, counseling psychology, school psychol-ogy, and combined psychology. The last category isfor those programs that afford doctoral training in twoor more of the specialties of clinical, counseling, andschool psychology.

The “combined” doctoral programs represent arelatively new development in graduate psychologytraining, and thus are relatively small in number, about3% of APA-accredited programs. In emphasizing thecore research and practice competencies among thespecialties, combined programs try to enlist their re-spective strengths and to capitalize on their overarchingcompetencies. In doing so, the hope is that a com-bined program will be “greater than the sum of itsparts” (Salzinger, 1998). For students undecided abouta particular specialty in professional psychology andseeking broad clinical training, these accredited com-bined programs warrant a close look.

The chief reasons that students select combineddoctoral programs are for greater breadth and flexi-bility of training and for more opportunity of integra-tive training across specializations. The emphasis onbreadth of psychological knowledge ensures thatcombined training will address the multiplicity of in-terests that many students have and that many psy-chologists will need in practice (Beutler & Fisher,1994). The chief disadvantages of combined programsare, first, their lack of depth and specialization and,second, the fact that other mental health professionalsmay not understand the combined degree. Our re-search on combined training programs (Castle & Nor-cross, 2002; Cobb, Reeve, Shealy, Norcross, et al.,2004) does, in fact, substantiate the broader trainingand more varied employment of their graduates. Con-sult the Reports of Combined Programs at the end ofthis book for details on these innovative programs.Also consult two special issues of the Journal of Clinical Psychology (Shealy, 2004) on the combined-integrative model of doctoral training in professionalpsychology.

The Boulder Model (Ph.D.)

The diversity in professional activities has produced adiversity of training models in professional psychology.Without a firm understanding of the differences in these

training models, many applicants will waste valuabletime and needlessly experience disappointment. Let usnow distinguish between the two prevalent trainingmodels in clinical psychology—the Boulder modeland the Vail model. Combined programs and counsel-ing psychology have parallel differences in trainingemphases; however, they do not typically employ thesame terms as clinical psychology and offer only ahandful of Psy.D. degrees.

The first national training conference on clinicalpsychology was held during 1949 in Boulder, Col-orado (hence, the “Boulder model”). At this confer-ence, equal weight was accorded to the developmentof research competencies and clinical skills. This dualemphasis resulted in the notion of the clinical psychol-ogist as a scientist–practitioner. Clinical psychologistswere considered first and foremost as psychologistsand were to have a rigorous, broad-based education inpsychology. Their training would encompass statistics,history and systems, and research, with core coursesin development, biopsychology, learning, and the like.The emphasis was on psychology; clinical was theadjective.

The Boulder conference was a milestone for severalreasons. First, it established the Ph.D. as the requireddegree, as in other academic research fields. To thisday, all Boulder model, scientist–practitioner programsin clinical psychology award the Ph.D. degree. Second,the conference reinforced the idea that the appropri-ate location for training was within university de -partments, not separate schools or institutes as inmedicine and law. And third, clinical psychologistswere trained for simultaneous existence in two worlds:academic/scientific and clinical/professional.

The important implication for you, as an appli-cant, is to know that Boulder-model programs providerigorous education as a researcher along with trainingas a clinician. Consider this dual thrust carefully beforeapplying to Boulder-model programs. Some first-yeargraduate students undergo undue misery becausethey dislike research-oriented courses and the researchprojects that are part of the degree requirements. These,in turn, lead to the formal dissertation required byBoulder-model programs. Many applicants are specifi-cally seeking this sort of training.

A recent movement toward a “bolder” Bouldermodel was crystallized by the 1995 creation of theAcademy of Psychological Clinical Science (APCS). Ac-cording to its Web site, APCS is “an alliance of leading,scientifically oriented, doctoral training programs inclinical and health psychology, committed to empiricalapproaches to advancing knowledge.” “The Academyseeks as members those programs that are strongly


5

committed to research training and to the integrationof such training with clinical training.” APCS includes43 clinical psychology Ph.D. programs. These pro-grams are listed in Table 1-3. More information onAPCS can be found on their Web site: w3.arizona.edu/~psych/apcs/apcs.html.

Based on the data from our previous editions ofthe Insider’s Guide we found that, compared to non-member programs, APCS programs admit a slightlylower percentage of applicants (who had higher GREscores) and were more likely to provide full financialsupport. APCS programs also subscribe more frequentlyto a cognitive-behavioral orientation, report a strongerresearch emphasis, and engage more frequently inresearch supported by funding agencies than non-APCS programs (Sayette, Mayne, Norcross, & Giuffre,1999). Students interested in a Boulder-model clinicalPh.D program may find these programs to be espe-cially attractive in that they represent empirically based,research-focused training.

Other applicants are seeking training focused onclinical practice. For these applicants, there is an alter-

native to the Boulder model: the Vail model of trainingpsychologists.

The Vail Model (Psy.D.)

Some dissension with the recommendations of theBoulder conference emerged at later meetings; how-ever, there was a strong consensus that the scientist–practitioner model, Ph.D. degree, and universitytraining should be retained. But in the late 1960s andearly 1970s, change was in the wind. Training alterna-tives were entertained, and diversification was encour-aged. This sentiment culminated in a 1973 nationaltraining conference held in Vail, Colorado (hence, the“Vail model”).

The Vail conferees endorsed different principlesthan the Boulder model, leading to a diversity of train-ing programs (Peterson, 1976, 1982). Psychologicalknowledge, it was argued, had matured enough towarrant creation of explicitly professional programsalong the lines of professional programs in medicine,dentistry, and law. These “professional programs”


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TABLE 1-3. APA-Accredited Clinical Psychology Programs That Are Members of the Academy of

Psychological Clinical Science (APCS)

University of Arizona

Arizona State University

Boston University

University of California–Berkeley

University of California–Los Angeles

University of California–San Diego

University of Delaware

University of Denver

Duke University

Emory University

Florida State University

University of Hawaii

University of Illinois at Urbana Champaign

Indiana University

University of Iowa

University of Kentucky

University of Maryland

McGill University

University of Memphis

University of Miami

University of Minnesota

University of Missouri

University of Nevada–Reno

Ohio State University

University of Oregon

University of Pennsylvania

Pennsylvania State University

University of Pittsburgh

Purdue University

Rutgers University

San Diego State University

University of Southern California

University of South Florida

State University of New York–Binghamton

State University of New York–Stony Brook

University of Texas

University of Toronto

Vanderbilt University

Virginia Tech

University of Virginia

University of Washington

Washington University–St. Louis

University of Wisconsin

Yale University

were to be added to, not replace, Boulder-model pro-grams. Further, it was proposed that different degreesshould be used to designate the scientist role (Ph.D.—Doctor of Philosophy) from the practitioner role (Psy.D.—Doctor of Psychology). Graduates of Vail-modelprofessional programs would be scholar–professionals:the focus would be primarily on practice and less onresearch.

This revolutionary conference led to the emer-gence of two distinct training models typically housedin different settings. Boulder-model, Ph.D. programsare almost universally located in graduate departmentsof large universities. However, Vail-model programscan be housed in three organizational settings: withina psychology department; within a university-affiliatedpsychology school (for instance, Rutgers and Adelphiuniversities); and within an independent, “freestand-ing” university (e.g., Alliant University, Argosy Univer-sity). These latter programs are part of independentinstitutions, some of which are run as for-profit com-panies. Although they are titled “universities,” they arefrequently not comprehensive universities offeringdegrees in dozens of subjects. Rather, they only offerdegrees in a handful of subjects and thus not “uni-versities” in the traditional sense of comprehensiveuniversities.

Table 1-4 lists APA-accredited clinical Psy.D. pro-grams. (For a listing of non-accredited Psy.D. programs,see www.apadiv2.org/otrp/resources/brynolf07psyd.pdf )

Clinical psychology now has two established andcomplementary training models. All the Ph.D. pro-grams together produce approximately 1.2 times asmany doctoral-level psychologists per year as Psy.D.programs collectively. Although Boulder-model pro-grams still outnumber Vail-model programs, Vail-modelprograms enroll, as a rule, three to four times thenumber of incoming doctoral candidates. This createsalmost a numerical parity in terms of psychologistsproduced.

Several studies have demonstrated that initial wor-ries about stigmatization, employment difficulties, li-censure uncertainty, and second-class citizenship forPsy.D.s have not materialized (see Hershey, Kopplin,& Cornell, 1991; Peterson, Eaton, Levine, & Snepp,1982). There do not appear to be strong disparitiesin the pre-internship clinical skills of Ph.D. and Psy.D.students as evaluated by internship supervisors(Snepp & Peterson, 1988). Nor are there discernibledifferences in employment except, of course, that themore research-oriented, Boulder-model graduates arefar more likely to be employed in academic positionsand medical schools (Gaddy, et al., 1995). While Vail-

model graduates may be seen as second-class citizensby some Boulder-model traditionalists, this is not thecase among health care organizations or individualpatients.

Which training model do clinical psychologiststhemselves prefer? In one of our studies (Norcross,Gallagher, & Prochaska, 1989), we found that 50% fa-vored the Boulder model, 14% the Vail model, and theremaining 36% both models equally. However, prefer-ences varied as a function of the psychologist’s owndoctoral program: 93% of the psychologists trained ina strong Boulder tradition preferred the Boulder modelor both equally. Likewise, 90% of the psychologiststrained in a strong Vail tradition preferred the Vailmodel or both equally. In short, psychologists pre-ferred the training model to which they applied andin which they completed their training.

Differences between Boulder and Vail Programs

The differences between Boulder-model and Vail-modelprograms are quantitative, not qualitative. The primarydisparity lies in the relative emphasis on research:Boulder programs aspire to train producers of research;Vail programs train consumers of research. Even Vailprograms require research and statistics courses; yousimply cannot avoid research sophistication in anyaccredited psychology program. The practice oppor-tunities are very similar for students in both types ofprograms.

At the same time, as we discuss in subsequentchapters, there are important trade-offs between Vail-model and Boulder-model programs. Here are 7 differ-ences to bear in mind as you read through our bookand as you become an informed consumer.

1. Research skills. Vail-model, Psy.D. programs provide slightly more clinical experience and courses butless research experience and courses than do Boulder-model programs (Tibbits-Kleber & Howell, 1987).

Psy.D. programs typically require a clinical disser-tation, substantially less than an original research dis-sertation required by Ph.D. programs. An importantcaveat: if you desire to teach full time at a 4-year col-lege or university, we strongly advise you not to seekthe Psy.D. degree. The Psy.D. is an explicitly profes-sional or practitioner degree; your training and ex-pertise will be as a practitioner, not as a professor,researcher, or academician.

2. Length of training, The additional researchtraining and the large dissertation required in Boulder-


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model Ph.D. programs translate into an additional yearof training, on average. Students in Ph.D. programstake significantly longer, 1 to 1.5 years longer, to com-plete their degrees than do Psy.D. students (Gaddyet al., 1995; Norcross, Castle, Sayette, & Mayne, 2004).Various interpretations are given to this robust differ-ence, from “Psy.D. training is more focused and effi-cient” on one pole, to “Ph.D. training is morecomprehensive and rigorous” on the other.

3. Acceptance rates. Both Vail and Boulder pro-grams have similar admission criteria, which favor gradepoint average, entrance examination scores, letters ofrecommendation, and so on. (All these topics are cov-ered in detail in later chapters.) But Vail-model programsafford easier admission than Boulder-model programs.On average, clinical Ph.D. programs accept 6 to 10% ofapplicants, whereas clinical Psy.D. programs accept 41to 50% of applicants (see Table 3-1 for details).


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TABLE 1-4. APA-Accredited Psy.D. Programs in Clinical Psychology

Adler School of Professional Psychology

Alliant International University–Fresnoa

Alliant International University–Los Angelesa

Alliant International University–San Diegoa

Alliant International University–San Francisco Baya

Antioch University New England

Argosy University, Atlanta Campus

Argosy University, Chicago Campus

Argosy University, Honolulu Campus

Argosy University, Phoenix Campus

Argosy University, San Francisco Campus

Argosy University, Schaumberg Campus

Argosy University, Tampa Campus

Argosy University, Twin Cities Campus

Argosy University, Washington, DC Campus

Azusa Pacific University

Baylor University

Biola Universitya

California Institute of Integral Studies

Carlos Albizu University–Miami Campus

Carlos Albizu University–San Juan Campusa

Chestnut Hill College

Chicago School of Professional Psychology

University of Denvera

Florida Institute of Technology

Forest Institute of Professional Psychology

Fuller Theological Seminarya

George Fox University

George Washington Universitya

University of Hartford

Immaculata University

aThese institutions also have APA-accredited Ph.D. programs in clinical psychology.

Indiana State University

Indiana University of Pennsylvania

University of Indianapolis

John F. Kennedy University

La Salle University

University of La Verne

Loma Linda Universitya

Long Island University/C.W. Post Campus

Loyola College in Maryland

Marshall University

Marywood University

Massachusetts School of Professional Psychology

Nova Southeastern Universitya

Pacific Graduate School of Psychology/Stanford University Consortium

Pacific University

Pepperdine University

Philadelphia College of Osteopathic Medicine

Ponce School of Medicine

Regent University

Roosevelt University

Rutgers Universitya

Spalding University

Virginia Consortium in Clinical Psychology

Wheaton College

Widener University

The Wright Institute

Wright State University

Xavier University

Yeshiva Universitya

4. Financial assistance. Admission rates are higherin Psy.D. programs, but financial assistance is lower.

These numbers are plainly visible in the Reportson Individual Programs. As a rule, only 3 to 10% ofPsy.D. students will receive full financial assistance(tuition waiver plus a paid assistantship), whereas 61to 81% of clinical Ph.D. students will. (See Table 4-3for details.).

5. Loan debt. The paucity of financial assistance toPsy.D. students translates into increased personal debt.If the program does not provide funding, then stu-dents are forced to rely on personal funds or loans.The median debt for Psy.D. recipients is now $90,000(Wicherski & Kohout, 2005). The median debt for clin-ical Ph.D. recipients is $50,000, lower but still substan-tial. (For comparison, the median debt for psychologyPh.D.s in non-clinical fields is $21,500; Wicherski &Kohout, 2005).

6. Accredited internships. All doctoral students inclinical and counseling psychology will complete theequivalent of a year-long, full-time internship beforereceiving their degrees. Students desire an internshipaccredited by APA or APPIC (Association of Psychol-ogy Postdoctoral and Internship Centers). The compe-tition for an APA or APPIC-accredited internship canbe keen, and in recent years, only 75% of intern appli-cants matched with an accredited internship. The re-search consistently demonstrates that students enrolledin large, freestanding Psy.D. programs match at a lowerrate than students enrolled in smaller, Ph.D. programs(APPIC, 2006).

7. Licensure exam scores. One disconcerting trendis that Vail-model, Psy.D. graduates do not perform aswell as Ph.D. graduates on the national licensing ex-amination for psychologists (Kupfersmid & Fiola, 1991;Maher, 1999). That is, doctoral students who graduatewith a professional degree (the Psy.D.) score lower,on average, than doctoral students who graduate froma traditional clinical psychology Ph.D. program on theExamination for Professional Practice in Psychology(EPPP), the national licensing test. Higher EPPP scoreshave been reliably associated with smaller-sized clini-cal programs and larger faculty-to-student ratios, inaddition to traditional Ph.D. curricula.

These 7 differences between Boulder-model, Ph.D. programs and Vail-model, Psy.D. programs do not reliablyfavor one training model over the other. As a potentialapplicant, you will probably prefer the shorter training

and higher admission rates among Psy.D. programs,on the one hand. You will prefer the greater proba-bility of financial assistance, accredited internships,and higher licensure scores among Ph.D. programs,on the other hand. These truly represent choice pointsfor an informed student.

Moreover, these broad differences must be inter-preted carefully. Psy.D. programs, in particular, con-stitute a heterogeneous bunch—some are small,university-based programs accepting 10 students a yearand others are huge, for-profit campuses acceptinghundreds per year.

In order to become an informed applicant, knowthese broad differences. But more importantly, knowthe specific data on programs to which you will apply.The Reports on Individual Programs later in this bookpresent these data—length of training, acceptance rates,financial assistance, students securing accredited intern-ships, and more—for each APA-accredited program.

The key task for you as a potential applicant is torecognize the diversity in training emphases. We de-scribe this as the practice–research continuum. On oneend of the continuum are the practice-oriented Psy.D.programs. These account for roughly one-third of APA-accredited doctoral programs. In the middle of thecontinuum are the equal-emphasis Ph.D. programsthat, as the name implies, emphasize both researchand practice. These programs account for another one-third of APA-accredited clinical, counseling, and com-bined programs. On the other end of the continuumare the research-oriented Ph.D. programs that accountfor the final one-third of the accredited programs.

The bottom line for applicants to psychology doc-toral programs is one of choice, matching, and parity.You have the choice of two training models (and allthe programs in between the two extremes). Thechoice should be matched to your strengths and inter-ests. Parity has been achieved in that almost half of alldoctorates in clinical psychology are awarded by Vail-model programs. The choices are yours, but make in-formed decisions.

A Word on Accreditation

Accreditation comes in many guises, but the two pri-mary types are institutional accreditation and programaccreditation. Institutional applies to an entire institu-tion. Seven regional accreditation bodies, such as theCommission on Higher Education of the Middle StatesAssociation of Colleges and Schools, oversee accredi-tation for the university or college itself. A school re-ceives accreditation when it has been judged to have


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met minimum standards of quality for postsecondaryeducation.

Beware of any institution that is not accredited byits regional accreditation body. A degree from this in-stitution will probably not be recognized by licensingboards, certifying organizations, or insurance compa-nies (Dattilio, 1992). It is necessary to be particularlycareful about nontraditional or external degree pro-grams that offer the option of obtaining a degree basedon independent study, typically away from the insti-tution itself. Some of these are reputable programs,but many are “diploma mills” (Stewart & Spille, 1988).Many diploma mills have names similar to legitimateuniversities, so you must be vigilant. Here are severaldiploma mills with potentially misleading titles: Co-lumbia State University (Louisiana), La Salle University(Louisiana), Chadwick University (Alabama), AmericanState University (Hawaii), American International Uni-versity (Alabama). (For additional information aboutdiploma mills, consult the fact sheets at the Council forHigher Education Accreditation at www.CHEA.org,www.degreefinders.com/distance_learning/diploma.php and www.web-miner.com/deun accredited.htm).

If you have any doubt, inquire thoroughly intowhether the institution as a whole is recognized byprofessional associations. This can be accomplishedby referring to the document, Doctoral PsychologyPrograms Meeting Designation Criteria, jointly pub-lished by the Association of State and Provincial Psy-chology Boards (ASPPB) and the National Register ofHealth Service Providers in Psychology (2005). Youcan access an updated list at www.nationalregister.org/designate.htm.

The second type of accreditation pertains to theclinical or counseling psychology program itself. Spe-cialized accreditation of the discipline is performed bythe American Psychological Association (APA). Thisaccreditation is a voluntary procedure for the doctoralprogram itself, not the entire institution. Most pro-grams capable of meeting the requirements of APAaccreditation will choose to apply for accreditation.Accreditation of a clinical or counseling psychologyprogram by the APA presumes regional accreditationof the entire institution.

As of 2007, APA had accredited 232 active clinicalpsychology programs (60 of these awarding the Psy.D.degree), 67 active counseling psychology programs(3 of these awarding the Psy.D. degree), and 10 activecombined professional–scientific psychology programs(Accredited, 2006). The Reports on Individual Pro-grams in this book provide detailed descriptions ofthese 300 clinical psychology, counseling psychology,and combined programs, respectively.

Take note that APA does not accredit master’s pro-grams. Accordingly, references to “accredited” master’spsychology programs are to regional or state, not APA,accreditation.

The program accreditation criteria can be obtainedfrom the APA Office of Accreditation (www.apa.org/ed/accreditation/). The general areas assessed includeinstitutional support, sensitivity to cultural and individ-ual differences, training models and curricula, faculty,students, facilities, and practicum and internship train-ing. These criteria are designed to insure at least aminimal level of quality assurance.

The APA (Accredited, 2005) recognizes three cate-gories of accreditation. Accreditation is granted to pro-grams that meet the criteria in a satisfactory manner.“Accredited, inactive” is the designation for programsthat have not accepted students for 2 years. This indi-cates that the program is taking a hiatus as part of a re-structuring process, or is phasing out the program (forexample, New York University’s Clinical Psychologyprogram). “Accredited, probation” is the designation forprograms that were previously accredited but are notcurrently in satisfactory compliance with the criteria.

For more than 30 years, doctoral psychology pro-grams in Canada have enjoyed the option of simulta-neous accreditation by the Canadian PsychologicalAssociation (CPA) and the American Psychological As-sociation (APA). This dual accreditation enabled UnitedStates citizens to travel north to attend APA-accreditedCanadian programs and facilitated internship placementand licensure in the United States for both Americanand Canadian students. Graduates of APA-accreditedprograms, whether located in Canada or the UnitedStates, were eligible for same privileges.

In 2007, the American Psychological Associationdecided to phase out accrediting Canadian psychologyprograms. The phase out will occur gradually over a7-year period. Mutual recognition agreements willcontinue, but formal APA accreditation of Canadianprograms will not. Most jurisdictions in the UnitedStates recognize CPA-accredited or National Register-designated programs for the purposes of licensure.But a few do not. Thus, be aware of this transition andthe potential consequences on internship and licen-sure in selected USA states. We do not want to dis-courage anyone from attending excellent Canadiandoctoral programs in psychology; we do want you tobe informed consumers.

Our Reports on Individual Programs provide cru-cial descriptive and application information on eachAPA-accredited doctoral program in clinical, counsel-ing, and combined psychology. The APA EducationDirectorate updates the listing of accredited programs


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annually in the December issue of the American Psy-chologist and bimonthly on their Web site, www.apa.org/ed.

How important is it to attend an APA-accreditedprogram? The consensus ranges from slightly impor-tant to absolutely essential. APA accreditation ensuresa modicum of program stability, quality assurance,and professional accountability. Graduates of APA- accredited programs are practically guaranteed to meetthe educational requirements for state licensure. Stu-dents are in a more advantageous and competitive po-sition coming from an APA-approved program in termsof their internship choices (Drummond, Rodolfa, &Smith, 1981) and their eventual employment prospects(Walfish & Sumprer, 1984). The federal government, theVeterans Administration, and most universities now in-sist on a doctorate and internship from APA-accreditedprograms. Graduates of APA programs also score significantly higher, on average, than do students ofnon-APA-accredited programs on the licensure exam(Kupfersmid & Fiola, 1991). Licensure and employ-ment as a psychologist are not precluded by attendinga non-APA-accredited program, but the situation istightening. Five states now license only graduatesfrom APA-accredited programs. All other things beingequal, an accredited clinical or counseling psychologyprogram gives you a definite advantage over a non -accredited program.

Online Graduate Programs

Practically every institution of higher education nowoffers some online courses and distance education.Some institutions have gone further to create graduateprograms that are almost entirely online, with all dis-cussions being conducted electronically on bulletinboards and all assignments being submitted by com-puter. The only on-campus contact might be a coupleof weeks or several weekends per year.

Several of these online or distance learning insti-tutions offer doctoral programs in clinical and coun-seling psychology, including Walden, Capella, andFielding. Fielding Graduate University requires severalweeks of in-person residency per year, making it theonly distance program that is APA accredited. Capellaand Walden are both regionally accredited.

We are frequently approached by students in-trigued with these and other distance learning doctoralprograms and asked whether we think they are credi-ble programs. Our answer is that they are credible butdefinitely not preferred for several reasons. First, werecommend that students favor APA-accredited pro-grams, and only one of these programs has met the

minimum educational criteria set forth by APA. Sec-ond, many psychology licensing boards will not issuelicenses to graduates of distance learning programs(Hall, Wexelbaum, & Boucher, 2007). Third, onlineprograms lack quality control over their clinical super-visors, who are scattered around the country. Fourth,much of the learning in doctoral programs occurs inclose, interpersonal relationships with faculty on adaily basis. Frequent computer contact is useful, but inour opinion, not equivalent. And fifth, without sound-ing too stodgy, we believe online programs are stilltoo new and alternative to have developed a trackrecord of producing quality psychologists. Most intern-ship directors and potential employers feel likewise;graduates of non–APA-accredited distance programshave experienced difficulty in securing employment aspsychologists.

Of course, each online program needs to be eval-uated on its own merits, and each graduate studentmust be considered for his or her individual abilities.In the end, graduate students will get out of a programwhat they put in—whether through a traditional, bricks-and-mortar institution or an innovative, online program.The early research on distance and online educationindicates that it produces comparable outcomes to tra-ditional education, at least in acquiring knowledge andacademic skills. Unfortunately, there is insufficient re-search on the online preparation of professional psy-chologists to render any conclusions.

Should you decide to apply to online doctoralprograms in psychology, we would advise you to:

• complete your master’s degree in a conventionalprogram to secure one in-person degree and tomeet the admission prerequisites of most onlinedoctoral programs.

• obtain information on the program’s track record ofproducing graduates who secure APA-accredited in-ternships and eventually licensure as psychologists.

• determine the residency requirement (how muchtime per year is expected on campus).

• expect no financial assistance from the online in-stitution itself (but loans are available).

• become very comfortable and savvy with comput-ers, as most of your contact and assignments willbe conducted online.

• be an organized, self-motivated individual who canmeet deadlines without supervision.

• realize that the vast majority of interaction withfellow students and professors will occur online,not in a conventional classroom.

• be prepared for intensive research and writing onyour own.


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Practice Alternatives

In addition to doctoral programs in clinical and coun-seling psychology, we would like to describe severalalternative programs of study that should be consid-ered. We have classified these programs along thepractice–research continuum. The practice-orientedpro grams are outlined first. Portions are abstractedfrom APA’s (1986) Careers in Psychology, which canbe found online at www.apa.org/students/brochure/index.html. Additional details on helping professionscan also be accessed online at www.teachpsych.org/otrp/resources/resources.php. A Student Guide toCareers in the Helping Professions by Melissa Himeleinprovides information on typical job duties, potentialearnings, required degrees, and the like.

You are restricted neither to clinical/counselingpsychology nor even to psychology in selecting a ca-reer in mental health. School psychology, as discussedbelow, is a viable alternative. Also note that psychol-ogy is only one of five nationally recognized mentalhealth disciplines, the others being psychiatry (medi-cine), clinical social work, psychiatric nursing, andcounseling.

We do not wish to dissuade you from consideringclinical or counseling psychology, but a mature careerchoice should be predicated on sound informationand contemplation of the alternatives. A primary con-sideration is what you want to do—your desired activ-ities. Conducting psychotherapy is possible in any ofthe following fields. Prescribing medication is currentlyrestricted to physicians and some nurses, althoughpsychologists are steadily securing prescription privi-leges around the country. Psychological testing andempirical research are conducted by psychologists. Asdiscussed previously, psychologists also enjoy a widerange and pleasurable integration of professional ac-tivities. Following is a sampling of alternatives to adoctorate in clinical and counseling psychology.

1. School Psychology. Some undergraduateshave a particular interest in working with children,adolescents, and their families. Admission into theBoulder-model programs with a child clinical specialtyis particularly competitive. A doctorate in school psy-chology is much more accessible, with two or threetimes the acceptance rate of clinical psychology pro-grams. The APA (Accredited, 2006) has accredited 56of these programs, which provide doctoral-level train-ing in clinical work with children in school settings.

One disadvantage of pursuing a career as a master’s-level school psychologist lies in the fact that,unlike the other alternatives, one’s professional work

may be limited to the school. If this limitation is not aconcern, then training as a school psychologist can bean excellent option for those interested in workingwith children and families (Halgin, 1986).

At the doctoral level, school psychologists are cre-dentialed to function in both school and nonschoolsettings. Research finds substantial overlap in thecoursework of child clinical programs and school psy-chology programs (Minke & Brown, 1996). Some dif-ferences remain, of course—such as more courses inconsultation and education in school programs andmore courses in psychopathology in child clinical pro-grams—but the core curricula are quite similar. Schoolpsychology training at the doctoral level is broadeningto include experience outside of the school setting andwith adolescents and families as well (Tryon, 2000).

For further information, check out the followingWeb sites:

• www.indiana.edu/~div16/(APA’s Division of School Psychology)

• www.naspweb.org(National Association of School Psychologists)

• www.ispaweb.org/(International School Psychology Association)

• www.schoolpsychology.net(comprehensive links to the field and graduateschools)

2. Community Psychology. This field shareswith clinical and counseling psychology a concern withindividual well-being and healthy psychological de-velopment. However, community psychology placesconsiderable emphasis on preventing behavioral prob-lems (as opposed to only treating existing problems),adopting a broader ecological or community perspec-tive, and changing social policies.

Graduate training in community psychology oc-curs within clinical-community psychology programsor within explicitly community psychology programs.The former are clinical psychology programs with anemphasis on or a specialization in community; thesedoctoral programs are listed in Appendix E (ResearchAreas) under “community psychology.” Ten universi-ties in the United States offer a doctorate in commu-nity psychology, and an additional 12 offer a doctoratein community-clinical psychology. If your interestslean toward prevention and community-based inter-ventions, then by all means check out a specializationor a program in community psychology. The Web sitesat www.scra27.org and www.communitypsychology.net provide further information about the field andtraining programs.


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3. Clinical Social Work. A master’s degree insocial work (M.S.W.) is a popular practice alternativethese days. One big advantage of this option is a muchhigher rate of admission to M.S.W. programs, withabout 65% of applicants being accepted to any givenprogram, on average (O’Neill, 2001). Other advantagesare GREs less often required for admission, fewer research requirements, an emphasis on professionaltraining, and completion of the M.S.W. in less than halfthe time necessary to obtain a psychology Ph.D. Withlegal regulation in all 50 states and third-party vendorstatus (insurance reimbursement) in 49 states, socialworkers are increasingly achieving autonomy and re-spect, including more opportunities for independentpractice.

The major disadvantages lie in the less compre-hensive nature of the training, which is reflected in alower pay scale as compared to psychologists. Not be-coming a “doctor” and not being able to conduct psy-chological testing also prove troublesome for some.

Students interested in clinical social work as a career should peruse an introductory text on the pro-fession, consult career publications (for example, Wit-tenberg, 2003), and contact the National Associationof Social Workers (NASW). This organization providesdetailed information on the emerging field, studentmembership, and accredited programs in clinical socialwork. NASW resources can be accessed via the Web(www.naswdc.org) or the telephone (1-800-742-4089).Three other Web sites on social work programs alsoprove handy: www.petersons.com/graduate_home.asp?path=gr.home; www.socialworksearch.com; and www.gradschools.com.

4. Psychiatry (Medicine). Students often dismissthe possibility of applying to medical schools, believ-ing that medical school admission is so difficult that itis out of the question (Halgin, 1986). However, thestudent interested in neuroscience and the more se-vere forms of psychopathology may find this an at-tractive choice. Although the application processnecessitates more rigorous training in the “hard” sci-ences than most psychology programs, the admissionrate may also be higher than the most competitivedoctoral programs in clinical and counseling psychol-ogy. Of the 40,000 people applying to medical schoolannually, about 45% are admitted, and half of them arewomen. The average GPA of applicants accepted tomedical school is between 3.5 and 3.6 (see aamc.orgfor details).

Medical school thus remains an attractive optionfor many students headed toward a career in mentalhealth. For further information and demystification of

this subject, refer to the data-driven Medical SchoolAdmission Requirements 2008-2009: The Most Author-itative Guide to U.S. and Canadian Medical Schools(Chanatry, 2007) and Medical School Admissions: TheInsider’s Guide (Zebala, Jones, & Jones, 1999). PrimeWeb sites include www.premedonline.com and www.aamc.org, the official Web site of the Association ofAmerican Medical Colleges.

The advantages of a medical degree should berecognized. First, an M.D. (allopath) or D.O. (osteo -path) allows one to prescribe medication. Second, theaverage income for psychiatrists is higher than for psy-chologists. Third, a medical degree permits more workin inpatient (hospital) facilities. Applicants should notdismiss this possibility out of hand, and should ex-plore medicine as a career, especially if their interestslie on a more physiological level.

5. Psychiatric Nursing. Although sometimes re-garded as the handmaiden of psychiatry, master’s-levelpsychiatric nursing is an autonomous profession. Theemployment opportunities for nursing are excellentat this time, especially for psychiatric nurses who havethe flexibility of working in hospitals, clinics, healthcenters, or private practice. Of course, psychiatricnurses are nurses first and are required to obtain abachelor’s degree (B.S.N.) and to become registered(R.N.) prior to obtaining their Master of Science inNursing (M.S.N.). They do not conduct psychologicaltesting and rarely perform research, but psychiatricnurses practice psychotherapy in both inpatient andoutpatient settings. Further, certified nurse practitionersnow have the authority to write medication prescrip-tions in 47 states. Consult a textbook on mental healthnursing and visit the Web site of the American Psy-chiatric Nurses Association at www.apna.org/ to learnmore about psychiatric/mental health nursing and itsgraduate programs.

6. Counseling. A master’s degree in counseling,as distinct from a doctorate in counseling psychology,prepares one for state licensure as a professionalcounselor. The high acceptance rates of counselingprograms, their two years of practical training, andeligibility for state licensure in 49 states representdefinite assets. Master’s-level clinicians, such as socialworkers and counselors, have become the front-lineproviders of most mental health services in communityclinics and public agencies. For those students com-mitted to practice and untroubled by the lack of trainingin conducting research and psychological testing, theprofession of counseling deserves consideration. Visitthe webpage of the American Counseling Association


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(www.counseling.org/) for more information on careersand the webpage of accredited counseling programs(www.cacrep.org/directory.html) to locate counselingprograms of interest to you.

7. Psychology and the Law. There is a great dealof interest in the burgeoning amalgam of psychologyand law, as evidenced by an APA division, two ener-getic professional societies, and many scholarly journals(Bersoff et al., 1997; Otto & Heilbrun, 2002). Doctoralstudents must be trained in both fields, of course, in-creasing the length of graduate training. At least fiveprograms now award law degrees and psychologydoctorates together—joint J.D. and Ph.D./Psy.D. pro-grams (Arizona, Drexel, Nebraska, Pacific, and WidenerUniversities). Graduates pursue both practice and re-search careers—practicing law in mental health arenas,specializing in forensic psychology, working in publicpolicy, and pursuing scholarship on the interface oflaw and psychology, for example. This is an excitingcareer, albeit one requiring extra commitment in termsof effort and knowledge during doctoral studies.

Another two dozen clinical programs offer Ph.D.sor Psy.D.s with specializations in forensic psychologyor clinical forensic psychology. (Consult Appendix Gand the following Web sites for a list of the programs.)These clinical psychologists specialize in the practiceof forensic psychology. It’s a growing and excitingspecialization in psychology, but one that rarely in-volves the criminal profiling featured in televisionshows and Silence of the Lambs! Instead, forensic psy-chologists are far more likely to conduct child custodyevaluations, assess a patient’s psychological damage,evaluate a person’s competence to stand trial, consultwith lawyers on jury selection, and conduct disabilityevaluations. For tips on undergraduate preparation andgraduate training in forensic psychology, consult theseWeb links:

• www.teachpsych.org/otrp/resources/resources.php?category=Advising(Undergraduate Preparation for Graduate Trainingin Forensic Psychology)

• www.ap-ls.org/ (APA’s American Law–PsychologySociety)

• www.abfp.com/ (American Board of ForensicPsychology)

8. Other. Marital and family therapy, student guid-ance, art therapy, occupational therapy, and a plethoraof other human service programs present attractive al-ternatives to clinical and counseling psychology. Theyare typically less competitive master’s-level programs

in which admission rates are quite high and in whichthe training is quite practical. Relative disadvantagesof these programs, in addition to lack of a doctorate,include less prestige, lower salaries, diminished prob-ability of an independent practice, and variable licen-sure status across the United States.

If one or more of these options seem suited toyour needs, discuss it with a psychology advisor, inter-view a professional in that field, peruse the Web sites,or write to the respective organizations for additionalinformation.

Research Alternatives

Some graduate students enter clinical or counselingpsychology to become researchers. They are less in-terested in working with patients than researchingclinical phenomena. If you are most interested in re-search, here are some nonpractice alternatives thatmight appeal to you.

1. Social Psychology. Social psychology is con-cerned with the influence of social and environmentalfactors on behavior. Personality, attitude change, groupprocesses, interpersonal attraction, and self-constructsare some of the research interests. Social psychologistsare found in a wide variety of academic settings and,increasingly, in many nonacademic settings. These in-clude positions in advertising agencies, personnel of-fices, corporations, and other business settings. Checkout the official Web sites of the Society for Personalityand Social Psychology (www.spsp.org) and the SocialPsychology Network (www.socialpsychology.org) foradditional resources.

2. Industrial/Organizational Psychology. Thisbranch of psychology focuses on the individual inthe workplace. Industrial/organizational psychologistsfrequently select and place employees, design jobs,train people, and help groups of workers to functionmore effectively. Master’s programs generally preparestudents for jobs in human resources and personneldepartments, whereas doctoral programs are gearedto preparing students for academic positions and formanagement and consulting work on larger-scale proj-ects. Industrial/organizational psychologists earn amongthe highest median salaries compared to other areas ofpsychology (Kohout & Wicherski, 1992). Academicsfind positions in both psychology departments andbusiness schools.

The Society for Industrial and Organizational Psy-chology (2006) produces a useful list of GraduateTraining Programs in Industrial/Organizational Psy-


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chology and Related Fields, which describes 200 plusgraduate programs in “I/O” psychology and how tocontact each. It is available free from the society’s Website (www.siop.org). Students interested in pursuinga career in I/O psychology should obtain, beyondpsychology classes, courses in management, market-ing, and organizational behavior as well as researchexperience.

3. Behavioral Neuroscience. For the student in-terested in biological research, the workings of thebrain, and the influence of the brain on behavior, pro-grams in neuroscience may be a better match. By em-ploying animal subjects, researchers can control theconditions of their studies to a rigor often elusive whenusing human participants. Research areas includelearning, psychopharmacology, memory, and motiva-tion. For example, recent investigations on memoryhave provided valuable insight into the etiology andcourse of Alzheimer’s disease. Go to www.andp.org/programs/gradgeo.htm for a splendid list of graduateprograms in neuroscience.

Research demonstrates that neuroscience graduateprograms expect entering students to possess coursework and lab work beyond the standard psychologycurriculum (Boitano, 1999). Essential courses wouldinclude biology, chemistry, calculus, and introductionto neuroscience. Desirable courses would sample fromcell biology, biochemistry, and anatomy and physiol-ogy. These are all possible, with adequate planning, toincorporate into the psychology major, should you de-cide on this path relatively early in your undergraduatecareer. The Web site (www.undergraduateneuroscience.org/) of Faculty for Undergraduate Neuroscience (FUN)provides a bounty of useful information on preparingfor a career in neuroscience.

4. Developmental Psychology. The develop-mental psychologist studies behavior change beginningat the prenatal stages and extending through the lifes-pan. Areas such as aging, identity, and developmentof problem-solving abilities are popular areas withindevelopmental psychology. The characteristics of in-dividuals at different age ranges, such as the work ofPiaget on child cognition, are of particular interest todevelopmental psychologists.

Geropsychology, or the psychology of aging, hasbecome a popular specialty as the elderly populationin this country presents special needs that are insuffi-ciently addressed. Employment opportunities in gero -psychology are sure to grow over the next severaldecades. Visit the Web sites of APA’s Division of AdultDevelopment and Aging (apadiv20.phhp.ufl.edu/) and

the friendly Geropsychology Central (www.premier.net/~gero/geropsyc.html) for more.

5. Cognitive Psychology. Cognitive psychologypresents an attractive option for students whose inter-ests lie in the exploration of human thought processes.Major areas include language structure, memory, per-ception, attention, and problem solving. Research incognitive psychology has gained insight into what inthe past was considered inexplicable behavior. For ex-ample, research into how moods affect the interpreta-tion of ambiguous events has implications for the studyof depression. Much research on the accuracy of eye-witness testimony has been conducted by cognitivepsychologists. Cognitive programs emphasize artifi-cial intelligence, cognitive neuroscience, and affectiveneuro science. Indeed, interest in cognitive neuroscienceand affective neuroscience has increased of late.

6. Experimental Psychology. Often a student isinterested in research but has not yet defined an areaof interest. Or a student is fascinated with a certainpsychopathology but does not desire to practice. Inboth cases, a graduate program in experimental psy-chology might be the ticket. These programs allow astudent to explore several research areas, such aslearning, measurement, and memory. Other programsfocus on experimental psychopathology, which isgeared more specifically for the researcher interestedin clinical populations.

Experimental programs offer excellent training inresearch methods, statistical analysis, and a great dealof hands-on research experience. In fact, some ex-perimental programs now classify themselves asquantitative or measurement programs. If interested inthese programs, consult www.apa.org/divisions/div5/programs.html for a list of graduate psychology pro-grams with a measurement and quantitative focus.

7. Sport Psychology. This emerging specializa-tion typically entails both research and applied activi-ties. Research focuses on all aspects of sports, whereasapplication involves psychological assessment, indi-vidual skills training, and group consultation. Researchand training encompass stress management, self- confidence, mental rehearsal, competitive strategies,and sensory-kinetic awareness. Consult the Directory ofGraduate Programs in Applied Sport Psychology (Sachs,Burke, & Loughren, 2006) for information on specificpsychology programs. Consult, too, the Web site ofAPA’s Division of Exercise and Sport Psychology atwww.apa.org/about/division/div47.html for informationon career possibilities in this area.


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8. Medicine. A medical degree (M.D., D.O.)earned concurrently or sequentially with a psychologydoctorate (Ph.D.) may allow the greatest flexibility ofall the aforementioned programs of study. This optionallows one to practice medicine and psychology whilealso affording a basic education in research and sta-tistics. For an extremely bright and motivated student,this can be a real possibility, but it is certainly the mostchallenging of all the alternatives. Earning two doc-toral degrees will take longer than earning either alone.This choice is for someone interested in the biologicalaspects of behavior in addition to gaining a rigorouseducation in the scientific study of human behavior.

Once again, if your interest lies in research, thereare many options available besides clinical and coun-seling psychology. Talking to a professional in the rel-evant discipline and consulting textbooks about thediscipline will help you to explore that option morefully. An increasing number of Web sites also offervaluable career advice. Five of our favorites are:

• www.psychwww.com/careers/index.htm• www.lemoyne.edu/career_services/resources/

index.htm• www.apa.org/students/• www.socialpsychology.org/career.htm• www.gradschools.com

On “Backdoor” Clinicians

The APA ethical guidelines outline two pathways tobecoming a clinical or counseling psychologist. Thefirst is to complete a doctoral program and formal in-ternship in clinical or counseling psychology. The sec-ond is to obtain a nonclinical psychology doctorateand then to complete a formal respecialization pro-gram in clinical or counseling psychology, which in-cludes the internship. Formal training and supervisedexperience, not simply the desire to become a clinicalor counseling psychologist, are required according tothe APA ethical code.

In the past, some psychologists obtained doctor-ates in developmental, experimental, social, or educa-tional psychology or in a psychology-related disciplineand managed to practice as “clinical psychologists” or“counseling psychologists.” This was possible becauseof the paucity of clinical and counseling psychologydoctoral programs and because of generic state licen-sure laws, which recognize only one broad (generic)type of psychologist. However, this educational and li-censure process circumvents the established pathway,increases the prospects of inadequate training, and insome cases results in unethical representation. Hence

the term “backdoor”—unable to enter through thefront door, they sneak in through the back entrance.Major universities, the federal government, the Veter-ans Administration, and practically all universities nowinsist on the doctorate (or respecialization) in clinicalor counseling psychology for employment as a clinicalor counseling psychologist. Although individuals withnonclinical psychology doctorates may be eligible forstate licensure, they will be increasingly unable to iden-tify themselves as clinical or counseling psychologists.

Circuitous routes to becoming a clinical or coun-seling psychologist may still exist, but they have be-come far less common and ethical. We emphaticallyrecommend against these “backdoor” practices on bothclinical and ethical grounds.

To Reiterate Our Purpose

The purpose of this book is to help you navigate theheretofore unknown and frightening process of apply-ing to clinical and counseling psychology graduateprograms. But nothing can eradicate the fact that gain-ing admission to such competitive programs requires agood deal of time and energy. There are the matters oftaking the appropriate undergraduate courses, gainingclinical experience, acquiring research competencies,requesting letters of recommendation, locating theappropriate schools to which to apply, succeeding onentrance examinations, completing the application,creating personal statements, traveling to interviews,and deciding which program actually to attend. Wehave known people who have quit jobs or takenmonths off just to invest all their time to the appli -cation process. However, with this book and a fairdegree of organization, you can make such extremesunnecessary.

Emotional strain is an inherent part of the applica-tion process. This is unlike many job interviews, whereyou are marketing yourself merely as a provider ofservices. Here you are marketing yourself as a humanbeing. This is a personal process. The application formsand interviews require self-exploration and even a cer-tain amount of justification. Why do you like clinicalwork? What do you enjoy about spending time withpeople who are disturbed? Do you really like research?You may end up questioning your answers and mayfeel compelled to examine the beliefs that have ledyou to this point in your life.

With the help of this book, you ultimately becomethe consumer for a program best fitted to you. And86% of students say that their sense of fit with a pro-gram is the single most important factor in choosinga graduate program (Kyle, 2000). By negotiating this


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process in a systematic manner, you can become aninformed consumer of psychology graduate programs.Many interviewers recommend that the final interviewshould be approached by the applicant in this way.With this approach to the admission process, much ofthe stress can be allayed.

Although the application process itself can appearintimidating, or the prospect of being rejected upset-ting, we urge you not to allow fear to cause you toabandon the process altogether or to dismiss the op-tion prematurely. Do not allow yourself to be one ofthe students who gets rejected unnecessarily. If youapply to the appropriate programs and present your-self with a certain savvy, your chances of getting in arevastly improved.

Our Approach

Having now counseled thousands of clinical and coun-seling psychology aspirants and conducted scores ofworkshops on applying to graduate school, the threeof us have gravitated toward a particular approach tothe topic. It might be called realistically encouraging.

It is realistic in that we present the hard factsabout the competition for entrance into doctoral psy-chology programs. We will not resort to the disserviceof feeding you illusions (“Anyone can become a psy-chologist!”), even though the reality may leave youfeeling discouraged at times.

Still, our approach is unabashedly encouraging inthat we support people seeking their goals. Withknowledge and perseverance, most of our studentshave made it. Consider the real-life story of Justin, asuccess story in the quest for a doctorate in clinicalpsychology.

Justin almost flunked out of college during hisfirst 2 years, before discovering his abiding interest inpsychology. He took his GREs late in his senior year

without adequate preparation but obtained combinedverbal and quantitative scores of 1100. His applicationsto doctoral programs that year were hastily and poorlyprepared. Justin was, to complicate matters, grosslyunaware of typical admission requirements, accept-ance rates, and application guidelines. He had no clin-ical experience whatsoever and had never engaged inresearch beyond course requirements. Not surprisingly,letters of recommendation about him were mildly pos-itive but without detail or conviction (the deadly, two-paragraph “He/she’s nice, but we haven’t had muchcontact” letters). He received dismal rejections, noteven a hint of a possible interview or finalist pool.

Well, as people are apt to do, Justin was about togive up and throw in the towel. But he then attendedone of our workshops and began to understand thathe had neglected virtually every guideline for sophis-ticated application to graduate school. The next yearwas devoted to preparing himself for the hunt: he tookextra courses after receiving his degree in order to in-crease his GPA and to improve his GRE psychologyscore; he volunteered 10 hours a week at two super-vised placements; he worked 20 hours a week for asmall stipend as a research assistant; and he copub-lished three articles. Not surprisingly, his letters of rec-ommendation were now enthusiastic and detailed.That year, Justin obtained six acceptances into clinicaldoctoral programs with full financial support at threeof them.

There are concrete steps you can take to improveyour application. It is as much knowing how to applyas it is your actual credentials. And if you do get re-jected once, many steps can enhance the probabilityof acceptance the next time around, as in Justin’s case.Knowledge of the process can make a tremendousdifference. The following chapters provide suggestionsand strategies that will increase your attractiveness asan applicant.


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C H A P T E R 2

PREPARING FORGRADUATE SCHOOL

People begin the graduate school application pro -cess at different stages in their lives. You may bea junior or a senior in college. Maybe you have a

bachelor’s degree in psychology and have worked fora year or two. Perhaps you are a master’s-level coun-selor or social worker who has decided to return for adoctorate. Or maybe you were not a psychology majorbut have decided you want to make a career change.Depending on your situation, your needs will be some-what different. Therefore, each situation is addressedseparately throughout this chapter.

But whatever your current status, recognize thisabout becoming a clinical or counseling psychologist:Do not wait until the year of your application to beginthe preparation. Securing admission into competitivedoctoral programs necessitates preparation throughoutyour undergraduate career and any intervening years.Good grades, adequate test scores, clinical work, andresearch experience cannot be instantaneously acquiredsimply because you have made a decision to pursuepsychology as your career.

Plan ahead of time using the knowledge andstrategies presented in this chapter. Preparing for grad-uate study is not for seniors only (Fretz & Stang, 1980).Timeliness is everything, or, in the vernacular, “yousnooze you lose” (Mitchell, 1996).

Much of the “advice” bandied about by fellow stu-dents and even some faculty is hopelessly general. Theirwell-intentioned comments are meant to be universal—one size fits all. However, this advice is akin to thebed of the legendary Greek innkeeper, Procrustes, whoinsisted on one size bed and who stretched or short-ened his unfortunate guests to fit that bed! Do not fallprey to these Procrustean maneuvers; different appli-

cants have different needs. Understanding your partic-ular circumstances and needs will produce an individ-ualized plan for applying to graduate school.

Different Situations, Different Needs

UnderclassmenSome of you will be undergraduates, not yet in yoursenior year. By getting a head start, you can take theappropriate courses and attain the optimal clinical andresearch training possible at your institution. The moretime invested in preparation, the better able you willbe to meet the requirements of the application processwith confidence, which puts you in a very desirableposition. This book will provide you with informationthat can help guide your undergraduate experiences,academic as well as practical. The “Time Line” pre-sented in Appendix A outlines important steps to betaken during your freshman, sophomore, and junioryears.

SeniorsSome of you are seniors, deciding whether to go di-rectly on to graduate school. This is a difficult time,and you are likely to be given advice ranging from“everyone must take time off” to “if you take a year,you’ll lose the momentum and study skills and nevergo back.” Obviously, this decision is based on theneeds and experiences of each individual. There aretwo guidelines, however, that can help you muddlethrough these decisions.

1. Are you primarily interested in becoming a prac-titioner and wish to have only a minimal amount of

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research training? If so, a practice-oriented psychologyprogram will probably best suit your needs. These pro-grams tend to put the emphasis on clinical experience(Piotrowski & Keller, 1996). They favor applicants whohave a master’s degree or have been involved in aclinical setting and who will come into a program withsome practice skills already in their repertoire. The av-erage age of students admitted into these programs isslightly older than that in research-oriented programs,reflecting time spent out of school in a work environ-ment. Consequently, if you are interested in a practice-oriented program, you could take time off to gainrelevant experience in clinical work and research.

2. Are you interested in a program that is primarilyresearch oriented? If you have a solid grounding in re-search as an undergraduate, such a program is lesslikely to emphasize the need for postgraduation clini-cal experience. The necessary and sufficient researchexperience can certainly be attained during an under-graduate education without taking time off. Addingwork experiences and clinical skills to an application,however, can only improve your chances of accept-ance into a research-oriented program.

The decision to postpone graduate school for ayear or more can be influenced by the time constraintsof the application process. Applications for doctoralpro grams in clinical and counseling psychology are typ-ically due between mid-December and mid-Februaryof the year before you plan to attend school. First- semester seniors just beginning an honors or researchproject may not be in a position to showcase their tal-ents by application time. The additional preparation forthe Graduate Record Examination (GRE) (see EntranceExaminations) may lead a potential applicant to wait ayear before applying.

For all these reasons, first-semester seniors maynot easily meet the requirements of the recommendedTime Line presented in Appendix A. This is a frequentpredicament, the solution to which is to wait anotheryear to apply or to do what you can in the remainingtime available. In either case, do not give up! Rather,review the Time Line carefully and check off what youhave and have not accomplished before making themomentous decision to go for it this year, or to waituntil next year. Some shortcuts may well be necessaryto apply this year; the ideal time line will need tobe modified to fit your reality (Keith-Spiegel, 1991).Some of the items will have to be sacrificed, some ac-complished later or more hastily, and others with greatenergy.

Should you elect to wait a year after receiving yourbaccalaureate degree, you will begin the application

pro cess almost immediately after graduation. In addi-tion to gaining research and clinical experience, theyear away from school is spent applying to graduateschool. This is not a year to relax or “goof off”;rather, it should be an intense year of preparation forgraduate admission.

Our research on the admission statistics of APA-accredited clinical psychology programs demonstratesthat, on average, approximately three-quarters of in-coming doctoral students held bachelor’s degrees onlyand one-quarter possessed a master’s degree (Norcrosset al., 2004; Oliver et al, 2005). However, this general-ization is limited by significant differences among thetypes of programs: research-oriented Ph.D. programsenrolled a significantly higher percentage of baccalau-reate-level students (85% on average; 15% master’s),while Psy.D. programs enrolled more master’s-levelstudents (35% on average).

In summary, the advantages of taking time off de-pend on the type of psychology program you desireand the strength of your current credentials. If youdesire to focus exclusively on clinical practice and aPsy.D. degree, it may be advisable to take time offto gain some practical experience and to save somemoney. If you are more research oriented and alreadypossess skills in this area, you may be in a position toapply at present. If your current credentials—grades,GRE scores, research—are marginal, then another yearmay also be required.

In using this book, you will be introduced to theadmission criteria for graduate school. And by usingthe worksheets, you can determine how well preparedyou are to apply to schools at this point. Following thesteps in this book will help you assess how preparedyou are to apply to graduate school successfully andwhether some time out in the “real world” would beadvised.

Previous College GraduatesSome of you are college graduates and have alreadytaken time off, or you are a member of the workingworld contemplating a career change. A solid workrecord and a mature perspective on psychology arecertainly advantageous.

Those of you who have been out of school and inthe real world for several years may feel at a disadvan-tage in terms of taking the GREs, finding academicletters of recommendation, and locating research op-portunities. But by faithfully following the strategies inthis book, you can master these steps—as have thou-sands of returning students before you. And by review-ing the admissions criteria for graduate programs andusing the worksheets provided, you will be able to

PREPARING FOR GRADUATE SCHOOL

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evaluate the degree of your preparation in order to de-cide whether it is prudent to begin the applicationprocess immediately or to bolster your credentials be-fore beginning. Pay particular attention to the stepslisted under “application year” in the Time Line (Ap-pendix A).

Returning Master’s-Level CliniciansSome of you will be master’s-level clinicians interestedin obtaining the doctorate in clinical or counseling psy-chology. Although your wealth of clinical experiencegives you an immediate edge over undergraduates inthe admissions race to Psy.D. programs, you cannotignore the importance assigned to entrance examina-tions and research experience.

Psy.D. programs and practice-oriented Ph.D. pro-grams tend to accept proportionally more incomingstudents with master’s degrees than with baccalaure-ate degrees only. Interestingly, counseling psychologyprograms also seem to prefer master’s-level students:Two-thirds of incoming students in APA-accreditedcounseling psychology programs already held theirmaster’s. Of course, these are merely averages thatmask the huge differences between, for example, theone-third of counseling psychology programs whichonly accept master’s recipients and the one-tenth ofprograms which primarily accept baccalaureate recipi-ents (Turkson & Norcross, 1996).

Hines (1985) conducted a survey of clinical psy-chology doctoral programs regarding their policies andexperiences in accepting students with master’s degreesin psychology. Following are several of the salientfindings.

The first question was “What effect (if any) willhaving a master’s degree have on an applicant’schances for admission to your program?” Most re-sponses indicated that having a master’s per se madelittle or no difference, with some respondents suggest-ing that it was the student’s performance in the mas-ter’s program that was more important. However, 10%answered that having a master’s degree had a definitepositive effect. Only 3% indicated that having a mas-ter’s would have a definite negative bias.

The second question requested that respondentsrate the importance of seven criteria for admission totheir programs. Each criterion was rated on a 5-point,Likert-type scale ranging from least important to mostimportant. The three highest ratings were for GREscores, letters of recommendation, and research expe-rience. The rest, in descending order of importance,were undergraduate grades, graduate grades, qualityof the master’s program, and practicum experience.

As you can see, GRE scores and research expe-rience definitely count in admissions decisions formaster’s-level applicants. The lower ratings given tograduate grades and to undergraduate grades reflecta difference among schools in whether graduate orundergraduate grades are considered more important.The standard deviation for graduate grades was par-ticularly high, indicating wide variability in the im-portance placed on graduate grades among differentprograms. Comments suggested that some schoolstended to downplay graduate grades “because they areuniversally high”; another suggested that “high gradesdon’t help, but poor grades hurt.”

Having a master’s degree in and of itself, then,neither helps nor hinders your chances in most doc-toral admission decisions. It is not possessing themaster’s degree itself that matters, but the quality ofperformance in academic courses, clinical practica,and research experiences during master’s training andthereafter that give a definite edge in the admissionprocess.

Master’s degree recipients with combined Verbaland Quantitative GRE scores below 1,000 can takehope from a study of similar students admitted toPh.D. programs (Holmes & Beishline, 1996). Ten suchapplicants were admitted by virtue of “compensatoryvirtues,” such as presentations or publications thathelped mitigate the effect of low GRE scores. If you findyourself in this position, emphasize the other, positiveelements of your application and, again, seriously con-sider Psy.D. clinical and Ph.D. counseling psychologyprograms that enroll a higher percentage of master’s-level students (Norcross et al., 1998). Assuming otherparts of your credentials are acceptable, master’s re-cipients should not be discouraged from applying todoctoral programs on the basis of GRE scores alone.

While clinical experience is valued, for most doc-toral programs this factor is a secondary considerationto research. The vast majority of clinical and counselingdoctoral programs prefer a thesis or a journal articleover a graduate internship or post-master’s clinical ex-perience (Keller, Beam, Maier, & Pietrowski, 1995). Allprograms expect evidence of conducting empirical re-search: Ph.D. programs favor it over clinical experienceand Psy.D. programs weigh it equally with clinicalexperience.

A Master’s Degree First?

A common question during our graduate school work-shops is whether students should secure a master’sdegree before seeking the doctorate. Fortunately, our


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workshop participants and you realize that no simpleanswer is possible to such a complex question. None -theless, the following are some broad reasons forseeking a master’s degree first.

• Low grade-point average. The vast majority ofdoctoral programs will not consider applicantswith a GPA below 3.0.

• Weak GRE scores. Similarly, doctoral programsrarely accept bachelor’s-level applicants whosecombined Verbal and Quantitative scores fall below1,000.

• Scarce research or clinical experiences. Doctoraladmission committees understandably desire thatyou have had some direct experience with thoseactivities you intend to pursue for a lifetime.

• Uncertain career goal. Indecision about your sub-field in psychology, or outside of psychology, is astrong indicator for a master’s program initially.

• Late application. Doctoral programs hold to ear-lier deadlines than do master’s programs, so thosestudents waiting too late to apply will be re -directed to master’s programs.

• Terse letters of recommendation. By virtue of latetransfer into a university or into psychology, somestudents lack sufficient contact with faculty forthem to write positive and detailed letters of rec-ommendation expected by doctoral programs.

• Inadequate coursework in psychology. Doctoralprograms require a minimum level of education inthe discipline prior to acceptance, typically at least15 to 18 credits of psychology course work.

Completing a rigorous master’s program in psy-chology can correct many of the foregoing impedi-ments to acceptance into a doctoral program. As wedescribe in Chapter 7, students typically strengthentheir grade point average, acquire clinical and researchexperience, sharpen their career goals, and establishclose relationships with faculty during the 2 years of amaster’s program. For these and other reasons, manystudents opt for a master’s degree at one institutionbefore seeking the doctorate at another.

Doctoral psychology faculty were surveyed in de-tail regarding the value of a clinical master’s degree forgaining admission to their programs (Bonifzi, Crespy,& Rieker, 1997). Assuming a good undergraduate GPAand good GREs, the effect of having a master’s degreeon the applicant’s chances for admission was negativefor 7% of the programs, neutral for 48% of the pro-grams, and positive for 45% of programs. However,assuming mediocre GPA and mediocre GREs, the effect

of having a master’s was more neutral than positiveoverall. Put another way, it is clearly the applicant’soverall credentials—rather than possession of a master’sdegree—that carries the day.

This same study (Bonifzi et al., 1997) and our ownresearch (Mayne et al., 1994; Norcross et al., 2004)consistently demonstrate that Ph.D. clinical programshold a positive bias toward baccalaureate-level appli-cants. By contrast, Psy.D. clinical, Ph.D. counseling,and Ph.D. school psychology programs view master’sdegree recipients more favorably and accept higherproportions of master’s-level applicants. Keep thesebiases in mind as you consider the selection criteria ofgraduate schools.

Graduate School Selection Criteria

As an applicant, your perceptions of graduate admis-sions criteria probably differ from those of the admis-sions committee. Some of the things you may think areimportant are actually not so important (Collins, 2001).For two examples, your GRE Psychology Subject scoreis less important than your GRE Verbal and Quantita-tive scores, and your extracurricular accomplishmentsdo not count as much as you might like (Cashin &Landrum, 1991). On the other hand, you probablyunderestimate the importance of other admissions cri-teria; two examples are letters of recommendation andresearch experience, which students routinely under-estimate compared to admissions committees (Nauta,2000).

In this section we acquaint you with the evidence-based practices of graduate admissions committees.Learn what they value in graduate applicants and thentailor your application to those criteria in order to max-imize your success.

A number of studies have been conducted to determine the relative importance of selection criteriain psychology graduate programs. The findings of ourmost recent and largest study (Norcross, Kohout, &Wicherski, 2005) are summarized in Table 2-1. Thistable presents the average ratings of various criteria foradmission into 410 doctoral programs and 179 mas-ter’s programs in psychology. A rating of 3 denoteshigh importance; 2, medium importance; and 1, lowimportance.

The top-rated variables for doctoral programs wereletters of recommendation, personal statements, GPA,interview, research experience, and GRE scores. All re-ceived ratings of 2.50 and higher on the 3-point scale,indicative of high importance. Extracurricular activityand work experience were valued significantly lower.


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The implications for enhancing your applicationare thus clear and embedded throughout this Insider’sGuide: secure positive letters of recommendation,write compelling personal statements, maintain yourGPA, ace the preadmission interview, secure researchexperience, and prepare thoroughly for the GREs. Atthe same time, being heavily involved in student organ-izations and campus activities does not carry nearly asmuch weight as these other criteria.

Another study (Eddy, Lloyd, & Lubin, 1987) inves-tigated the selection criteria of only APA-accrediteddoctoral programs in clinical psychology. Program di-rectors rated the importance of each type of under-graduate preparation on a scale ranging from very lowimportance, 1, to very high importance, 5. Table 2-2

presents the mean ratings and standard deviations forclinical psychology programs.

Research experience emerged as the top-ratedvariable. The authors of the study concluded that thereis simply no better way to increase one’s chances forgraduate school acceptance than research. A personalvisit to a department on an invited interview, com-puter proficiency, and paid clinical experience werealso highly valued. However, as in the previous study,extracurricular activities, such as Psi Chi membership,were rated relatively unimportant.

Not all research experiences count equally in grad-uate admissions. The most important are publishedarticles in referred journals and paper/poster presen-tations at national conferences. Of course, serving as


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TABLE 2-1. Importance of Various Criteria in Psychology Admissions Decisions

Master’s programs Doctoral programs

Criteria Meana SD Meana SD

Letters of recommendation 2.74 .49 2.82 .42Personal statement/goals 2.63 .55 2.81 .41GPA 2.75 .43 2.74 .45Interview 2.30 .76 2.62 .60Research experience 2.04 .74 2.54 .65GRE scores 2.36 .66 2.50 .55Clinically related public service 1.94 .70 1.91 .69Work experience 1.91 .65 1.87 .68Extracurricular activity 1.46 .54 1.41 .55

Note. Data from Norcross, Kohout, & Wicherski (2005).aMeans are calculated on ratings where 1 = low importance, 2 = medium importance, 3 = high importance.

TABLE 2-2. Importance Assigned by Clinical Psychology Doctoral

Programs to Various Types of Undergraduate Preparation

Preparation Mean SD

Research methods 4.28 0.91Personal visit to department 3.14 1.41Computer knowledge and skills 3.00 0.85Paid human service experience 2.90 1.07Volunteer human service 2.85 1.13Double major with basic science 2.78 1.10Master’s degree 2.16 0.99Double major with social science 2.08 0.84Psi Chi membership 2.00 0.94

Note. From Eddy, Lloyd, & Lubin (1987). © 1987 Lawrence Erlbaum Associates. Reprinted by permission.

first author counts more than second or third author.Paper/poster presentations at regional conferences fol-low in importance, then state conferences. Publishingin nonrefeered or undergraduate journals bring lesscredit in graduate admissions decisions, but still credit(Kaiser et al., 2007; Keith-Spiegel et al., 1994).

To sum up, the results of these and other studies(e.g., Briihl & Wasielski, 2004; Mayne et al., 1994;Munoz-Dunbar & Stanton, 1999; Purdy, Reinehr, &Swartz, 1989) consistently indicate that the ideal appli-cant has high GRE scores, strong letters of recommen-dation, research experience, clinical experience, andhigh GPA. The results also consistently demonstratethat the admission requirements for doctoral programsare more stringent than for master’s programs.

The remainder of this chapter highlights thesepivotal criteria used by graduate admissions commit-tees in selecting their students. We consider, in order,course work, faculty mentoring, clinical experience,research skills, entrance examinations, and extracurric-ular activities.

Course Work

Although graduate programs differ in the courses theyprefer you to have taken prior to admission, there are

some “core” courses that nearly all require (Smith,1985). These include Introduction to Psychology, Sta-tistics, Research Methods, Abnormal Psychology, Phys-iological Psychology/Biopsychology, and Learning/Cognition.

Our research on clinical doctoral programs in theUnited States and Canada reveals that both Vail- andBoulder-model programs hold similar expectations ondesirable undergraduate courses (Mayne et al., 1994;Oliver et al., 2005). Approximately 60% of the pro-grams require or recommend specific undergraduatecourses, 15% require an undergraduate psychologymajor, 10% specify a minimum number of psychologycredits (but not specific courses), and the remainderhave no set policy on the matter.

Table 2-3 presents the percentage of psychologycourses required (first column), recommended (sec-ond column), and either required or recommended(third column) for entry into APA-accredited clinicalprograms. Bear in mind that these figures systemati-cally underestimate the actual percentage of programsrequiring these courses as they do not include thosegraduate programs requiring a psychology major as aprerequisite and thus probably requiring most of thecourses listed in Table 2-3. Introduction to Psychologywas presumed to be a prerequisite for these advanced


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TABLE 2-3. Undergraduate Courses Required or Recommended by

APA-Accredited Clinical Psychology Programs

Percentage of programs

Psychology course Required Recommended Either

Statistics 65 29 94Research methods 48 19 68Abnormal/psychopathology 29 22 51Physiological/biopsychology 10 23 33Learning/cognition 10 19 30Personality 15 13 28Child/developmental 11 13 24Social psychology 7 16 23History and systems 6 9 16Psych testing/assessment 6 8 15Laboratory course 6 5 11Sensation and perception 3 2 5Clinical/psychotherapy 1 1 2Comparative psychology 1 1 2Motivation and emotion 1 1 2Neuropsychology 1 0 1

Note. Adapted from Mayne, Norcross, & Sayette (1994).

psychology courses and was therefore omitted from thetable. Courses you should complete, according to theseresults, are Statistics, Research Methods, Abnormal Psy-chology, Physiological Psychology, Learning/Cognition,Personality, and Developmental Psychology.

Doctoral programs require more courses on aver-age than do master’s programs (Smith, 1985). Accord-ingly, both to meet admissions criteria and to improveyour GRE Psychology Subject score, we heartily rec-ommend that you complete Social Psychology, Historyand Systems, Psychological Testing, and at least onelaboratory course. The safest plan, of course, is to com-plete a rigorous undergraduate major in psychology tosatisfy all these courses, but a well-planned minor inpsychology may suffice. The rule of thumb: the morecompetitive the graduate program, the more stringentthe required undergraduate course work.

If you were not a psychology major, it is still im-portant that you take the minimum of six core coursesmentioned. In addition, you may have to invest addi-tional time studying for the Psychology Subject testof the Graduate Record Examination (more about thislater).

If you have been out of college for several yearsand feel deficient in this course work, you might con-sider taking a course or two as a part-time student ata local university. This will shore up your record andprepare you more fully for admission and the GRE.Those of you who are not psychology majors but havestudied extensively for this test and have done wellwill often be considered favorably by admissionscommittees.

Beyond these classes, we recommend an intro-ductory computer science course, particularly if youare interested in research-oriented programs. Not onlywill it accustom you to the workings of computers,which are standard research tools, but it will also serveas a springboard for learning the statistical softwareused for data analysis. Recall that computer proficiencyis rated a moderately important admission variable bydoctoral programs.

Graduate selection committees prefer a broadundergraduate background in a variety of arts andsciences (Fretz & Stang, 1980). Exposure to biologicalsciences, math competency, and verbal skills are gen-erally valued. If you are anxious or phobic regardingoral presentations, then by all means complete a pub-lic speaking course. Composition and writing coursesare also vital; you may well face three or four majorpapers each semester in graduate school.

At this point, you may want to glance at the Re-ports on Individual Programs following Chapter 7 toget a better idea of which courses particular doctoral

programs recommend or require of applicants. Youwill find the specific courses that each accredited clin-ical, counseling, and combined psychology programrecommends or requires applicants to have taken.

For students who have gotten an early start orwho are seniors, we would like to suggest consider-ing advanced course work. To allay any anxieties, wewould emphasize that the vast majority of applicantsdo not take these courses as undergraduates. Your ap-plication can be very strong without taking the courseswe are about to mention. However, those fortunateenough to be in a position to add these to their aca-demic transcripts should seriously consider taking ad-vantage of the opportunity.

Consider an advanced or graduate statistics course.Statistical acumen is highly regarded, especially in re-search-oriented programs, and advanced knowledgemay pave the way for funding as a graduate assistantor research assistant. Another suggestion would be totake a course specifically focused on one of the dataanalysis programs. Learning one of the major statisticalpackages—Statistical Analysis System (SAS) or Statisti-cal Package for the Social Sciences (SPSS)—is a definiteadvantage. Such knowledge increases your employ -ability and may catch the eye of a professor in need ofa data analyst. Lastly, we suggest an advanced coursein physiological psychology, biopsychology, or neuro-science. This is certainly helpful in increasing yourunderstanding of the biological aspects of behavior,an increasingly important focus in psychology today.If you have the time and abilities, these courses canhelp distinguish a very good application from an out-standing one.

As mentioned earlier, your GPA is a very impor-tant criterion for admission. Three types of GPA may beconsidered by graduate programs: overall GPA, psy-chology GPA, and GPA during your junior and senioryears. Most programs focus only on your overall orcumulative GPA. Determine which GPAs programsevaluate and also how much importance they placeon them. For example, if you have an overall GPA of3.2 (on a 4-point scale where A = 4, B = 3, C = 2, andD = 1), a psychology GPA of 3.6, and a junior/seniorGPA of 3.5, you might concentrate on schools that em-phasize the latter two averages.

Our research has shed light on the average GPAsamong incoming doctoral and master’s students inpsychology (Norcross et al., 2005). For doctoral pro-grams, the mean GPA is 3.54 for all undergraduatecourses, 3.66 for psychology courses, and 3.67 for thelast 2 years of course work. For master’s programs, themean GPA is 3.37 for all undergraduate courses, 3.48for psychology courses, and 3.44 for the last 2 years of


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course work. Please employ your statistical sagacity ininterpreting these figures: half of the incoming studentswill possess GPAs above these scores, and half of thestudents will possess GPAs below them.

Although we do not want to discourage anyone,a GPA below 3.0 is considered unsatisfactory by mostAPA-accredited programs. Regardless of the prestigeof the institution, admissions committees view a GPAunder 3.0 as below the acceptable limits of course per-formance. If your GPA is below 3.0, then consider thefollowing steps:

• Take additional courses to bolster your GPA.• Retake courses to improve it.• Wait another year to apply in order for all of your

senior-year grades to be factored into your GPA.• Complete a master’s program first to show doctoral

admissions committees you can perform academi-cally at a higher level.

Try to speak with an academic advisor about howbest to improve your standing within the workings ofyour own institution. Academic performance in yourjunior and senior psychology courses is particularlyvital. Your grades in these courses affect your overall,final 2 years, and psychology GPAs.

Your “academic” performance is not limited toexam grades in the classroom. Faculty members—several of whom may submit a letter of recommen -dation on your behalf—also assess your interpersonalskills, verbal ability, and professional commitment inthe classroom, outside formal course work, and ineveryday interactions. The direct implication is to avoidundesirable interpersonal behaviors—for instance,silliness, arrogance, and hostility—in any interactionswith your professors (Keith-Spiegel, 1991). Althoughthe wisdom of avoiding such undesirable behaviorsmay be obvious, students are frequently unaware ofthe importance faculty attach to good questions, gen-uine attentiveness, respectful disagreements, officevisits, mature disposition, interpersonal responsibility,and so forth. These are the characteristics a studentheading for graduate studies should manifest in andoutside of the classroom.

Finally, there is a corpus of general knowledge re-garding clinical and counseling psychology that maynot have been covered in your courses. This body ofinformation includes at least a cursory understandingof diagnosis, for example, the Diagnostic and Statis-tical Manual, 4th ed. (DSM-IV); various assessmentdevices, such as the Minnesota Multiphasic PersonalityInventory-2 (MMPI-2) and the Wechsler IntelligenceScales (WAIS-IV, WISC-IV); and ordinary therapy prac-

tices, such as individual, group, and family therapy.You must have a passing familiarity with theoreticalorientations, for example, cognitive-behavioral, psycho -dynamic, family systems, and integrative/eclectic, inorder to understand program materials. If you arenot already familiar with these concepts, it would bewise to review an introductory textbook in clinicalpsychology.

You should also be gaining knowledge specifi-cally about psychology as a field and about the currentissues within this field. Toward this end, we suggestyou begin reading the Monitor on Psychology, a publi-cation sent to all APA members and student affiliates,or the APS Observer, the newsletter distributed to allmembers of the American Psychological Society (APS).Both publications feature articles dealing with psy-chology in general and clinical/counseling psychologyin particular. You can become an APA or APS affiliateand receive a subscription, peruse your library’s copy,or ask to borrow a professor’s old issues.

Faculty Mentoring

Learning about psychology and achieving good gradesare important components of academic work. Butclasses are also important in that they provide you withthe opportunity to become acquainted and form rela-tionships with faculty. It is natural to feel shy aroundfaculty, especially if you are part of a 300-person lec-ture class. Substantial courage is required to muster thenerve to ask a question or to stay after class and intro-duce yourself. Equally anxiety provoking is a visit aloneto a professor’s office during office hours. In the onecase, you expose yourself in front of your peers; in theother, you are individually vulnerable and do not havea crowd of faces to blend into. But find a way to be-come comfortable in approaching faculty members.

The irony of student reticence to approach facultyis that professors generally would like more studentsto approach them. Many faculty sit alone during officehours wondering why students never come to seethem. They love to have students come after class orduring office hours with questions. Ideas for questionscan include something mentioned in the lecture orsomething you encountered in the readings. You donot have to be a star pupil or ask brilliant questionsto begin a conversation with a professor. If you wantto develop a relationship, ask professors about theirresearch or other courses they are teaching.

What is the importance of meeting faculty? Threecompelling reasons spring to mind. First, having amentor to advise you in your growth as a future psy-chologist is invaluable. There is no better way to learn


25

about psychology than in a one-on-one, mentoring re-lationship. When you apply to graduate school, havinga professor to guide you through the process is a hugeadvantage. Second, eventually you will need facultyto write letters of recommendation on your behalf.Whether you are applying to graduate school or foremployment, everyone wants a few references regard-ing your performance and responsibility. Occasionallyfaculty members are asked to write a letter for a pupilwho has taken a lecture course with 100 or more students—the professor may not even know the stu-dent until he or she requests a letter! It makes a hugedifference if you have spent some office hours or timeafter class with a faculty member, and he or she knowsyou more personally.

And third, once you get to know professors, youmay have the opportunity to work with them on a re-search project or as part of their clinical activities. Youwill be working closely with your major professor ingraduate school, and you might as well begin as soonas possible as a colleague-in-training. Though more willbe said about this later, we cannot overemphasize theneed to cultivate such a relationship and obtain therewards that can ensue.

To put it bluntly, the single largest contributor topreparedness for graduate school is students’ inter -action with faculty members at their undergraduate in-stitution. That’s what the research concludes and whatgraduate students report (Huss et al., 2002). Psychol-ogy students who had a mentor and who had high-quality interactions with faculty felt more prepared forgraduate school. And the second largest contributor tograduate school preparedness is research activity—apoint to which we shall return in a few pages.

Beyond meeting professors, read your textbookswith an eye toward graduate school. If you come acrossan interesting study, note the author and check in theback of the text for the reference. When you have time,go to the library or online and read the original article.If it is recent, note the author’s university. You will besurprised at how much you can learn about the fieldjust by doing your typical class work.

Clinical Experience

What is clinical experience? In its loosest sense, it in-volves spending time working in human service ormental health agencies. Graduate programs in clinicaland counseling psychology expect that you will havesome experience working with emotionally, intellectu-ally, or behaviorally disadvantaged people. Many stu-dents volunteer or intern during their undergraduateyears, whereas other people get paid as part of a sum-

mer job or during their time off. In research-orientedPh.D. programs, you will be expected to have someclinical experience as a prelude to your clinical train-ing and as an aid to researching clinically relevantproblems. Experience of this nature will be consideredessential.

What kinds of clinical experience count? Largelytwo types—paid and volunteer—under individual su-pervision. Paid part-time work in a clinical setting maybe available in your community (but your involvementshould not be at the expense of your academic per-formance). Returning master’s-level clinicians will ob-viously have a multitude of employment possibilities,whereas undergraduates will have to search vigilantlyfor part-time employment.

For college students, a prime opportunity is tocomplete an undergraduate internship (or field experi-ence) for academic credit. This is a great way to “killtwo birds with one stone.” One study (VandeCreek &Fleisher, 1984) found that over two-thirds of collegesand universities provided undergraduate internshipsin psychology. Further, students consistently rate field-work as one of the most rewarding experiences andrelevant courses in their college career. Internships“pay” in multiple ways: clinical experience, academiccredit, familiarity with human service agencies, profes-sional supervision, potential sources for letters of rec-ommendation, and a shot at a full-time job.

Check with your undergraduate advisor and thecollege catalogue to determine whether such an op-portunity exists for you. To learn more about the spe-cific placements, you should consult the PsychologyDepartment or the faculty member responsible for in-ternship placements.

In selecting a place to work or volunteer, pleaseconsider several factors. Although it may be difficult toaccomplish, it is ideal to gain clinical experience in asetting that complements a research interest. For ex-ample, if your research is in the area of alcohol abuse,you might seek experience in a college counselingcenter or a substance abuse prevention program. Findout exactly what your responsibilities will entail.

The optimal program is one that will train you inclinical skills (such as crisis counseling on a hot line),will allow you to deal directly with clients, and will pro-vide regular supervision by an experienced clinician.

Supervision is probably the most important con-sideration in choosing a clinical setting. It is importantthat you be supervised by a professional, one with atleast a master’s degree. Determine the qualifications ofthe person who will be supervising your work. Asidefrom the valuable insight supervisors can offer, theymay also be familiar with faculty at different graduate


26

programs and assist you in selecting schools. In addi-tion, you may eventually decide to request letters ofrecommendation from them. Letters from a clinical su-pervisor are particularly important for practice- orientedgraduate programs. In a later section we offer sugges-tions regarding approaching professors for letters ofrecommendation. The same strategies apply here.

If you are volunteering, you should insist on re-ceiving supervision. Learn not only who will superviseyou, but also how often and for what length of time.You will need to be assertive when searching out andinterviewing possible agencies. If this seems difficultfor you, try to remember that you are a volunteer—giving your time and energy, without financial com-pensation, to an agency that is in need of people likeyourself. You seek only experience and supervision.You are a valuable commodity, so do not sell yourselfshort!

Numerous settings are available to people seekingclinical experience. Here are several excellent sourcesof hands-on experience that can be found in mostcommunities:

• Crisis hot lines. These typically provide training incounseling skills, suicide prevention, and outreachservices. The clientele range from sexual assaultvictims to suicidal teens to lonely elderly who needto talk with someone. Volunteers usually providetelephone counseling, although opportunities towork with an emergency outreach team may alsobe available. This can be a great way to gain ex-posure to a multitude of psychopathologies and toacquire fundamental helping skills. One word ofcaution: new members of most crisis hot lines areexpected to take a large share of the midnight to8 A.M. shifts. Be prepared to pay your dues.

• Centers for homeless or runaway adolescents.Much of what is done in these settings is similarto case management, in that these teenagers needto be put in contact with social service agencies.However, in-house counseling may also be pro-vided to these youths, who frequently come fromdisadvantaged families. Be particularly carefulabout specifying the supervision arrangement be-fore starting. The facilities are often understaffedand financially strapped, meaning you may haveto be assertive to get the training you desire.

• Schools for emotionally disturbed children andadolescents. These placements offer exposure toboth educational and clinical services. Educationalactivities might include tutoring, classroom man-agement, and one-on-one homework supervision.Clinical activities typically involve recreational

supervision, art therapy, and perhaps individual,group, and family therapy.

• Supervised homes for the developmentally disabledor chronically mentally ill. These are unlockedtransitional facilities where clients live and workin a therapeutic milieu (an environment consistingof peers). Depending on your prior experience,you might be expected to conduct skills training,recreational counseling, and work/school super-vision. The programs are often behavioral, afford-ing you experience with reinforcement schedules,shaping techniques, and token economies. Oftenthe goal is to graduate clients to the outside world.

• Summer camps for the physically challenged, de-velopmentally disabled, or emotionally disturbed.These can be either day or overnight camps, wherecounselors are expected to supervise recreationand train campers in skills and vocational activities.The positions are usually paid, ideal for collegestudents who want to gain field experience whileworking for the summer. They also tend to be full-time positions, while they last. They offer short-term but intensive training.

• Community mental health centers. These provideexperience with patients suffering from seriousmental disorders, such as schizophrenia, bipolardisorders, substance abuse, and anxiety disorders.The programs vary but are likely to include anoutpatient department, partial (day) hospitaliza-tion, and an education/outreach wing. Duties mayinclude helping out during recreational activitiesor assisting with individual and group therapy.Though supervising recreational activities allowscontact with patients, you might not be observingany clinical methods. Do not be shy about askingfor greater responsibilities!

• College peer programs. These provide students withpeer education and assistance on specific disor-ders, such as bulimia or substance abuse. Lesscommon but still available is peer counseling onmore general concerns, for example, “Need to Talk?Call Us.” Both peer education and peer counselingprograms are typically flexible in the number ofhours you must work and usually provide trainingin listening and counseling skills. They may alsoprovide an opportunity to begin learning about aspecific clinical problem.

• Women’s resource centers. These are multiservicecenters that offer or coordinate a plethora ofhuman services for women—rape crisis counsel-ing, domestic violence education, “safe homes”for victims of abuse, and so on. Possible activitieslikewise vary, but the training and esprit de corps


27

are highly regarded. Students with abiding interestin women’s issues and feminist therapy will findthese placements particularly satisfying.

• Drug and alcohol treatment facilities. These offer avariety of detoxification and rehabilitation inter-ventions designed to help patients cope with thephysical and psychological components of addic-tion. Although not all “D & A” programs will affordundergraduate placements, substance abuse is oneof the most popular research areas in clinical andcounseling psychology (see Appendix E). Studentscan gain exposure to several models of addiction,interact with a multidisciplinary treatment team, andobserve clinical services with substance abusersacross gender, racial, and socioeconomic lines.

• Psychiatric hospitals. These offer comprehensivebehavioral care in an inpatient setting and typicallyfeature individual psychotherapy, group counsel-ing, psychoactive medication, psychological as-sessment, occupational therapy, and recreationaltherapy. Students are likely to observe patientswith severe disorders receiving many treatmentsprovided by multidisciplinary staff. In addition,large state hospitals depend upon the kindness ofvolunteers to staff social events, community out-ings, and recreational opportunities for patients.

• Legal and probation offices. These offer ideal ex-periences for students interested in forensic appli-cations. Students frequently volunteer or internwith District Attorney’s offices, probation officers,criminal lawyers, state police, and other criminaljustice professionals. In these settings, ask to beexposed to the psychological or psychiatric side ofcriminal justice.

A word of caution about initial clinical encounters.Be careful not to generalize from one experience. Oneof the authors worked with runaways at a crisis centerfor adolescents in the Times Square area of New YorkCity. The rate of employee turnover at this facility wasexceptionally high. The “success” rate for clients waslow, and the population was difficult indeed. Althoughit was a rich experience, some of the volunteers be-came disillusioned with psychology as a result ofworking there. Settings vary considerably, dependingon the populations they serve and the resources avail-able. An unpleasant experience may only mean that thespecific population you were working with was notideally suited to you. Try something else, and you mayfeel quite differently.

Though clinical work is important (and often re-warding), remember it is only one of several experi-

ences you must acquire for admission to graduateschool. Some Ph.D. applicants make the mistake ofaccumulating a wealth of clinical experiences at theexpense of gaining research training. By doing so, youmay be inadvertently presenting yourself as beinguninterested in research or perhaps better suited to aPsy.D. than a Ph.D. program. Clinical experience mustbe balanced with research competencies. This balancewill be weighted toward clinical work or research de-pending on your desire to gain either a Psy.D. orPh.D. or whether the Ph.D. program is practice or re-search oriented.

Research Skills

Research experience, as discussed earlier in this chap-ter, consistently emerges as a top admission criteria tonearly all Ph.D. programs in clinical and counselingpsychology. To a lesser but still significant degree,Psy.D. programs also value your research experiencefor what it communicates about your intellectual abilityand professional commitment. Recall the conclusionof one study on graduate school admission: there issimply no single better way to enhance an applicationthan by obtaining research experience (Eddy et al.,1987). The desired skills—to critique the literature, toapply methodological reasoning, to write in scientificlanguage, among others—are essential. Even though allpsychologists need not produce original research, allmust intelligently consume and apply research.

The benefits of student research, according to re-cent research (Landrum & Nelsen, 2002), boil downto two dimensions. The first might be labeled specificskills and abilities. These skills include developing clearresearch ideas, conducting literature searches, choos-ing appropriate measures, analyzing data, using statis-tical procedures, preparing conference presentations,and improving writing ability. The second dimensionmight be called interpersonal goals. These tend to beovershadowed by the specific technical skills listedabove, but they are critical benefits in preparing andmentoring psychologists-in-training. These entail influ-encing decisions about graduate school, meeting otherstudents involved in research, getting to know facultymembers better, improving teamwork, forming rela-tionships for the basis of letters of recommendation,developing leadership, and improving interpersonalcommunication. You seek both types of benefits in se-curing a research experience or assistantship.

Gaining research experience is largely dependenton your own initiative. It can be an intimidating pro -cess, and a knowledge of the potential opportunities


28

can help you to maximize your gains during the courseof your research.

Common PathsLet us begin by outlining six common avenues for stu-dents engaging in scholarly research. The first is prob-ably the most frequent—volunteering to work with afaculty member on one of his or her research projects.A second avenue is to complete a student researchprogram for a notation on your transcript but not aca-demic credit. Students identify potential professors towork with from a faculty directory of research inter-ests, jointly complete a learning contract, and then de-vote a minimum number of hours (say, 75) throughouta semester working directly with the faculty sponsor.A third option is to enroll in independent psychologyresearch for academic credit. This entails individualstudy and research under the supervision of a facultymember and is ordinarily limited to junior and seniorpsychology majors.

A fourth and increasingly common approach isto work or volunteer for a researcher outside of youruniversity—in a hospital, medical center, research in-stitute, industry, or community-based organization, forexample. Especially in large cities, researchers withmajor grants depend upon individuals (both pre- andpost-baccalaureate) for many elements of study man-agement, data collection, and statistical analyses. Manyindustries, especially biomedical and pharmaceuticalresearch, offer summer research internships. These po-sitions can provide valuable experience, in randomizedcontrolled trial research. Conversely, community-basedorganizations commonly conduct outcomes researcharound clinical or community interventions and ac-cept interns throughout the year. If you have taken astatistics or research methods course that includedSPSS or SAS, you may have sufficient skills for anentry-level position on an active research team outsideof a university.

A fifth alternative, restricted to matriculated under-graduates, is to complete an honors thesis in either adepartmental or a university-wide honors program. Aswith additional courses and post college work, anhonors thesis is a “feather in your cap.” For studentsdesiring to move straight into a Ph.D. program, it isone means of presenting evidence to graduate admis-sions committees that you are capable of performinggraduate-level work. Many schools allow motivatedstudents to complete an honors thesis, an original studythat the student conceptualizes, conducts, analyzes, andhas some hope of presenting at a regional conferenceor even publishing. An honors thesis shows a genuine

commitment to psychology and is a palpable sign ofability in the applicant.

A sixth and final avenue toward acquiring researchcompetencies is restricted to master’s students. A com-prehensive paper or a formal master’s thesis, requiringoriginal research, practically guarantees additional ex-perience with research. For this reason, undergradu-ates denied admission directly into doctoral programsfrequently enter master’s programs to gain valuableresearch (and clinical) competencies. And remember:the majority of clinical psychology doctoral programsprefer master’s-level applicants to have completed athesis (Piotrowski & Keller, 1996).

Whatever avenue you eventually pursue, the pro-cedures are quite similar. Following is a step-by-stepguide to help you make the most of your researchexperience.

Determining Your InterestsThe first step is finding a research area that interestsyou. If you are not interested in the work, it will di-minish your energy and enthusiasm and probably yourdecision to apply to graduate school. A good place tobegin is to read through your department brochure orWeb site describing faculty interests and current re-search. If you are out of school, check with a localuniversity. Look for professors who have a proventrack record of scholarly publications. If the programhas a graduate psychology faculty, so much the better—look to those professors first.

Once you have a list of faculty interests, you mayfind someone interesting but not be sure exactly whatthe research is all about (“I’ve heard about autism andthink I’d like to study it, but I don’t really know muchabout it. . . .”). If specific publications are not providedin the Web site or brochure, or if reprints are notposted in the department, then you can go to PsycLITor PsycINFO (found in most university libraries; ask atthe reference desk) and read what that professor haspublished in the area over the last 5 to 7 years. Thisshould make it easier to decide which professor youwould like to approach to volunteer to do researchwith. Do not narrow your choices too quickly! Find atleast two or three professors whose work initially in-terests you.

Selecting ProfessorsNext, find out more about that professor as a person.Do you know people who have taken a class with himor her? What did they think? Are there other under-graduate or graduate students working with this profes-sor now? What do they do, and what is it like working


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under this person? Is the professor easy to get alongwith? Is the professor helpful to students? Do not beafraid to approach people and ask questions.

Having narrowed the choice to two or three pro-fessors whose work interests you and with whom youthink you might get along, consider the rank of theprofessor. There are tenured faculty (a full or associateprofessor) and untenured (an assistant professor), bothwith respective advantages and disadvantages.

Full or associate professors have been in the fieldlonger and will probably have colleagues at other uni-versities. If the professor is well known, it gives yourletter of recommendation that much more weight. Ifyour professor’s reputation in the field is strong, witha long list of publications, you are also likely to learnmore and increase your own attractiveness as a can-didate. However, once a faculty member becomestenured, he or she is no longer under the same pres-sure to produce research as when he or she was pur-suing tenure. Certainly if these faculty members arestill conducting grant-funded research, they are likelyto be committed to maintaining their productivity. Re-gardless, you should establish that tenured faculty areactively engaged in research and are currently publish-ing their work.

Assistant professors are newer to the field, probably 1 to 6 years post doctorate. They are often in moreneed of undergraduate help and will likely involveyou to your full potential. The possibility of being in-cluded on a presentation or publication as a coauthormay also be increased. What they lack in terms of areputation built on years of publications may be bal-anced by their energy and their motivation to produce.

One word of caution: some professors maintainlarge research facilities and employ vast numbers ofundergraduates to help them with their data manage-ment. If there are 10 or 15 undergraduates workingin a lab, the attention given to each individual tendsto decrease, as well as the value of the research ex-perience. On the other hand, some large laboratoriesprovide unique research opportunities unavailableelsewhere. The key is to talk to students who haveworked there to learn about their experiences and todetermine if former students have had success apply-ing to graduate school.

An optimal research context, then, is one in whichthere is a faculty member or research mentor who hasan established reputation in his or her field of inquiry,a record of producing publishable research, similar in-terests to your own, a history of working successfullywith students, a propensity to share authorship creditwith students, and the ability to construct discrete re-search projects. Be guided by these general principles

in selecting professors to approach, but do not expectall these qualities to be available to you.

Making Initial ContactHaving chosen a professor you would like to workwith, it is now time to make yourself known to him orher. You need to schedule an appointment or approachthe professor during posted office hours. It is naturalfor you to be nervous! However, the more familiarwith his or her work you are, the more secure you arelikely to feel. Once again, read what the professor haswritten. Additionally, it helps to remember that you arecoming to the professor to offer your services.

A good opening line might be, “Hello, Dr. Jones,my name is Chris Smith. I’ve been doing some readingon autism and came across several articles you’ve writ-ten. I’m pretty interested and was wondering if I couldhelp with your research project.” As the conversationprogresses, let the professor know your long-term goalsas well as your immediate desire both to contributeas a member of the research team and to acquire re-search skills. Let him or her know you are seriouslyconsidering graduate study in clinical or counselingpsychology—it will increase your appeal.

Negotiating Research Responsibilities“Well Mr./Ms. Smith, I’d be very interested in speakingwith you about helping out with my research. . . .”You have made the contact. If the professor does notneed help, you have lost nothing and gained the ex-perience. Ask if he or she knows of someone withsimilar interests who is looking for help, or simply ap-proach the next person on your list.

After the initial contact, your next move is dictatedby your professor’s needs and your abilities. Regard-less of all your wonderful qualities, be prepared to runsome of the grunt work! Photocopying needs to bedone, literature searches need to be conducted, andat times you might well be expected to do some labcleanup. You are “low person on the totem pole,” soapproach this with humility. But if you have experi-ence with test administration or statistical analysis, letthe professor know, being aware that ultimately youractivities will be dictated first by his or her needs. How-ever, if grunt work is the full extent of your duties,your needs are not being addressed properly. Spend-ing a year doing nothing but photocopying would bea waste of time.

Research experience is, above all, an opportunityto learn. Volunteer to be trained to be of more use. Forexample, learn the computer skills to input data andconduct statistical analyses. Learn to score and, moreimportantly, to understand a Minnesota Multiphasic


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Personality Inventory-2 (MMPI-2) or a Beck Depres-sion Inventory (BDI-II). Learn how to calibrate andrun psychophysiological equipment. Whatever equip-ment or tests, find out about them and their use. Andalways ask questions about what you do not under-stand. When it comes time to put your research onyour curriculum vitae, these are the responsibilities youwill want to list.

Some researchers have a weekly lab group or re-search meeting with graduate students, undergraduates,or both. These might entail a discussion of the projectat hand, or a presentation on another area within thefield, or a training session for new people. In any ofthese cases, it is an opportunity to learn more aboutyour area of interest. If you have not been invited tothese meetings, go ahead and ask about them. Opti-mize your contact with your professor! Convey yourwillingness and enthusiasm. Give your professor rea-son to write an outstanding letter of recommendation.

Finally, there are some instances where under-graduates are solely supervised by graduate studentsand have little contact with the professor in charge ofthe project. This can happen if faculty members have alarge number of students working with them or if theyare well known and are continually approached bymasses of students. Being supervised exclusively by agraduate student is an undesirable situation for a po-tential applicant. Although there is much to be learnedfrom graduate students—and they are fresh from theapplication process themselves—a letter of recom-mendation from a graduate student does not carry thesame weight as one from a professor. Moreover, a lackof interaction with the professor means that he or shemust depend solely on graduate students for feedbackon your work, thus detracting from the value of his orher assessment.

This is not to say that you must avoid research op-portunities that are primarily supervised by graduatestudents. Personal access to the faculty member is,however, one of several important factors to be con-sidered in your decision on where to volunteer for re-search experience.

Arranging Credit and SemestersMost colleges allow students to complete a certainamount of research experience for academic credit. Ifthe opportunity is available, take advantage of it.Some professors may even demand that you sign upfor credit, because it institutes a contract betweenthem and you as to the number of hours per weekrequired and how long they can count on you towork with them. Generally speaking, multiply thenumber of course credits by 3, and this will give you

the number of weekly hours that you should spenddoing research.

Expect to spend two semesters on a project. Thisdemonstrates your commitment and allows amplecontact between you and your professor. Thus, it is agood idea to work with someone at least 1 year beforeyou plan to apply to graduate school. For instance,begin research in fall 2007 if you are applying in fall2008 for a fall 2009 entrance to graduate school.

In consultation with your faculty advisor, con-sider applying for a university or national grant tofund your research project. These grant monies maybe used to purchase equipment, pay postage for sur-veys, reimburse research participants for their time, andsend you to a convention to present your findings. Inmost colleges and universities, these small grants arecalled undergraduate research grants, summer researchfellow ships, or something similar. At the University ofScranton, for example, the summer grants allow stu-dents to live on campus free for the summer, providea tidy stipend, contribute up to $500 for research sup-plies, and fund travel to a conference in order to pre -sent the research. At the national level, Psi Chi andseveral publishers provide small awards and grantsfor research. Go to www.psichi.org/awards to accessthe list.

In terms of research, there is no such thing as toomuch for a Ph.D. applicant. The longer you haveworked on a project and the greater your responsi-bilities, the more attractive you are as an applicant.Ideally, you would work with two professors over thecourse of your undergraduate education. This is notnecessary, but when schools expect three letters ofrecommendation, having two letters summarizing twodifferent research experiences is particularly strong.Although they will allocate less attention to researchthan Ph.D. applicants, Psy.D. applicants are remindedthat research is still an important admission criterion.

One word of caution: do not overextend yourself.Be realistic about the amount of time you can commit.Some students juggle two or three research projects atonce and end up performing poorly on them all. It isfar more important to concentrate your energies andperform solidly on one project than it is to spreadyourself too thin. Do as much research as your aca-demic studies and other commitments allow.

An ideal time to begin research is during the sum-mer, when you can balance it with a part- or full-timejob. Since most undergraduates and some graduatestudents leave during the summer, professors may beshort-staffed during this period. It is a prime opportu-nity to optimize your usefulness at the outset and in-crease your chances of picking up desirable skills.


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The net result of your research experiences willbe skill enhancement and professional identification.Depending on the nature of your project, you willprobably have engaged in a literature search, hypoth-esis generation, experimental design, data collection,statistical analyses, and the write-up.

Presenting and Publishing ResearchPresenting or publishing your research is a definiteasset. Opportunities for presentation are numerous: adepartment or university colloquium, a local or re-gional undergraduate psychology conference, a stateor national psychology convention. Participation inresearch conferences is viewed favorably as an indexof your professional identification and commitment.Check with your advisor about these opportunitiesand other possibilities for your work to be seen bycolleagues.

Publication of your research in a scholarly journalis held in very high regard by graduate admissionscommittees. As we discuss in Chapter 6, research ex-perience leading to a coauthored publication is themost highly rated final selection criterion for Ph.D.(though not necessarily Psy.D.) admission decisionsfollowing the interview. The peer-review process bywhich journals accept papers for publication givesa seal of collegial affirmation that the research con-tributes to the scientific understanding of behavior.Although not common, undergraduate publication isslowly becoming more frequent.

If your research project is not quite up to the stan-dards of a competitive, peer-reviewed journal, thenconsider sending the paper to a journal publishing stu-dent research in psychology. One such publication isthe Psi Chi Journal of Undergraduate Research, whichhas the twofold purpose of fostering the scholarly ef-forts of undergraduate psychology students and of providing them with a valuable learning experience. Otherpublications for student research in psychology areModern Psychological Studies, Journal of Psychologyand Behavioral Sciences, and Journal of PsychologicalInquiry. All these journals publish research in psychol-ogy conducted and written by students. Look for theirinstructions to authors on the Web (puffin.creighton.edu/psy/journal/studentjournals.asp ), on departmen-tal bulletin boards, or in Eye on Psi Chi (the nationalnewsletter of Psi Chi).

Of course, though submission to these journalscan be instructive, publishing in them does not carryas much weight as publication in established peer- reviewed journals. In fact, recent research suggests thata student publication in an undergraduate journal maybe judged neutral or even unfavorably by research-

oriented professors in a doctoral programs (Ferrari &Hemovich, 2004). So, always aim to publish your re-search in peer-reviewed, scholarly journals.

Still impressive is a paper/poster presentation at astate, regional, or national meeting. Only between 10%and 20% of undergraduate psychology majors presenttheir research at some type of research conference,whether local, regional, or national (Terry, 1996; Titus& Buxman, 1999).

Most regional and national meetings are listed ineach issue of the American Psychologist, APS Observer,and Eye on Psi Chi. These meetings are also listed onthe Psi Chi Web site. Psi Chi members who present pa-pers can receive a certificate recognizing their excel-lence in research. This award should be duly noted onyour curriculum vitae and application. Refer to Eye onPsi Chi, ask your local Psi Chi moderator or consulttheir Web site at www.psichi.org/pdf/postcert.pdf toreceive the form entitled “Certificate Recognition Pro-gram for Paper Presentations by Psi Chi Members.”

Different graduate programs will assess your re-search experience in different ways, of course. None -theless, as an aid to applicants, we reproduce below(with permission) two rating scales employed at differ-ent times by one clinical program (University of RhodeIsland) over the past 10 years. The first rating scaleemphasizes research activity. Examples of relevantactivities might include producing honors theses, serv-ing as a research assistant, conducting independentresearch, coauthoring scientific publications, and de-veloping research skills, such as data analysis and interviewing.

Rating Criteria

5 Senior author of one or more articles in sig-nificant journals in addition to experiencethat provided a basis for extensive masteryof one or more directly related researchskills.

4 Coauthor of one or more articles in signifi-cant journals in addition to experiencesproviding considerable familiarity with oneor more directly relevant research skills.

3 Project leadership or significant participa-tion in research activity (beyond activitiesconnected with course work) serving toprovide for considerable development ofmastery of one or more relevant researchskills.

2 Experience that provides a basis for somefamiliarity with relevant research skills.

1 Little if any experience according to thesecriteria.


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The second rating scale, now in use at the Univer-sity of Rhode Island, favors four criteria in evaluatingresearch experience.

1. Demonstrated research productivity: sole or co-authorship of research publications, presentationof papers at scientific meetings, other tangible in-dications of research achievement.

2. Breadth and quality of experience: developmentof one or more research skills, data collection withdifferent populations, work on more than oneproject.

3. Research interest: the strength of interest in re-search can be inferred from research activity overa sustained period of time and recommendationsfrom research supervisors documenting skills, mo-tivation, participation, and accomplishments.

4. Individual autonomy: responsibility for planning,implementing and carrying out research tasks as amember of a research team or evidence of inde-pendent work.

Rankings are based on the aforementioned criteriaand assigned as follows:

Rating Criteria

5 Satisfies all four criteria4 Satisfies three criteria3 Satisfies two criteria2 Satisfies one criterion1 Evidence of some prior research involve-

ment or interest

Balance is the key. On the one hand, an absenceof research experience is usually seen as a seriousdrawback to an application. On the other hand, overcommitting yourself to multiple projects at one timecan lead to poor performance and a neglect of clinicalexperience and GRE preparation. And do not forget,research also provides you with the opportunity tomake professional contacts. The professors or gradu-ate students with whom you collaborate are excellentsources of information about the field and about ap-plying to graduate schools.

Entrance Examinations

About 90% of doctoral clinical psychology programs(Mayne et al., 1994; Steinpreis, Queen, & Tennen, 1992)and 80% of doctoral counseling psychology programs(Turkson & Norcross, 1996) require you to completetwo exams: the Graduate Record Examination (GRE)General Test and the GRE Psychology Subject Test.

The two GRE tests are often used to complement eachother in admission decisions because the General Testis a measure of broad abilities and the Subject Test isan index of achievement in a specific field of study.The Miller Analogies Test (MAT) is required by fewerprograms, about 3% of doctoral programs and 9% ofmaster’s programs in psychology (Murray & Williams,1999; Norcross et al., 2005).

Blanket statements about entrance exams are diffi-cult because not all schools require all tests, and someschools require additional testing (e.g., in the past theUniversity of Minnesota required clinical psychologyapplicants to take the MMPI—a personality inventory!).Moreover, not all schools weight these tests equallyamong the application criteria. Some schools clearlystate a minimum score that all applicants must obtain,whereas others state that they have no such criteria.Interestingly, a study at Boston University (Rem, Oren,& Childrey, 1987) showed that even without an im-posed cutoff, applicants admitted into its programhad GRE scores of 600 or better. This suggests thateven if a program does not emphasize entrance exams,(1) scores can still play a major role in the selection ofcandidates, or (2) applicants with high exam scoresare also the applicants considered most desirable onthe other admissions criteria.

Consequently, the best assistance that can be of-fered is a brief description of each test, an overview ofminimum and actual GRE scores of incoming graduatestudents, guidelines for deciding how much prepara-tion will be needed, and some suggestions as to theavailable study aids for each test.

GRE General TestUse of GRE scores for admission to clinical and coun-seling psychology programs continues to be the normand continues to be controversial (Dollinger, 1989; In-gram, 1983; Sternberg, 1997). The traditional rationale—buttressed by some evidence—is that the GRE isordinarily more valid than undergraduate GPA in pre-dicting graduate school success (Boudreau et al.,1983; Goldberg & Alliger, 1992). Another rationale isthat GRE performance is an “equalizer” among the di-verse curriculum requirements and grading practicesin thousands of undergraduate institutions. The en-trance exam is probably the only standardized mea -sure of all applicants that an admissions committeehas. Does a 3.7 GPA and stellar letters of recommen-dation from Backwater College reflect more, the same,or less knowledge than a 3.3 GPA and strong letters ofrecommendation from Ivy League University? Since allstudents take the identical GRE test, the playing fieldis leveled.


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The empirical research indicates that the GRE Gen-eral Test has modest predictive validity for graduateschool performance. A meta-analysis of studies con-ducted in psychology and counseling departmentsfound that GRE scores predicted about 8% of thevariance in graduate school GPA (Goldberg & Alliger,1992). A later meta-analysis of two dozen studies encompassing more than 5,000 test takers similarly re-ported that 6% of the variance in graduate-level aca-demic achievement was accounted for by GRE scores(Morrison & Morrison, 1995). These and other studies(e.g., Chernyshenko & Ones, 1999; Kuncel, Hezlett, &Ones, 2001) indicate that GRE General Test scores aregeneralizably valid in a modest way for all sorts ofmeasures of graduate performance, especially whenselection/admission ratios are taken into account. Atthe same time, Subject Test scores tend to be betterpredictors than the General Test scores (Kuncel et al.,2001).

The Educational Testing Service (ETS), located inPrinceton, New Jersey, provides a free, online bookletentitled GRE Information and Registration Bulletin(www.ets.org/media/tests/gre/pdf/0708_gre_bulletin.pdf; Graduate Record Examinations, 2007), which de-scribes the test and offers examples of the types ofquestions you can expect to encounter on each sec-tion. You can obtain the same information and registerfor the test by visiting GRE online at www.gre.org. Inaddition, at this Web site you can order (with a creditcard) ETS test preparation books and download prepa-ration software directly onto your home computer.

The test is similar in format to the Scholastic Apti-tude Test (SAT) that most of you took prior to college.The three GRE scales are Verbal Reasoning (V), Quan-titative Reasoning (Q), and Analytical Writing (AW).The Verbal and Quantitative scales are multiple-choicein format, and scores on the test are based on thenumber of correct answers selected. Most graduateschools rely on the Verbal and Quantitative scores inevaluating candidates.

The Analytical Writing section, in which you writetwo essays, is delivered on the computer, and youword-process your responses. For the “Present YourPerspective on an Issue” task, you will choose one oftwo essay topics selected by the computer from alarger pool of topics. For the “Analyze an Argument”task, you do not have a choice of topics; the computerwill present you with a single topic. Your essays areread and scored by two trained raters using a holistic6-point scale (scoring guidelines can be found at www.gre.org/pracmats.html). Your Analytical Writing (AW)score is reported on the 0–6 scale in half-point incre-ments. Since the AW test is relatively recent, many grad-

uate schools are not yet placing as much emphasis onit as the Verbal and Quantitative scores in admissiondecisions. But this will surely change in the near fu-ture, as graduate admissions committees seek an inde-pendent measure of your writing ability.

The GRE General Test is now available only oncomputer; the traditional paper-and-pencil version wasphased out in 1999. This computer-based test alwaysbegins with the 75-minute Analytical Writing section:45 minutes for the Issue essay and 30 minutes for Ar-gument essay. Then follows the 30-minute Verbal sec-tion and the 45-minute Quantitative section.

In addition, a pretest section or research sectionmay be included, but answers to these sections do notcount toward your score. All told, you will probablyspend about 4 hours at the testing center.

When you complete all sections of the GRE at thetesting center, you will be asked two questions: Doyou want to cancel your scores? To which four gradu-ate schools would you like your test scores sent? If youdo not cancel your scores, then your Verbal and Quan-titative scores are immediately presented on the com-puter screen. Your Analytical Writing score will arriveby mail in another 4 weeks or so. If you cancel yourscores, then you are not provided with those scores.

The testing center consists of multiple cubicles,each containing a computer station. The center may benoisy, so many of our students recommend wearingear plugs or accepting the offered headphones tominimize the extraneous noise and to enhance yourconcentration. Some test-takers are unnerved by thepresence of cameras in the center (or above the cubi-cle); these exist only for test security purposes. Butknowing in advance will probably decrease youranxiety.

The GRE registration booklet and the free tutorialsoftware (POWER PREP, available at www.ets.org/powerprep) will familiarize you with the computer-based adaptive format of the Verbal and Quantitativesections. Briefly put, adaptive testing means that yourresponses to the early items determine the difficultylevel of subsequent items and your range of possiblescores. As you answer each question, the computerimmediately scores that question and your precedinganswers to determine which question is presented next.Correct answers lead to increasingly difficult items(and eventually higher test scores); incorrect answerslead to less difficult items (and lower test scores). Asa consequence, you may not skip any questions andyou may not go back and change a previous answer.An equally important consequence is that you shouldbe very familiar with the test format and computer func-tions before test day!


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In deciding how much and what type of prepara-tion you will need for this test, ask yourself severalquestions:

1. What were my SAT scores? These two tests arehighly correlated in a positive direction, so thismay be your first clue as to how much preparationis ahead of you.

2. How well have I done on multiple-choice tests incollege? There is a certain savvy to taking stan-dardized tests, and this is one way to assess yours.

3. How anxious do I become in a testing situation?A moderate amount of test anxiety is optimal: toolittle anxiety can breed indifference, but too muchbegets interference. If you tend to approach testswith more than moderate discomfort, you mightbenefit from additional preparation aimed at re-laxing yourself and building your confidence.

4. Can I discipline myself to do the necessary study-ing? If you are in need of additional preparation,this question is important in deciding what themost appropriate form of preparation will be foryou. Be honest with yourself. If you cannot imag-ine sitting down regularly and studying inde-pendently for the GREs, you might be better offtaking a preparatory course offered privately inmost cities.

Students typically spend an inordinate amount oftime worrying about the GREs. The myth exists thatclinical applicants need a score of 650 on each of theirsubscales to be considered seriously. This is simply notthe case. Some Psy.D. programs do not even requirethe GREs. On the other hand, many APA-approvedPh.D. programs prefer GREs of 600 or above. The av-erage GRE score (combined Verbal and Quantitative)of first-year graduate students in psychology master’sprograms is 1053; in doctoral psychology programs,1183 (Norcross et al., 2005).

However, even these averages mask considerablevariation in preferred minimum GRE scores. In ourstudy of the admission statistics of APA-accredited clin-ical doctoral programs (Mayne et al., 1994), we foundthat the preferred minimum scores differed consis-tently according to the type of program. As shown inTable 2-4, research-oriented clinical Ph.D. programspreferred the highest GRE minimum scores—about600 each for the Quantitative and Verbal scales. Psy.D.programs were willing to accept lower (but still notlow) minimum GRE scores—about 520 to 540 each onthe two scales. In between these two poles is the remainder of clinical and counseling psychology doc-toral programs, which expect a minimum score of 550to 560 on each of the scales, on average (Turkson &Norcross, 1996).

Even if your scores are lower than 550, you canbolster other areas of your application to overcomelow scores. But if your GRE scores are below 500, thenmost Ph.D.programs in clinical and counseling psy-chology will not seriously consider your application.In this case, it will probably be necessary to take themagain after completing a preparatory course or afterspending time with a study guide. Or you may decideto apply to Psy.D. and master’s programs as well.

Overconfidence can be disastrous here. Even ifyou obtained 700 SATs, aced every multiple-choiceexam in college, and are cool-headed in testing situa-tions, you should still familiarize yourself with the testformat and complete the practice test offered in theapplication booklet. It certainly would not hurt toprepare more, but this should be considered the bareminimum.

Many self-study manuals and software packagesare sufficient for a disciplined applicant to ready himor herself for the GRE. The books provide helpful test-taking hints, vocabulary and math reviews, and sampletests that the student can self-administer. Many includeactual questions given on past GREs that can provide a


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TABLE 2-4. Minimum GRE Scores Preferred by APA-Accredited Clinical Psychology Programs

Practice- Equal- Research-Psy.D. oriented emphasis oriented All

programs Ph.D. Ph.D. Ph.D. programs

Preferred minimum score M SD M SD M SD M SD M SD

Quantitative scale 544 46 566 58 580 44 598 36 581 46Verbal scale 533 50 566 58 583 46 598 36 580 48Psychology subject test 542 49 601 17 581 48 605 43 587 47

Note. Adapted from Mayne, Norcross, & Sayette (1994) and Turkson & Norcross (1996).

real flavor for the material likely to be seen on testingday. The software packages administer sample tests andgive helpful hints. Sample questions, practice manuals,and downloadable practice software packages canalso be found and ordered on the official GRE Website at www.gre.org. In addition to the official ETS site,several comprehensive and commercial Internet sitesprovide valuable tips and full-length practice tests.Some of the material is offered for free; some offeredfor a price. Visit:

• www.princetonreview.com/gre• www.kaptest.com/Kaplan/3/Psychology/GRE• www.mygretutor.com/• 800score.com/gre-index.html• www.greguide.com/

We heartily recommend taking an online GRE prac-tice test. A practice GRE test serves as a diagnostic toolto assess your abilities, gauges your competitiveness foradmission to graduate programs, and identifies areasthat need further improvement (Walfish, 2004). Ourfavorites are the practice GRE tests at www.kaplan.comand www.princetonreview.com. These are free andconfidential; use the practice test as a starting point.

Lastly, give yourself at least 6 weeks of study timeif you decide to use a manual or 8 weeks if you do nothave a lot of time to devote solely to studying.

Students feeling less confident, more anxious, or“out of the exam business” should contemplate privatecourses designed to help you prepare for the GRE.They offer a number of benefits beyond those of studyguides:

• A structured time one or more times a week whenthe material is taught by an impartial instructor whocan assess your strengths and weaknesses

• An abundance of study materials and the possibil-ity of individual tutoring

• The chance to take tests under actual test-takingconditions (especially helpful for those with testanxiety)

• Specific work on test-taking skills and the short-cuts that can make problems easier

• Brief introduction to relaxation exercises that cancounter test anxiety

The imposed structure on studying and the con-scious use of test-taking skills can be very useful. Al-though these classes cannot guarantee that they willimprove your scores, they are undoubtedly the bestcourse of action for some students. Having worked for

one of these agencies, we have seen the benefits ofthis system for many students.

Many students attempt to strengthen their vocabu-lary for the GRE Verbal section by preparing flashcardsor memorizing a vocabulary word each day. The earlyresearch on the word-a-day method suggests it canslightly enrich your vocabulary (Prevoznak & Bubka,1999), but more importantly, it gets you into the swingof GRE preparation and the admissions process. If youare inclined to try this method, consider receiving aword a day from the Web site, www.wordsmith.org,which presents a word with its pronunciation and examples. Or try the vocabulary builders at www.supervoca.com/gre.htm and www.number2.com. Theyrequire only a couple of minutes per day.

Scheduling when to take your general GRE shouldbe carefully considered. If you do poorly on the test,you can retake it. Consequently, it is prudent to takeit at least 6 months before the application deadline,which gives you time to study and prepare for a sec-ond administration. For undergraduates planning toapply to graduate school during their senior year, thismeans taking it during the summer following your jun-ior year or early fall of the senior year. For graduates,this means taking it the spring before you plan toapply. Even if you improve your scores, the currentETS policy is to send to each institution scores from allyour tests taken during the last 5 years.

We are frequently asked by students in our gradu-ate school workshops if they should retake the GREGeneral Test if they are dissatisfied with their originalscores. Our immediate answer is: it depends. If youstudied diligently for the test and if you performedsimilar to the practice tests, then no—do not retakethe test. But if any of the following five factors applyto you, then retaking the test once seems like a goodidea (Keith-Spiegel & Wiederman, 2000): (1) You wereill the day you took the GRE; (2) you were immobilizedby test anxiety; (3) you did not prepare for the testcontent; (4) you were unfamiliar with the computer-based format and the adaptive design; (5) your SATscores were much higher than your GRE scores.

Should you decide to retake the GRE General Test,please be aware of the probable effects of repeating it.The average score gain for repeaters is about 27 pointson the Verbal scale and 30 points on the Quantitativescale. Increases of more than 100 points rarely occur,in only 1 or 2% of repeaters (ETS, 1984).

Your GRE score can partially determine where toapply. Low scores suggest applying only to institutionswhose minimum scores you surpass. In this way, yourGREs can help you make realistic decisions as to your


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chances of being accepted at a given school and ulti-mately whether to apply there.

GRE Psychology Subject TestThe General Test measures knowledge acquired over along period of time and not indigenous to any specificfield of study. By contrast, the Subject Tests—such asthe Psychology Subject Test—assume an undergraduatemajor or extensive background in the specific subject.Consequently, the test may be relatively difficult if youwere not an undergraduate psychology major.

Another difference between the General Test andthe Subject Test lies in the mode of administration. TheGeneral Test is a computer-based test available year-round at over 600 test centers. The Subject Test, bycontrast, continues to be a paper-based test offeredthree times during the academic year.

Table 2-5 summarizes the differences between theGRE General Test and the GRE Subject Test. These pro- found test differences will lead to different preparationand test-taking strategies on your part.

The GRE Psychology Test consists of about 215multiple-choice questions. Each item has five options,from which you select the correct or best response.

The total time allotted for the test is 2 hours and 50minutes.

The GRE Psychology Test yields a total score andtwo subscores. Virtually all graduate programs, how-ever, concentrate on the total score, not on the sub-scores. The preferred minimum score is 587 for clinicalpsychology doctoral programs and 541 for counsel-ing psychology doctoral programs (Mayne et al., 1994;Turkson & Norcross, 1996). That is, most programswill be expecting you to secure a score at or abovethis number. But here again, as shown in Table 2-4,the preferred minimum ranges from a low of 542 inPsy.D. programs to a high of 605 in research-orientedPh.D. programs.

The two subscales are an Experimental or naturalscience orientation and a Social or social science ori-entation. The Experimental subscore covers questionsin learning, cognition, perception, comparative psy-chology, sensation, and physiological psychology. TheSocial subscore includes an equal number of questionsin personality, clinical, abnormal, developmental, andsocial psychology.

Percentages of questions devoted to a subject areawill vary somewhat from one test administration to


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TABLE 2-5. Comparison of the GRE General Test and the GRE Psychology Subject Test

General Test Psychology Subject Test

Content assessed Broad knowledge Specific knowledge in psychology

Test format Computer Paper-and-pencil

Administration Schedule Throughout the year Three times per year (Oct., Nov., & Apr.)

Recommended test date Summer of junior year October for Ph.D./Psy.D. applicantsEarly Fall of senior year November for master’s applicants

Administration Format Individual Group

Test cost (2007–2008) $140 $130

Repeat policy May repeat test once per calendar month May repeat test as often as it is offeredup to 5 times per year

Testing time 2 hours, 45 minutes 2 hours, 50 minutes

Scoring procedure Adaptive: your early responses determine Total items answered correctly minus difficulty level of subsequent questions one-fourth the number answered

incorrectly

Skipping questions Not permitted; computer administers one Permittedquestion at a time

Scores provided 3 scores (Verbal Reasoning, Quantitative 1 total score, 2 subscoresReasoning, & Analytical Writing

Scores range 200–800 for Verbal and Quantitative; 200–9900–6 for Analytical Writing

Scores mean (SD) 500 (100) 540 (100)

Recommended preparation Intense Moderate

another. Nonetheless, one set of investigators (Waters,Drew, & Ayers, 1988) found these approximate per-centages on past tests:

Physiological/comparative psychology 14%Developmental psychology 12%Learning and motivation 12%Sensation and perception 12%Clinical/abnormal psychology 11%Personality and social psychology 11%Cognition and complex human learning 10%Applied psychology 9%Research methodology 9%

Scores on the GRE Psychology Test are best pre-dicted by your GRE General Test scores and the num-ber of basic psychology courses completed. The ironyis that students can obtain excellent grades in all theirpsychology courses but still not perform adequatelyon the Psychology Test if they have not taken the crit-ical courses. A narrow focus on—and many coursesin—clinical psychology will probably detract from yourscore since this one area only accounts for 10 to 12% ofthe test items. The questions are drawn from coursesmost commonly offered at the undergraduate levelwithin psychology (ETS, 1995).

A maximum number of “traditional” courses inpsychology, as represented in the foregoing list, and aminimum of special topics and “pop” psychology willprepare you best for the GRE Psychology Subject Test.Choose your elective courses for breadth and rigor,not merely your specialized interest.

The GRE Psychology Subject Test is designed tobe challenging. Students accustomed to getting 90%correct on in-class exams often worry about the largenumber of items they miss. The average student an-swers about half the items correctly, misses about 30%,and omits 20% (Kalat & Matlin, 2000). Because yourscore is based on the number of questions answeredcorrectly minus one-fourth of the questions answeredincorrectly, guessing does not lower your score. Youare not penalized for guessing; but you are rewardedfor eliminating one or two possible answers.

Adequate preparation is essential for this test. We—and others—suggest four steps: (1) obtain the freeETS booklet A Description of the Advanced PsychologyTest; (2) review a good introductory psychology text-book; (3) volunteer to be a TA (teaching assistant) forthe Introduction to Psychology course; and (4) pur-chase one of the study guides with practice tests. Ourfavorite study guides are Practicing to Take the GREPsychology Test (2004, published by the GRE board andwhich can be ordered at the ETS Web site), Graduate

Record Examination—Psychology (Raphael & Hal pert,1999; published by Prentice Hall), GRE Psychology withCD-ROM—The Best Test Prep for the GRE (Kellogg,2003; published by Research & Education Association),and Cracking the GRE Psychology (2005 by PrincetonReview). If these four steps do not suffice, then pri-vate courses in preparing for the psychology test areavailable.

The standard error of measurement for the GRE isquite small, and retaking the General Test in the ab-sence of any intense remediation is unlikely to resultin a significant change in your score. Your PsychologyTest scores, however, may be significantly different ifintervening study or additional courses occur betweenthe test sessions.

A graduate school may adopt one or more policiesin handling cases in which a candidate reports twosets of GRE scores: consider only the most recent one;consider the higher of the two scores; or average thescores. The latter is probably the best alternative, sinceit creates the least bias and is the most reliable.

Miller Analogies TestA few clinical and counseling psychology doctoral pro-grams request the MAT, a 50-minute test consisting of100 word analogies. Your score is the total number cor-rect; the mean for students intending to study psychol-ogy in graduate school is 50 to 51 (The PsychologicalCorporation, 1994). As with the GREs, booklets areavailable to help improve your scores on the test, and itis useful to take practice tests to familiarize and prepareyourself for the actual event. There are states in whichthe MAT cannot be administered (e.g., New York) be-cause of test disclosure laws enacted in those states, sobe sure to locate the testing center nearest you.

The MATs are rarely required by graduate schools.Because the test can be scheduled at any time,through a network of over 600 testing centers nation-wide, consider taking this test after you have receivedyour GRE scores and after you have selected theschools you would like to apply to. You will save timeand money if none of the schools that interest you re-quire the test.

Part of the expense of applying to graduate schoolis the cost of sending test scores. One possible way toreduce costs is to make copies of the test results sent toyou and mail them with your application. Any schoolthat is interested in you will request that you have thescores “officially” sent to them. Any school not inter-ested will not need your official scores, and you willhave saved the expense of having them forwarded.

Two words of caution must accompany this possi-bility. First, only do this if you send in your application


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early. Unless you check with a graduate program be-fore the application deadline to make sure that thisprocedure will not exclude you as an applicant, youshould not send copies. Second, some students sendcopies of test scores after altering the original docu-ment, for example, whiting out poor scores or pastscores, putting scores in different columns, and evenfalsifying scores. You must never resort to these prac-tices! These should immediately invalidate your ap-plication, and any school that accepts you will needofficial copies sent anyway.

Finally, low scores on entrance exams do not au-tomatically preclude you from applying to clinical orcounseling psychology graduate programs. Rather, lowscores mean you will apply to programs that do notemphasize test scores or that accept scores in yourrange. You can partially compensate in other areas tohelp offset weak GRE scores. As with each admissioncriterion, entrance examinations are only one part ofthe overall picture of a candidate. The best anyonecan do is to make his or her application as attractiveas possible.

Extracurricular Activities

An applicant’s extracurricular pursuits are accorded lessweight than GPAs, GRE scores, research competency,and clinical experience. The research reviewed earlierin this chapter clearly bears this point out. However,extracurricular activities, such as Psi Chi membershipand campus involvement, are still considered in evalu-ating the “total person” of the applicant.

The admission implications are thus proscriptiveand prescriptive. Strictly in terms of enhancing yourcandidacy (not in terms of other goals, such as life sat-isfaction), you should favor good grades and researchexperience over extracurricular activities. Involvementin a dozen student organizations will not compensatefor meager grades and research; doctoral programs willnot accept you because you coached youth soccer.When confronted with time conflicts, recall that admis-sions committees place a premium on variables otherthan intense campus commitments.

Having stated the obvious but unpleasant facts,we would also urge you to routinely engage in somecampus and community pursuits. The reasoning here isthat clinical and counseling psychology programs seekwell-rounded individuals with diverse interests. The“egghead” or “Mr. Peabody” image is to be avoided inthe practice of psychology, where your interpersonalskills are as critical as your scientific preparation. Mod-erate involvement can also better acquaint you withfaculty members, who may serve as sources of recom-

mendations, and with the discipline of psychology it-self. You can create professional opportunities by sim-ply being involved in departmental activities. “Familiarfaces” are frequently given first shots at clinical or re-search opportunities.

Applicants frequently learn too late that active involvement outside of the classroom is an indispen -sable education in and of itself. Consider the followingstudent qualities contained in many letter of recom-mendation forms:

• Academic performance• Organizational skills• Interest/enthusiasm• Interpersonal skills• Emotional stability• Communication skills• Originality/resourcefulness• Social judgment• Responsibility/dependability• Stress tolerance

Most of these dimensions refer to faculty–studentinteractions outside of the classroom, not to your coursegrades. Many a bright student has sabotaged his or hereducational experience, recommendation letters, andcareer goal by not becoming involved outside of theclassroom.

In your extracurricular activities, try to exhibit thechief personality trait which, interacting with intelli-gence, relates most to vocational success—namely,conscientiousness (Jensen, 1998). Be responsible, de-pendable, organized, and persistent. This trait appliesto every kind of educational and job success. What’smore, you want colleagues and friends to documentin their letters of recommendation that you are extra -ordinarily conscientious.

Four specific suggestions come to mind regardingthe type of extracurricular activities to pursue. First, joindepartmental student organizations, such as the Psy-chology Club, Psi Chi, and the American PsychologicalSociety’s Student Caucus. Second, we heartily recom-mend that you join the American Psychological Associ-ation (APA) and/or the American Psychological Society(APS) as a student affiliate. Your APA affiliation bringswith it monthly issues of the American Psychologist,the flagship journal, and the APA Monitor, the associa-tion’s newspaper. Similarly, APS membership includessubscriptions to the monthly journal PsychologicalScience and the APS Observer. Student membershipin professional associations reflects favorably on yourcommitment to the discipline, and this affiliation shouldbe recorded on your curriculum vitae. Your psychology


39

advisor might have applications for student affiliationin his or her office; if not, go online to www.apa.org/membership/forstudents.html and www.psychologicalscience.org/join/.

Third, additional campus and community commit-ments should be guided by your interests. But thoseassociated with human services, social causes, andartistic endeavors seem to be differentially rewarded.These will obviously vary with the locale; examplesinclude Hand-in-Hand, campus ministries, course tutor-ing, peer advising, homeless shelters, women’s centers,BACHUSS, SADD, theater productions, creative writing,Amnesty International, and the like.

A fourth and invaluable extracurricular experienceis to attend a regional or national psychology conven-tion. The benefits are many: socializing you into theprofession; learning about current research; discoveringhow students and professors present research; meetingand hearing nationally known psychologists; addingto your growing professional network; attending andperhaps participating in sessions designed for prospec-tive graduate students (e.g., the Psi Chi sessions andworkshops); experiencing the intellectual stimulation;and enjoying the interpersonal camaraderie of fellowstudents and psychologists (Lubin, 1993; Tryon, 1985).For all these reasons, we have never—and we meannever—heard a single graduate school applicant ex-press disappointment about attending his or her firstpsychology convention.

The challenge for most prospective psychologistsis to locate and afford travel to one of the regional ornational psychology conferences. To locate upcomingconferences in your area, ask your psychology profes-sors, consult the lists regularly published in Eye on PsiChi and American Psychologist, and keep an eye openfor announcements and posters on departmental bul-letin boards. “Convention season” in psychology is fromMarch to May, when the regional psychological asso-ciations hold their annual conventions. These includethe Eastern Psychological Association, Midwestern Psy-chological Association, Rocky Mountain PsychologicalAssociation, Western Psychological Association, and

Southeastern Psychological Association. The nationalconventions of APA and APS are annually held in thelate spring and summer months. To afford the traveland lodging, consider organizing a convention trip withyour fellow students, requesting information on spe-cial hotel and registration rates for students, volunteer-ing as a convention assistant, and holding fund-raiserswith psychology student organizations to offset yourexpenses. By hook or crook, definitely plan on ex-panding your extracurricular horizons by attending apsychology convention.

Extracurricular activities should reflect your activeand passionate pursuit of excellence. This is, after all,your chosen profession, your career, your future. Joinhonor societies, compete for awards, pursue honors,and consider applications for Truman, Rhodes, andFul bright scholarships. You should be actively inves-tigating undergraduate grants for your research, suchas those administered nationally by Psi Chi or thoseawarded locally in your university. Passivity doesn’tcut it in graduate school (or life).

Finally, as part of your preparation, discuss yourgraduate plans with those people who will be affectedby those plans, such as partner, spouse, parents, chil-dren, and close friends. The sooner you start discussingyour plans, the better. You may move hundreds ofmiles away and will probably be working 60 hours aweek as a graduate student. Your absence—psycho-logical and physical—will likely impact other peopleclose to you. Begin the discussions now, not after youapply (Megargee, 2001).

In this chapter, we reviewed six admission criteria—course work, faculty mentoring, clinical experience,research skills, entrance examinations, and extracurric-ular activities—and suggested ways to improve in theseareas. The material covered in this chapter is concernedwith how you as the applicant can improve your cre-dentials or marketability. But the application processgoes both ways. In addition to selling yourself, you arealso a consumer, evaluating the programs and decidingwhich ones are for you. The next two chapters helpyou evaluate characteristics of graduate programs.


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C H A P T E R 3

GETTING STARTED

Up to this point, we have focused on what youcan do to enhance your credentials before be-ginning the application process. At some point,

you must take realistic stock and evaluate where youstand as an applicant. Maybe you have taken yourGREs. Perhaps you have signed up for some advancedpsychology courses and have a satisfactory GPA. Youhave been supervised in a clinical setting and havebegun research. You have reviewed your credentialsand found that you have many strengths but also someweaknesses. You either shore up the deficient areas ormake a decision to go ahead with what you have andhope to sell it well. In other words, you are ready toget started with the application process.

Process is an appropriate word to describe theendeavor that you are about to begin. The way youapproach this task will greatly influence your chancesof gaining admission. Sure, you can simply completean application and passively wait for an interview. Andthis may work if your credentials are extremely strong.But for most individuals, an informed approach to theprocess can make all the difference!

Prospective graduate students frequently becomenervous about the application process for several rea-sons. Perhaps the following remarks sound familiar:“Well, I have good recommendations and a 3.3 GPA,but my GREs are low”; “I have good GREs and spent ayear working on a suicide hot line, but I don’t havea lot of research experience”; “Although my creden-tials are excellent, all the schools that I applied to onlyaccept 10 out of 300 applicants.” Whichever of thesesituations applies, simply submitting an applicationminimizes your chances of acceptance. You can do agreat deal to increase your admission probabilities and

to decrease your anxiety as you compare yourself toexaggerated standards.

Common Misconceptions

We would like to begin by dispelling three commonmisconceptions about clinical and counseling psychol-ogy programs. The first misconception: there is a di-rect correlation between a university’s undergraduatereputation and the status of its psychology graduateprograms. In fact, there is no such correlation. Many ofthe best undergraduate institutions—Brown, Princeton,and the elite liberal arts colleges, for example—do noteven offer graduate studies in clinical or counselingpsychology.

A second misconception is that you should applyto a graduate psychology program on the basis of thatinstitution’s sports performance. We have met a num-ber of students who have used this selection criterionwith unfortunate consequences. Please do not allowyour application decisions to rest on whether a uni-versity has an excellent football team or whether theirbasketball team made it to the Final Four of the NCAAtournament! Do not scoff at the reality of this practice;careful research has demonstrated that winning a na-tional championship in a visible college sport con -sistently translates into increased applications to thewinning institution (Toma & Cross, 1998).

A third common misconception is that there isan authoritative list of the finest graduate programs inclinical psychology. In reality, unlike business or lawschools, there is no definitive ranking of the “best”psychology graduate programs. The quality of a pro-gram depends on what you are looking to get out of it.

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The best school for someone seeking to become apsychologist conducting psychoanalytic psychother-apy in private practice is probably not going to be theprogram of choice for someone who has set his or herheart on becoming a psychophysiological researcher ata medical school. Each person could attend the “best”school for psychology in his or her area.

What we want to do is to shift the burden fromyou trying to meet a school’s admissions demands toyou finding a school that meets your needs. Graduateschools are looking for students with direction and pas-sion. This does not mean you have made an irrevo-cable commitment to an area of research or type ofclinical work. It means that you have an idea of theprofessional work you would like to do and towardwhich theoretical orientation(s) you lean.

You are selecting an institution based on yourbelief that it will mold you in the direction you havechosen. Graduate programs will look for this attitudein your statement of purpose. During your interviews,you will be asked about which professors you wantto work with and what thoughts you have about theirresearch projects. Even more likely, you will be di-rectly asked, “Why are you applying here instead ofsomeplace else?” By identifying your graduate traininggoals, you will impress interviewers at your selectedprograms with your direction and passion.

Acceptance Rates

The most pervasive myth about doctoral psychologypro grams is that “hardly anyone gets in—only 10%.”Like most myths, this one does have a grain of truth.The average acceptance rate for all APA-accredited doc-toral programs in clinical and counseling psychologyis, in fact, 10% (Norcross et al., 2004; Turkson & Nor-cross, 1996). But in a very real way, the 10% figure ismisleading and inaccurate on many counts.

Let’s begin our foray into acceptance rates by de -fining the term. “Acceptance rate” refers to the percent-age of applicants accepted for admission into a single

graduate program, not the percentage of the entire ap-plicant pool to all programs accepted for admission ina given year. The clinical doctoral program at Univer-sity X may accept only 15 of 150 applicants (10%), butmany of the applicants to University X not acceptedthere will be admitted elsewhere. Although only 10%of the applicants to a single doctoral program mightbe accepted into that particular program, about halfof the entire applicant pool will be accepted into someclinical or counseling doctoral program. And half achance isn’t that bad.

Note, too, that the 10% figure refers only to ac-ceptance rates of APA-accredited doctoral programs inclinical or counseling psychology. The acceptance ratesat non-APA-accredited doctoral programs are doublethat for APA-accredited programs: 20% for nonaccred-ited Ph.D. programs and 60% for nonaccredited Psy.D.programs (Norcross et al., 2005). The acceptance ratesfor master’s programs are also much higher than thosefor doctoral programs. The median acceptance rates formaster’s programs are 49% in clinical psychology and67% in counseling psychology (Norcross et al., 2005).

Most importantly, the acceptance rates vary tremen-dously from doctoral program to doctoral program as afunction of the research–practice continuum. As shownin the Reports on Individual programs following Chap-ter 7, acceptance rates at research-oriented clinical Ph.D.programs, such as Yale and Duke, are as low as 3%.The acceptance rates at freestanding Psy.D. programsare often over 50%.

Table 3-1 summarizes the findings of several ofour studies on acceptance rates to APA-accredited clin-ical psychology programs as a function of the type ofprogram. All types of program average between 150and 200 applications per year. Research-oriented Ph.D.programs accept only 6% of their applicants, on aver-age, whereas the corresponding figures are 10% forequal-emphasis Ph.D. and 12% for practice-orientedPh.D. programs. University-based Psy.D. programsaccept 41% of their applicants on average, and free-standing Psy.D. programs accept 50%. That’s quite a

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TABLE 3-1. Average Acceptance Rates for APA-Accredited Clinical Psychology Programs

Freestanding University- Practice- Equal- Research-Psy.D. based Psy.D. oriented Ph.D. emphasis Ph.D. oriented Ph.D.

Number of applications 186 164 154 170 189Number of acceptances 93 53 18 21 13Acceptance rate 50% 41% 10% 10% 6%

Note. Data from Norcross, Castle, Sayette, & Mayne (2004); Norcross & Oliver (2005); and Norcross, Sayette, Mayne, Karg, & Turkson (1998).

range of acceptance rates—6% to 50%—all in APA- accredited doctoral programs in clinical psychology.And that’s why we urge caution in tossing around the10% acceptance rate.

Costs of Applying

Applying to graduate school is an expensive proposition—not only in terms of your valuable time but also interms of hard money. Application fees average $50 perdoctoral program and $35 per master’s program (Nor-cross et al., 2004). Only 7% of graduate schools let youapply for free (Norcross et al., 1996). The fee (in 2008)for the GRE General Test is $140, with a $50 reschedul-ing fee, and the Psychology Subject Test costs another$130. ETS will electronically transmit your GRE scoresfree of charge to four graduate schools that you desig-nate in advance; however, each additional score reportcosts $15 per recipient. Throw in the costs of tran-scripts, photocopying, postage, and the innumerabletelephone calls, and the investment can become quitecostly. All told, we estimate that applying to 12 schoolswill run about $1,000 (and that number can increase de-pending on the cost of traveling to multiple interviews).

Several students challenged our estimate that thegraduate application process would cost them $1,000.They protested that our figure was way too high. So,we encouraged them, like good psychologists, to col-lect data as they proceeded through the process. Hereis the breakdown of costs from one typical applicant(Dennis Reidy) who applied to 13 doctoral programsin 2003:

Taking the GRE tests $235Sending GRE scores $180Requesting transcripts $106Application fees $455Mailing applications $78

That’s a total of $1,054 in 2003 dollars, before hetraveled to three programs for personal interviews. Henow believes the $1,000 estimate is on target.

The good news is that graduate schools are sensi-tive to financial hardship and that, for many students,the burdensome short-term cost is an excellent long-term investment. Schools build into the applicationprocess allowances for students who cannot afford theexpense. Even the GRE has a fee waiver for students indire financial circumstances. One of us was supportinghimself on a meager social service salary and was ableto keep the cost down to a few hundred dollars.

Moreover, think of the application cost as an in-vestment in yourself and in your career. If you gain

acceptance into a doctoral program with tuition re-mission and a stipend for 4 years, your $1,000 can beconverted into a $60,000 to $100,000 payback over thecourse of your graduate school career.

The bottom line in getting started is this: anticipatethe costs of applying to graduate school and plan tohave the funds (or waivers) available before you begincompleting applications.

Starting Early

Let’s discuss timing up front. Applications are typicallydue from the middle week of December to the secondweek in February. The sooner you begin preparing, themore advantage you can take of an aggressive, earlystart to the admission process. As mentioned in earlierchapters and in the Time Line (Appendix A), for under-graduates, ideally this would take place the summer ofyour junior year. For others, this would best occur thesummer of the year before you actually plan to attendgraduate school. If it is past that point, you are not toolate. You can follow the steps we will describe as lateas October of your application year.

Applying to graduate school is like planning a po-litical campaign or a military operation. It is impossibleto begin too soon or to be too thorough (Megargee,1990). Recognize this about the application process andstart almost a year before you expect to begin gradu-ate school. Completing the application materials in thefall semester alone will consume as much time as a3-credit course!

Virtually all APA-accredited clinical and counsel-ing psychology programs only accept matriculatingstudents for their fall semesters. As mentioned earlier,in order to be accepted for the fall of 2008, most doc-toral programs have application deadlines anywherefrom mid-December 2007 to February 2008. The typi-cal deadline for doctoral programs in clinical andcounseling psychology is January 15 (Norcross et al.,1996). Accordingly, you will need college transcripts,test scores, and letters of recommendation, not tomention time to prepare yourself before the applica-tion deadline. You should expect to begin no later thanthe fall of the year before you intend to attend gradu-ate school. If you are willing to put in the maximumeffort to get into a program, expect to begin the springbefore that.

The APA has accredited 232 active doctoral pro-grams in clinical psychology, 67 active doctoral pro-grams in counseling psychology, and 10 active doctoralprograms in combined psychology throughout theUnited States and Canada. Toss in nonaccredited doc-toral programs and the mass of master’s programs in

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clinical and counseling psychology and you wind upwith roughly 600 graduate programs. How does oneproceed in whittling this list to a manageable number?

To begin the selection process, ask yourself, “Whatkind of research or clinical work do I like? Is theresome article I’ve read or presentation I’ve heard thatreally interests me?” There is a certain advantage if youhave already conducted research or completed clinicalexperience as an undergraduate and know somethingabout the field. And if you have completed an honorsproject or thesis, you may even have a certain amountof expertise. Or you may decide you would like to trysomething different now.

For example, suppose you have an interest in sui-cidology, but you are not sure that you want to do re-search in that area or exactly what that research wouldentail. Or you think you’d like to specialize in sui-cide prevention, but you’re not sure how psycholo-gists deal with the issue clinically. There are severalapproaches you can take to familiarize yourself withthis area. Ask one of your professors for some read-ings. Check out a current textbook in the area. Go to asuicide prevention or crisis center and read throughtheir literature. Surf the web. Then decide whether youlike the questions being asked and the methods usedto answer them.

In summary, have an idea of the field(s) in whichyou would like to work, either the ones with whichyou are already familiar or those you are willing toresearch. Familiarize yourself with the questions beingasked and the techniques being used to answer them.Use as many sources as possible to gain informationto help you narrow down your interests and educateyourself about them.

In addition to the resources in this book, a num-ber of Internet sites will help you at this stage of theprocess. You can familiarize yourself with psychologygraduate programs in the United States and Canadaby accessing a large number of Web sites. Our favor -ites are:

• www.apa.org/students/(APA’s site for students includes a list of accred-ited programs, relevant articles, and other usefulmaterials)

• www.socialpsychology.org/clinical.htm(useful page features hyperlinks to 185 departmentsin the United States offering a Ph.D. in psychology)

• www.clas.ufl.edu/CLAS/american-universities.html#A(links for a plethora of American universities)

• www.psychwww.com/resource/deptlist.htm(an impressive listing of over 1,000 psychology de-partment Web sites)

• www.petersons.com/gradchannel/(brief descriptions of programs offering graduatetraining in clinical and counseling psychology)

• www.gradschools.com/listings/menus/psych_clinic_menu.html and

• www.gradschools.com/listings/menus/psych_cmt_menu.html(for searching clinical and counseling psychologyprograms, respectively, with the added ability tosearch by geographic region)

• www.jobweb.org/catapult/gguides.htm(links to sites about applying to and financing grad-uate school, and about making the transition tograduate school)

All these—and other—sites enable you to take avirtual tour of graduate programs in professional psy-chology. Develop an early feel for various departmentsand begin to sharpen your interests.

Next is the task of putting this knowledge to use.You have interests, and you now need to learn whichgraduate programs can provide these research or clin-ical opportunities. Though knowing how much youenjoy research or clinical work may not take a lot of re-flection, deciding whether to select a research-oriented,a practice-oriented, or an equal-emphasis program is aquestion with far-reaching ramifications. This questiontends to divide people into three groups: the researchoriented (scientists); the practice oriented (practitioners);and the dually committed (scientist–practitioners). Thefollowing sections are designed to lead each group inits appropriate direction. These groups tend to followthree rather distinctive career paths in the professionof clinical and counseling psychology (Bernstein & Kerr,1993; Conway, 1988).

We have repeatedly surveyed the APA-accreditedclinical and counseling psychology programs over thepast 20 years. Their responses to our questionnaires(e.g., Farry et al., 1995; Mayne et al., 1994; Norcrosset al., 1998; Norcross et al., 2004; Norcross, 2005; Oliveret al., 2005; Sayette & Mayne, 1990; Sayette et al., 1999;Turkson & Norcross, 1996) can serve as the basis foryour initial selection of graduate programs. By usingtheir responses, we will lead you through an exercisethat will provide you with a list that ranks schools byhow closely they meet your expectations and interests.

As you review the Reports on Individual Programs,bear in mind that the listings are alphabetical, not geo-graphical. We list the programs alphabetically as theyare on the APA (2007; www.apa.org/ed/accreditation/doctoral.html) materials, but sometimes the order iscounterintuitive. For example, the University of Arkan -sas is not listed under “U,” but between Arizona State

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University and Auburn University. Thus, you mightneed to look under two letters to identify specific pro-grams of interest.

For the Research Oriented and Dually Committed

This section gives guidance to those applicants whoare centrally focused on research and those with equalpractice and research interest. We group these two sortsof applicants together because their initial selectionof schools will place more emphasis on the researchavailable at each program and secondarily on the clin-ical work available. This will allow people with anequal emphasis to cast their nets as widely and as effi-ciently as possible.

One question we asked of each program in ourstudies was “In which areas of research are your fac-ulty presently working? Do they presently have a grantin that area?” Appendix E lists all the research areasprovided by the graduate programs along with thenumber of faculty interested in these areas and an indi-cation of whether they have a grant. This informationprovides you with an index of how intensively eachprogram is pursuing this area of research. Thus, a pro-gram with three faculty members researching autismthat has a grant supporting their work indicates seri-ous involvement on the part of that faculty.

Find your areas of interest in the appendix; under-neath them you will see a list of programs doing thattype of research. In addition, you will know the num-ber of professors with whom you could potentiallywork and whether there is grant money supporting thisresearch.

A few words of caution in interpreting this ap-pendix: not all programs were equally comprehensivein completing the survey. Some schools only includedcore faculty, whereas others included adjunct faculty.This accounts for what seems to be an overrepresenta-tion of some institutions on the list. Also, some schoolshad research interests combining two different areasand listed a single grant under both.

Appendix B, entitled “Worksheet for Choosing Pro-grams,” is used to select programs to which you willeventually apply. Begin by writing your research inter-est in the far left-hand column. In the next column,marked “Schools,” write the list of schools under thatheading in Appendix B. In columns 3 and 4, writedown the number of faculty in that area at each schooland whether they are grant funded. In addition, someschools merely indicated the presence of grant fund-ing and not the total number of grants. Thus, a “1” inthe “Grants” column indicated at least one grant. A “0”

indicates no grants, and numbers greater than 1 indi-cate multiple grants.

There are two worksheets provided in Appendix B,allowing you to explore different areas of interest. Ifyou have more than two main areas of interest, unlessthey are closely related, you may find the list becomingexceptionally long. In that case, you may wish eitherto narrow your areas of interest or to complete thisworksheet with the aid of a trusted professor who canhelp you pare down the list of schools to a manageablenumber. If you have more than one area of interest,put stars next to the programs that have faculty doingresearch in both of them.

If your interests lean toward research, then youwant to pick a programs highly regarded in the area ofresearch you would like to pursue. How do you eval-uate the clinical and counseling psychology programson your list in terms of research? Refer to Table 3-2,which is adapted from the results of the Social SciencesCitation Index (SSCI) and Science Citation Index (SCI)databases. More than 225 psychology journals from1998 to 2002 were analyzed to determine the institu-tions with the most citations. The goal was to identifythe institutions employing faculty members who au-thored the most frequently referenced articles in psy-chology journals. The table lists, in rank order, thefrequency with which articles written by members of aparticular institution are cited. Only those institutionswith an APA-accredited clinical or counseling programare included on this list. It should also be noted thatthe list only includes those institutions that producedat least 100 papers over the 5-year span; as a result,several smaller institutions with clinical or counselingpsychology programs did not make the list.

Using Table 3-2, write the citation ranking for eachschool in column 5, labeled “Citation Rank.” Be advisedthat this ranking reflects the psychology department ingeneral, not just the clinical or counseling program. Infact, about 20% of the institutions on the original listof 75 were deleted because they do not have clinicalor counseling psychology programs. Inclusion of thesenonclinical influences will affect the ranking of theschools you have selected. Still, this will provide youwith a rough idea of where each school stands interms of its research. Our position is that a schoolthat makes it onto this list is probably a strong re-search-oriented institution. If the school fails to appearon the table, then it may or may not emphasize psy-chological research. Recognize that only about 20% ofAPA-accredited programs appear on this list.

Table 3-2 also contains a column headed “FacultyProduction Rank.” This number represents the rank or-dering of APA-accredited clinical psychology programs

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on the basis of the total number of clinical facultymembers trained by that program (Ilardi, Rodriguez-Hanley, Roberts, & Seigel, 2000). Any program that re-ceived a ranking in the top 60 has an established trackrecord of producing clinical psychologists who, them-selves, later assumed clinical psychology faculty posi-tions. Remember that these lists heavily favor olderprograms and that no single measure can ever capturethe excellence of graduate education. And, again, only

about 20% of APA-accredited clinical programs appearon the list. Still, the list does direct students interestedin academic careers to programs that have historicallyexcelled in this domain.

As mentioned, any APA-accredited program mustprovide both clinical and research training. Thus, it isimportant also to evaluate the clinical opportunitiesavailable. As already mentioned, Psy.D. programs bydefinition emphasize practice and train students to be

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TABLE 3-2. Institutions with Most Citations, Most Papers, and Strongest Clinical Faculty Production

in Psychology

Citation Faculty rank Institutiona Citations Papers production rank

2 University of Michigan 3,999 816 34 University of Minnesota 3,231 741 45 University of California–Los Angeles 3,211 867 96 University of Wisconsin–Madison 2,901 652 5.57 University of Illinois at Urbana–Champaign 2,856 690 18 Yale University 2,816 585 18.59 University of Pittsburgh 2,555 542 10

10 University of Pennsylvania 2,514 582 2911 Indiana University 2,387 667 7.512 University of Washington 2,362 619 13.513 Duke University 2,344 453 18.514 Pennsylvania State University 2,302 766 11.515 University of California–San Diego 2,220 504 —16 Ohio State University 2,177 617 2217 Columbia University 2,170 652 2918 University of Texas at Austin 2,085 551 7.519 University of Missouri 2,019 625 2620 University of Iowa 1,968 495 34.521 University of Arizona 1,950 412 —22 Northwestern University 1,935 449 48.523 University of North Carolina at Chapel Hill 1,933 468 31.524 University of Maryland College Park 1,921 546 48.526 Rutgers State University 1,872 473 18.527 University of California–Berkeley 1,862 436 34.529 University of Colorado 1,846 476 53.530 University of Rochester 1,817 292 15.531 New York University 1,775 503 34.532 Arizona State University 1,701 526 53.533 Vanderbilt University 1,658 340 13.534 University of Virginia 1,612 332 —35 Boston University 1,573 369 —36 University of Florida 1,498 537 18.5

continued

practitioners. Although it is possible to obtain researchtraining at a Psy.D. program, this is not the primary em-phasis of such programs. Consequently, a student witha clear research orientation should probably choose aPh.D. program. For the research oriented, this columnwill be used to cross schools off their application list.Look up each school on your list in the reports on in-dividual programs. If any of these schools offer onlyPsy.D. programs (see Table 1-4), you can delete thatprogram.

The first column under the “Clinical” section ofAppendix B is marked “Orientation.” Under each pro-gram listed in our reports on individual programs, youwill see a list of five theoretical orientations:

• Psychodynamic/psychoanalytic• Radical behavioral/applied behavioral analysis• Systems/family systems• Humanistic/existential• Cognitive/cognitive-behavioral

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TABLE 3-2. Continued

Citation Faculty rank Institutiona Citations Papers production rank

38 Emory University 1,470 325 —39 University of Southern California 1,446 447 34.540 Purdue University 1,436 521 2242 University of Oregon 1,401 241 2643 University of Georgia 1,362 462 5.544 Michigan State University 1,355 411 31.545 University of Connecticut 1,308 407 2948 State University of New York at Buffalo 1,252 322 3849 Texas A&M University 1,244 399 —50 Florida State University 1,237 353 2251 University of Illinois at Chicago 1,231 350 5852 Washington University 1,224 279 42.553 University of Massachusetts at Amherst 1,146 314 42.554 City University of New York 1,131 434 48.555 University of Miami 1,122 317 5856 State University of New York at Stony Brook 1,056 285 257 University of California–Santa Barbara 1,041 275 —58 Iowa State University 970 238 —59 University of Kentucky 970 261 —60 University of Kansas 944 384 15.561 Case Western Reserve University 928 222 —62 University of Utah 916 256 3863 University of Alabama 912 381 48.567 University of Nebraska 822 354 5868 Louisiana State University 814 287 42.569 Wayne State University 775 281 53.571 University of Delaware 669 189 —72 University of New Mexico 635 173 —74 Washington State University 626 211 —75 Yeshiva University 619 158 —

Note. Adapted from 1998–2002 Social Sciences Citation Index (SSCI) and Science Citation Index (SCI) databases. Also adapted from Ilardi, Rodriguez-Hanley, Roberts, & Seigel (2000).

aInstitutions without APA-accredited programs in clinical or counseling psychology have been omitted from this table.

If you are clearly committed to (or strongly lean-ing toward) one of these orientations, then it is impor-tant that some faculty share that orientation with you.Check each program on your list and see if a suitablepercentage of the faculty shares your orientation. If so,mark the “Orientation” column with a “+” sign. If not,mark it with a “–” sign.

If you are unsure of an orientation, or see yourselfas integrative or eclectic, then be sure there is a widevariety of faculty orientations. If there is representationamong the faculty in four or more of these orienta-tions, that’s a good sign. If the total you get whenadding up all the percentages in the different orienta-tions is greater than 100%, this is also a plus. It meanssome (or most) of the faculty bridge orientations andare integrative themselves. In other words, professorsare listed under more than one category. In either case,mark the “Orientation” column with a “+” sign. If thefaculty are of one or two orientations and without overlap, then mark this column with a “–” sign.

The second column under “Clinical” is “Res/Clin.”Turn to Appendix F, “Specialty Clinics and PracticaSites.” This is a list of specialty clinics and practicaavailable at different programs. Specialty clinics focuson a specific clientele, such as depressed or eating-disordered clients. Practica are placements where stu-dents will conduct clinical work in their second, third,and/or fourth years of study. Some practica also spe-cialize in a certain clientele. If you have a research in-terest in a particular population, it is important that thepopulation be available for you to study and that youhave the chance to work with that population clinically.For this reason, it is a great help for a researcher tohave a specialty clinic or practicum in his or her area.

Look up your research area in Appendix F. If anyof the programs on your list in Appendix B has a clinicor practicum in that area, mark the “Res/Clin” columnwith a plus. You can do likewise using Appendix GConcentrations and Specialty Tracks. Programs offeringa formal track or concentration in your area of interestdeserve a plus as well.

Again, this is just one indicator and must be keptin perspective. Most programs will have their ownpsychological training clinic, where a wide range ofclinical populations may be seen or made available forresearch. Additionally, a faculty member may have aresearch population readily available in the commu-nity. And last, a few programs did not include practicaplacements off campus in the community, thus under-representing their practica opportunities. Still, beinginformed about a clinic or practicum specializing inyour population of interest is certainly an advantagein selecting potential graduate programs.

The third column under the “Clinical” section ismarked “Rank.” Here, we refer to a program’s produc-tion of students who go on to distinguished careers asclinicians, as measured by becoming ABPP Diplomatesand by election as Fellows in APA’s Division of Clini-cal Psychology or Division of Counseling Psychology.The “ABPP” refers to diplomate status awarded bythe American Board of Professional Psychology (www.abpp.org), which certifies excellence in 13 fields ofpsychology, including clinical psychology and counsel-ing psychology. Applicants for ABPP must have at least5 years of postdoctoral experience, submit examplesof their clinical work, and pass an oral examination.The entrance requirements and performance standardsare more rigorous than those involved in licensure andrepresent excellence in applied psychology. Fellow-ship in APA is based on evidence of unusual and out-standing performance in psychology.

One study (Robyak & Goodyear, 1984) investi-gated the graduate school origins of ABPP Diplomatesand APA Fellows in clinical and counseling psychol-ogy. Although older and larger doctoral programs areobviously favored in such a historical study, the resultsnonetheless give some indication of institutional repu-tation and their graduates’ accomplishments. Table 3-3presents the top 25 institutional origins of clinical psy-chology diplomates and fellows as well as the top 12 in-stitutional origins of counseling psychology diplomatesand fellows. Clinical psychology diplomates graduatedfrom 153 different universities; fellows from 92. Coun-seling psychology diplomates graduated from 55 uni-versities; fellows from 46.

If a school is listed in Table 3-3, place a “+” in the“Rank” column in the “Clinical” section. Though manyschools not listed on this table provide fine clinicaltraining, this listing indicates that the program is out-standing in terms of its track record for producing ex-cellent professional psychologists.

Finally, there is a column in Appendix B marked“Self-Rating.” The first question we asked each programto answer was, “On a 7-point scale, how research orpractice oriented would you rate your program?” (1 =practice emphasis; 4 = equal emphasis; and 7 = researchemphasis). You will find the school’s rating of itselfunder each individual listing in the reports on individ-ual programs sections. Mark this number under the“Self-Rating” column.

What you now have before you is a list of pro-grams that offer research in your area of interest. Youalso have the number of faculty in the area that youmight work with and whether they presently have grantfunding. Finally, you have an approximate rank of thatschool’s research standing.

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TABLE 3-3. Institutional Origins of Clinical and Counseling Psychology

Diplomates and Fellows

Rank order

University Diplomates Fellows

Clinical psychology

New York University 1.5 2.5Columbia University 2.5 1.5University of Chicago 3.5 3.5University of California–Los Angeles 4.5 14.5University of Michigan 5.5 9.5University of Iowa 5.5 5.5University of Minnesota 7.5 6.5Northwestern University 8.5 7.5University of California–Berkeley 9.5 15.5Harvard University 10.5 7.5Pennsylvania State University 11.5 17.5Purdue University 12.5 —Boston University 12.5 17.5Ohio State University 14.5 4.5University of Washington 15.5 5.5University of Southern California 16.5 11.5Duke University 18.5 —Stanford University 18.5 10.5University of Texas 18.5 —University of Pittsburgh 20.5 11.5University of Kansas 21.5 —Case Western Reserve University 23.5 —University of Illinois at Urbana–Champaign 23.5 —Yale University 23.5 13.5University of Pennsylvania 23.5 —

Counseling psychology

Columbia University 1.5 2.5Ohio State University 2.5 3.5University of Minnesota 3.5 1.5New York University 4.5 4.5University of Michigan 5.5 —University of Chicago 6.5 8.5Stanford University 7.5 7.5University of Iowa 8.5 7.5University of Texas 9.5 —University of Wisconsin 9.5 —Catholic University 11.5 —Harvard University 11.5 4.5

Note. From Robyak & Goodyear (1984). © 1984 American Psychological Association. Reprinted by permission.

In clinical terms, you have some sense of whetherthat school will conform to your theoretical orienta-tion, whether it has clinical training or a formal trackin your area of interest, how it ranks in terms of pro-ducing outstanding clinicians, and whether it rates itselfas emphasizing practice or research.

Given the information before you, you may alreadywant to begin crossing programs off your list. If you’reresearch oriented, and the program is a Psy.D. pro-gram or rates itself a 1, 2, or 3 (meaning it is practiceoriented), you may choose to delete that school. Alter-natively, if your interests reflect equal research and clin-ical emphasis and you lean toward a psychodynamicorientation, you may want to cross off a school thatrates itself as a 7 (very research oriented) or whosefaculty is 100% behavioral.

Your revised list of schools can probably satisfyyour research and clinical interests. In addition, youhave the start of a ranking system, which at this pointgives you a rough idea of how well each school con-forms to your interests and needs. Unfortunately, thisprovides you with only half of the information youneed to begin writing to schools. The second part ofthis process asks, “How close do you come to thestandards they specify?” This is covered in a later sec-tion entitled “Assessing Program Criteria.”

For the Practice Oriented

This section gives guidance to those applicants whoare centrally focused on psychological practice. Theseapplicants will want to begin to choose their programsbased on their theoretical orientation and the availabilityof clinical opportunities.

Begin by turning to Table 1-4, which lists all theAPA-accredited Psy.D. programs. With this list, turnto Appendix B, “Worksheet for Choosing Programs.”Under the column marked “School,” write the namesof the programs found in Table 1-4.

In addition to these programs, you may have aspecific population in mind that you are especiallyeager to work with. Perhaps you already have a sensethat you want to work specifically with patients suf-fering from, say, anxiety disorders. In this case, turnto Appendix F. This appendix, “Specialty Clinics andPractica Sites,” lists specialty clinics or practica areasavailable at different programs. Specialty clinics focuson specific clientele, such as depressed or eating- disordered clients. As mentioned in the previous sec-tion, practica are placements where a student willconduct clinical work in his or her second, third,and/or fourth year of study, and some practica alsospecialize in treating a certain clientele. For a practice-

oriented student, it would be especially desirable to bein a program with a specialty clinic in his or her partic-ular area of treatment interest. Therefore, write downthe names of programs with specialty clinics or prac-tica in your area of interest on your list in Appendix B.

Do likewise for programs that offer a formal trackor concentration in your area of interest. This informa-tion can be found in Appendix G, Concentrations andSpecialty Tracks.

A word of caution is in order. Most programs willhave their own psychology training clinic where a widerange of clinical populations may be seen or madeavailable for research. Practica may also be availablein a wide range of settings in the community, provid-ing fertile ground for a rich clinical experience. Still, aclinic or practicum specializing in a population thatis of special interest to you is a definite plus and anadditional piece of information on which to base yourdecision. If a program both offers a Psy.D. and has aspecialty clinic in your area, put a star next to it.

The next important column for the practice orientedapplicant is marked “Orientation.” In the Reports onIndividual Programs, you will find each school listed,along with information pertaining to its program.Among that information, you will see a list of fivetheoretical orientations, followed by the percentageof the faculty that subscribes to that orientation:

• Psychodynamic/psychoanalytic• Radical behavioral/applied behavioral analysis• Systems/family systems• Humanistic/existential• Cognitive/cognitive-behavioral

If you are clearly committed to (or strongly leaningtoward) one of these orientations, then it is importantthat some portion of the faculty share that orientationwith you. Check each program on your list and deter-mine if a suitable percentage of the faculty shares yourorientation. If so, mark the “Orientation” column witha “+” sign; if not, mark it with a “–” sign.

If you are unsure of your orientation or see your-self as integrative or eclectic, then be sure there is awide variety of faculty orientations. If there is repre-sentation among the faculty in four of these orienta-tions, that’s a good sign. If the total you obtain afteradding up all the percentages in the different areas isgreater than 100%, this is also advantageous. It meanssome (or most) of the faculty bridge orientations andare integrative themselves. In either case, mark the“Orientation” column with a “+” sign. If you’re integra-tive and the faculty are of one or two orientations anddo not overlap, then mark this column with a “–” sign.

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The next column is marked “Res/Clin.” As wementioned previously, even if you are looking for apractice oriented program, you still will have to do re-search: a lengthy professional paper or a clinical dis-sertation at the very least! Consequently, it is importantthat someone in your program is conducting researchin an area that interests you. With this in mind, lookthrough Appendix E and locate area(s) of research thatyou find interesting. Under each area, you will find alist of schools that have researchers in that field. If anyof the schools on your list in Appendix B is listed here,place a “+” in the column marked “Res/Clin.”

The third column under “Clinical” is marked“Rank.” Here, we refer to a program’s production ofstudents who go on to distinguished careers as clini-cians, as imperfectly measured by their becomingABPP Diplomates and by their election as Fellows inAPA’s Division of Clinical Psychology and Division ofCounseling Psychology. The “ABPP” refers to diplo-mate status awarded by the American Board of Pro-fessional Psychology (www.abpp.org), which certifiesexcellence in 13 fields of psychology, including clini-cal psychology and counseling psychology. Applicantsfor ABPP must have at least 5 years of postdoctoral ex-perience, submit examples of their clinical work, andpass an oral examination. The entrance requirementsand performance standards are more rigorous thanthose involved in licensing and represent excellencein applied psychology. The APA Fellowship is basedon evidence of unusual and outstanding performance.

One study (Robyak & Goodyear, 1984) investi-gated the graduate school origins of ABPP Diplomatesand APA Fellows in clinical and counseling psychol-ogy. Although older and larger doctoral programs areobviously favored in such a historical study, the resultsnonetheless give some indication of institutional repu-tation and their graduates’ accomplishments. Table 3-3presents the top 25 institutional origins of these diplo-mates and fellows as well as the top 12 institutionalorigins of counseling psychology diplomates and fel-lows. Because this list indicates programs that havehistorically produced outstanding clinicians, place a “+”in this column for any program included in Table 3-3.Though many schools not listed in this table offer fineclinical training, the list provides an indication of thePh.D. programs (Psy.D. programs are too new to belisted) that are likely to offer the sort of clinical trainingyou seek.

Finally, there is a column in Appendix B marked“Self-Rating.” In the reports on individual programsyou will find each school’s rating of itself (1 = practiceemphasis; 4 = equal emphasis; and 7 = research em-phasis). Mark this number under the “Self-Rating” col-

umn. Though Psy.D. programs are practice orientedby definition, they vary on how much research theyexpect their students to conduct. Thus, their ratings willallow you to guide your expectations of what eachprogram will expect of you. This self-rating will alsohelp you avoid a Ph.D. program with a specialty clinicin your area that is clearly research oriented.

What you now have before you is a list of pro-grams that are practice oriented and/or that offer aspecialty clinic or formal track in your area of interest.You have some sense of whether these schools willconform to your theoretical orientation and whetherthey have ongoing research in your area of clinical in-terest. You also have their self-rating of the program’semphasis on practice or research.

Given the information on your worksheet, you mayalready want to begin crossing programs off your list.If you’re practice oriented and a Ph.D. program offersa specialty clinic in your area but rates itself with a 6 or7 (very research oriented), you may choose to deletethat school. Alternatively, if you’re very behaviorallyoriented, you may want to cross off a school where100% of the faculty is psychodynamic/psychoanalytic.

Your revised list of schools can provide you withpractice oriented training and possibly special clinicaltraining in your population of choice. In addition, youhave the start of a ranking system that at this pointgives you a rough idea of how well each school con-forms to your interests and needs. Unfortunately, thisonly provides you with half the information you needto begin writing to schools. The second half of thisprocess is related to how closely you come to thespecified standards of these programs. This is coveredin the “Assessing Program Criteria” section.

For the Racial/Ethnic Minority Applicant

Before continuing to the assessment of program criteria,it is important to discuss the special case of minorityapplications. “Minority” in this context refers to racialor ethnic background, although with women compris-ing 70% of all doctoral students in psychology (Pate,2001), a few graduate student programs are starting totreat men as minority applicants. Ethnic minority stu-dents now account for 21% of master’s students in psy-chology and 27% of doctoral students in psychology(Norcross, Kohout, & Wicherski, 2005).

Nearly every APA-accredited program makesspecial efforts to recruit minority applicants (Munoz-Dunbar & Stanton, 1999; Rogers & Molina, 2006),recognizing the need in our society for well-trainedminority professionals. Typical methods for recruitingunderrepresented groups to clinical and counseling

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psychology programs are offers of financial aid, theuse of personal contacts, visits to other schools, use ofAPA’s Minority Undergraduate Students of Excellence(MUSE) program, diversity courses, special events,reimbursements of application fees, and preferentialscreening (Rogers & Molina, 2006; Steinpreis et al.,1992). Programs often make an extra effort to reviewminority applications to ensure that qualified candi-dates are given appropriate consideration.

In fact, a study of Psy.D. programs revealed that82% of them implemented formal minority admissionspolicies designed to improve racial representation(Young & VandeCreek, 1996). The study found that:

• 94% of the programs gave extra points on ratingsof application materials to minority applicants;

• 69% of the programs waived or lowered GREscores for minority applicants;

• 41% of the programs waived or lowered GPA cut-offs for minority applicants; and

• 21% of the programs interviewed all minority applicants, regardless of the quality of their appli-cation materials.

As a consequence, ethnic minorities in the appli-cant pool are significantly more likely than whites toreceive offers of admission (Munoz-Dunbar & Stanton,1999). Our guidance and the following worksheets inthis Insider’s Guide may thus not accurately reflect aminority applicant’s enhanced chances of acceptance.We recommend that you carefully read program de-scriptions regarding their minority selection proceduresand encourage you to apply to programs that are withinreach of your credentials.

Several ethnic/racial minority students have writtento us over the years and complained that they wereneither actively recruited nor accepted for admissioninto the doctoral psychology programs to which theyhad applied. So let us be perfectly clear and honest:Most, but not all, doctoral programs have implementedpolicies (as reviewed above) to recruit and admit under-represented racial/ethnic minority students. However,that does not mean that all programs will be knockingdown your door to interview you. Nor does that meanthat most programs will finance your interview. Nordoes that mean acceptance is a certainty. Doctoralprograms will evaluate all candidates on their GPAs,GREs, letters of recommendation, research experiences,and so on. A modest advantage is just that—an advan-tage, never a guarantee.

The APA is committed to ensuring that the practiceof psychology—and the production of psychologists—is in the vanguard of addressing the needs of culturally

diverse populations. The APA’s Commission on EthnicMinority Recruitment, Retention, and Training in Psy-chology produces several valuable publications in thisregard. Go to www.apa.org/pi/oema/careers/book3/page1.html to read APA’s guidebook, For College Stu-dents of Color Applying to Graduate & ProfessionalPrograms. Also consult the Web site of Project 1000, anational program created to assist students of colorapplying to graduate school (mati.eas.asu.edu:8421/p1000).

Although the special consideration given minorityapplicants is advantageous, it also represents a specialchallenge. One well-qualified minority student we knewwas advised by a university career counselor that hewould have no problem getting into the school of hischoice. He applied to several very competitive pro-grams, and received acceptances and offers of finan-cial aid across the board. Unfortunately, he skipped theprocess of matching his interests with the strengths ofthe program. After 1 year, he was looking to transfer toanother program that had more faculty conducting re-search and psychotherapy in his areas of interest.

The moral of the story is: Don’t let the potentialadvantage of being a minority candidate become a dis-advantage. Just because you can get into a programdoesn’t mean that it is the best program for you. A rig-orous approach to the application process is the bestapproach for everyone.

For the LGBT Applicant

Lesbian, gay, bisexual, and transgendered (LGBT) ap-plicants to doctoral programs can face the same socialand interpersonal hurdles as ethnic/racial minority ap-plicants. There is, however, a key difference: There arelimited federal protections for members of the LGBTcommunity. This fact may lead lesbian, gay, bisexual,and transgendered students to question whether todisclose their sexual orientation (“come out”) in theapplication process, or even to inquire about the at-mosphere of inclusivity toward sexual minorities withina particular program. In this section, we review someresearch and advice on LGBT applicants’ selection ofgraduate programs and present potential strategies forthose who elect to come out during the applicationprocess.

Before turning to the specifics, let us emphasizethis general point: The burden should not be placed onthe potentially stigmatized applicant to disclose sexualorientation. Such a burden promotes silence and fear.Rather, each applicant should choose his/her own path,and program faculty should create an inclusive, wel-coming atmosphere for all students. The APA accredi-

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tation guidelines require doctoral programs to embracediversity in their students.

Qualitative research (e.g., APA, 2006; Lark & Cro -teau, 1998; Rader, 2000) indicates that LGBT psychologystudents screen prospective graduate schools for theirgay affirming (or at least, nonhomophobic) position.The typical criteria used for screening prospective pro-grams are (Biaggio et al., 2003):

• Reports of other LGBT students• Presence of faculty who are openly lesbian/gay or

heterosexual allies• Availability of specific training on LGBT issues and

opportunity to work with LGBT clients• Sensitivity to diversity issues on campus (includ-

ing the presence of LGBT support and advocacygroups)

• Geographic location of the program (frequentlyavoiding programs in conservative rural areas)

• Size of the educational institution (larger publicinstitutions being relatively more liberal)

In addition, we recommend that LGBT studentslook for climate indicators favorable to sexual diversity.Screen prospective programs by

• searching departmental and university homepagesfor the presence of an LGBT student union andfaculty teaching and researching on sexuality

• looking for specific housing policies for LGBTcouples (remember, though legally married in onestate, another state may not recognize your gaymarriage or civil union, and the university may notbe legally bound to provide equal access to “mar-ried” housing).

• avoiding institutions that require a religious ordoctrinal oath and that prohibit LGBT organiza-tions on campus.

• seeking programs with curricula that explicitly in-tegrate LGBT and other diversity issues.

• reviewing APA’s list of graduate faculty in psychol-ogy interested in lesbian and gay issues (availableat www.apa.org/pi/lgbc/publications/lgbsurvey/grad_home.html).

• evaluating the university’s mission statement fora formal commitment to diversity of sexual orien-tation.

• determining if the institution has a coordinator (oroffice) for lesbian, gay, and bisexual concerns

• considering the state laws concerning equitabletreatment of LGBT, such as civil unions, domesticpartnership, adoption, health insurance for part-ners, and the like.

Homophobia and heterosexism continue to exist inthe United States and, unfortunately, also in institutionsof higher education. Although the situation has im-proved considerably in recent decades, some institu-tions remain “tolerant” as opposed to “affirming” ofsexual diversity, whereas other institutions may favor anLGBT student to maintain or expand program diversity.

The question, then, is whether to come out duringthe application process. On one side, there is the riskof being rejected from a program where some discrim-ination persists. On the other side, there is the poten-tial advantage of being a member of a minority groupin a program that actively pursues diversity. In eithercase, the alternative to not coming out during the ap-plication process is to come out later, or to try to hideyour sexual orientation for 4 to 6 years.

If and when to disclose sexual orientation in theadmissions process is ultimately a personal decision,and it can occur at different stages in the process: inthe application itself, during the interview, upon ac-ceptance to the program, or upon the decision to at-tend the program. As part of your application, you canindicate your sexual orientation in your research in-terests (e.g., lesbian health), clinical experiences (e.g.,working with gay youth), and/or extracurricular activ-ities (e.g., member of the LGBT alliance on campus).More directly, you can incorporate your sexual iden-tity into your personal statement, especially if it hasbearing on your choice of clinical or research work, oryour decision to pursue psychology as a career. If youdo come out in your personal statement, be sure thatthis fact is integrated into the overall statement and notsimply a dangling fact unconnected to the rest of whatyou’ve written.

Some applicants choose to come out during theinterview process with a simple but straightforwardstatement: “As a gay man (or lesbian), it’s important tome to be in a gay-friendly environment. Would beinggay be a concern in this program?” Though it wouldbe a mistake to over-generalize, such questions aretypically met with positive responses about programdiversity and discussions of resources for LGBT stu-dents. If such questions are met otherwise, it serves asa key piece of information in your decision process.

Another strategy is to raise sexual orientation atthe point at which an offer of admission is tendered.As discussed in subsequent chapters, once an offer ismade, an applicant has some latitude in negotiatingissues around admission, tuition remission, funding,and so on. This can be the time to indicate that havinga gay-affirmative environment is one of the factors inyour decision of which program to accept and to in-quire about the atmosphere in that program. Still other

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LGBT students elect not to disclose until they are actu-ally matriculated in the program and have beguncoursework.

Whatever path you decide to take, your sexualorientation should not be the defining issue of yourapplication; your composite strengths as a potentialdoctoral student remain the center of your application.[For additional information, consult the APAGS Re-source Guide for LGBT Students in Psychology (APA,2006) and Graduate Faculty in Psychology Interestedin Lesbian, Gay, and Bisexual Issues (at www.apa.org/pi/lgbc/publications/lgbsurvey/grad_home.html)].

For the Disabled Applicant

Organized psychology is increasingly aware that di-versity extends beyond gender, ethnicity, and sexualorientation to all individual differences, including dis-ability status. Applicants with disabilities confrontmany of the same prejudices as other minority popula-tions, including obstacles to graduate applications andinterviews. APA’s Resource Guide for Psychology Grad-uate Students with Disabilities (www.apa.org/pi/cdip/resources/home.html) presents tips on applying tograduate school, requesting fair accommodations, andpreparing for a successful experience. The guide alsolists national resources on disability issues; our favoriteis Ken Pope’s website on accessibility in psychologygraduate education and practice (at kpope.com).

When and how to disclose a disability is a com-plex and personal decision, a decision that you mustmake after sorting through the choices and perhapsdiscussing them with a knowledgeable mentor. Thereare eight different occasions during the admissionsprocess when you might choose to disclose (Khub -chandani, 2002):

• In your CV or application form• When a prospective graduate school contacts you

for an interview• During the interview• After the interview but before an offer• After the offer but before an acceptance• After you start the graduate program• After a problem on the job• Never (disclose)

There are pros and cons for each timing of dis-closure, but ultimately your decision will be based onwhat you know about your own needs and what youhave learned about the specific graduate program(Khubchandani, 2002). If and when you do disclose adisability, be straightforward and factual about it only

as it affects your specific job functions, as defined bythe Americans with Disabilities Act. Specify the type ofaccommodation that you will require or the work re-strictions that are involved. Don’t dwell on your dis-ability; rather, be enthusiastic about your skills andresources. Stress that your disability did not interferewith previous performance or attendance.

Your multiple abilities, not select dis-abilities, arewhat count in graduate school. As with ethnicity andsexual orientation, your disability status should notoccupy center stage in your application. Assertivelyrequest fair accommodation and accessibility as pro-vided by law, to be sure. But help the admissionscommittee avoid the stereotype of equating you withyour disability. Your application should focus squarelyon your credentials and accomplishments.

Assessing Program Criteria

Assessing the criteria clinical and counseling psychol-ogy programs use to evaluate applicants is an impor-tant step in the process of applying to graduate school.To illuminate this point, we will relate the story of oneapplicant we knew several years ago. She was an IvyLeague graduate, a 3.8 psychology major, who hadconducted research with a prominent psychologist. Shehad fine letters of recommendation and clinical expe-rience with developmentally disabled children, but herGREs were in the low 500s. Thinking that her cre-dentials were excellent, she applied to the most com-petitive research programs and one practice-orientedprogram. She was rejected across the board at thesetop research schools and just barely made it into whatshe had mistakenly considered her practice-oriented“safety school.” Her mistake was to ignore the fact thatall the research-oriented schools to which she appliedspecified minimum GRE scores of 600 or more. Herapplication was unsuccessful because she ignored onepiece of information each school had indicated to beessential. She was nearly rejected in the more practice-oriented program she had felt was a “sure thing” be-cause she did not possess the clinical experience theywere looking for. And she was lucky that that particu-lar doctoral program did not have GRE requirementsbeyond her range!

The moral of the story is twofold: (1) Attendclosely to the admission standards of each program. Ifa school sets standards you cannot realistically meet,you need to work very, very hard to get them to makean exception. In other words, think twice about apply-ing there. (2) Apply to programs with a range of ad-mission criteria, and consider a safety school as one thatannounces admission requirements that you exceed by

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a wide margin. This does not guarantee acceptance,but does dramatically increase the probability of mak-ing it into their finalist pool.

Now, turn your attention to Appendix C, “Work-sheet for Assessing Program Criteria.” In Appendix C,you will rate yourself on how well you conform toeach school’s admission requirements. The aim is thatyou not waste time and money applying to programsthat indicate in no uncertain terms that you do notmeet their criteria. There is no reason to feel inade-quate because you fall short of these specifications.There may be programs on your list with requirementsyou do meet or exceed. If you are unable to meet theminimum requirements of any programs on your list,you should seriously consider taking time off to betterprepare yourself or applying to less competitive mas-ter’s programs.

Begin by transferring the name of each school fromAppendix B to the “School” column of Appendix C.Simply copy the list from one table to the other. Alsocopy the number in the “Self-Rating” column from oneworksheet to the other. Next, look up the first programon your list in the Reports on Individual Programs.Read through all the information provided just to startfamiliarizing yourself with that program.

As you begin filling out Appendix C and listingeach school’s admission criteria, remember that theseare simply indications of your strength as an applicantto each school. These scales are not set in stone anddo not guarantee that you will be accepted. You maynot readily fall into any of the categories listed and willhave to make some rough approximations for your-self. Or you may find that you fall between categoriesand have to add 0.5 point here or subtract 0.5 pointthere. If you think it is appropriate to modify the cate-gories or scoring systems, by all means do so. Themost important result is not an absolute number buta relative sense of how well you meet each program’sadmission criteria.

You may also find that a graduate program doesnot require certain test scores, or gives no mean GREscores, or doesn’t list preferred or mandatory courses.In this case, simply score a “0” in the appropriate col-umn. When it comes time to total each school’s score,this will neither detract from nor add to your ability tomeet their requirements.

Now, go to the respective Reports on IndividualPrograms and look at the prerequisite courses. Youwill see two questions pertaining to course preparationprior to applying: “What courses are required for in-coming students to have completed prior to enrolling?”and “Are there courses you recommend that are notmandatory?” Underneath each question you will find a

list of courses that the particular school assigned toeach category. On your list in Appendix C, under thecolumn marked “Courses,” score yourself as follows(in this table, “M” indicates “mandatory” and “R” indi-cates “recommended”):

+2 You have taken all the M and R coursesand earned B+ or better in them all.

+1 You have taken all the M courses and/orseveral of the R courses and earned B+ orbetter.

0 You have taken all the M courses, but noneof the Rs, or earned B– or lower in some Mcourses.

1 You have not taken one or two of the Mcourses, or have earned B– or lower in sev-eral of them.

–2 You have not taken several or any of the Mcourses or have received C or lower insome of the M or R courses.

The next section on each “Program” page is markedGREs and GPA. This section gives mean scores for theGREs and GPAs for each program listed.

On your list, under the columns marked “GRE-V”(verbal), “GRE-Q” (quantitative), and “GRE-S” (psy-chology subject test), score yourself as follows:

+2 You exceed the school’s M score by at least100 points.

+1 You exceed the school’s M score by morethan 50 but less than 100 points.

0 You meet the school’s M minimum or ex-ceed it by less than 50 points.

1 You do not meet the school’s M score, butare less than 100 points below it.

–2 You are below the M score by 100 pointsor more.

For GPA, we asked programs for the mean scoreof their incoming class and asked if that applied tomore than one type of GPA. It is not uncommon forprograms to look at cumulative or overall GPA (allundergraduate courses taken), psychology GPA (onlypsychology courses), and junior/senior GPA (all coursestaken in the last 2 years of college). Again, it is wise toreview the average GPA of incoming students. Underthe column marked “GPA,” score yourself as follows:

+2 You exceed the school’s M GPA by 0.5points or more.

+1 You exceed the school’s M GPA by lessthan 0.5 points.

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0 You meet the school’s M GPA.1 You do not meet the school’s M GPA, but

are less than 0.2 below it.–2 You are below the school’s M by more than

0.5 points.

Next, look back to the second column of Appen-dix C, “Self-Rating.” This is how the program rates it-self on the practice–research continuum. If a programemphasizes one more than the other, this gives someindication of what it would consider important in anapplicant. A school that stresses research will probablydesire an applicant to have some amount of researchexperience. Under the “Research” column in Appen-dix C, rate yourself as follows:

+2 The school rates itself as a 6 or a 7 and youwill have completed an honors thesis orwill have at least 2 years of experience inpsychology research.

+1 The school rates itself as a 4, 5, 6, or 7 andyou will have at least 1 year of experiencein psychology research.

0 The school rates itself as a 1, 2, or 3.1 The school rates itself as a 4 or 5, and you

have no research experience.–2 The school rates itself as a 6 or 7, and you

have no research experience.

Similarly, a program emphasizing clinical work willprefer that an applicant enter with some practical ex-perience in human services or health care. Under the“Clinical” column, rate yourself as follows:

+2 The school rates itself as a 1 or a 2, andyou will have worked in a full-time (35+ hr./week) clinical position for at least 1 year.

+1 The school rates itself as a 1, 2, 3, or 4 andyou will have volunteered part-time (8+ hr./week) at a clinical facility for at least 1 year.

0 The school rates itself as a 5, 6, or 7.1 The school rates itself as a 3 or 4, and you

have no clinical experience.–2 The school rates itself as a 1 or 2, and you

have no clinical experience.

At this point, you should have completed thefirst nine columns of Appendix C from “School” to“Clinical.”

Additional information provided for each pro-gram in the Reports on Individual Programs are “Howmany applications were received in 2007?,” “How manyapplicants were given an admission offer in 2007?,”

and “How many admitted students are incoming?”These give a rough estimate of the competitiveness ofa program.

You may be amazed at how high this ratio canbecome. The average acceptance rates at freestandingPsy.D. programs is now 50% (Norcross et al., 2005). Inapplying to programs, be realistic and reasonable. Youmay have a sterling application, but when Yale acceptsroughly 1 in 50 applicants, you had best be applyingto other places as well.

Bear in mind: Programs accept more applicantsthan actually end up attending. This makes programsappear more restrictive than they actually are. This iswhy we added the third item regarding the number ofstudents who will enter the program—a number in-variably smaller than the number of accepted students.For example, an applicant gaining acceptance to fiveprograms will ultimately reject four of them. A pro-gram planning on an incoming class of six students willaccept more than six before gaining their new class.Nonetheless, apply to several schools with a range ofcompetitiveness as a precautionary measure.

In the column marked “Compete” in Appendix C,record the ratio of applications to acceptances. Itshould be noted that competitiveness is difficult toquantify. Although we have selected the ratio of appli-cants to acceptances as our measure, other relevantcriteria include GRE scores and GPA. Since we havealready discussed these criteria, we are using this opportunity to highlight yet another area related tocompetitiveness.

The last column is marked “Total.” Add the num-bers under the “Courses,” “GRE-V,” “GRE-Q,” “GRE-S,”“GPA,” “Research,” and “Clinical” columns. This willprovide you with a total somewhere between –14 and+14, which is a rough indication of how well you meeteach school’s admission requirements and expectations.

Now you have a grand list of programs that areperforming research or clinical work in the areas youhave specified. In addition, you have several indi -cations of how well each school will address yourneeds and expectations as a graduate student. Finally,you have a rating of yourself as an applicant to eachprogram.

The best way to begin your decision-making pro -cess is to select the programs that have admission re-quirements within your reach. As you look throughthe “school requirements” part of your list, note any –2s. Unless you can reasonably expect to changethese to zeros or better before you complete your ap-plications, you are better off dropping these programsfrom your list. After that, you will then have to decidefor yourself what are reasonable places to apply.

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Below is a rating system based on your “Total”column for each school. Although this system mayhelp you decide where to apply, it is by no meansdefinitive. These are rough approximations, and ulti-mately you will have to decide where to apply basedon this and any other information to which you areprivy. From the “Total” column of Appendix C, evalu-ate each program as follows:

10 to 14 Your chances are very good. Apply to manyof these schools, since your applicationmay be especially strong here.

6 to 9 Your chances are good. These schools arewithin your reach, as you exceed several ofthe credentials they value.

4 to 5 Your chances are moderately good here, butbe sure to apply to some schools whereyou rank more highly.

0 to 3 These schools are within your range ofabilities. Your application may not be out-standing, but it is somewhere between “ad-equate” and “more than adequate.” Be surealso to apply to several schools in a higherrange.

1 to –4 These schools are a stretch for you. Goahead and apply to a few, but the bulk ofyour applications should go to schools onwhich you achieved a higher score.

<–4 These schools are looking for something dif-ferent from your experience or performanceat this time. If you wish to attend a pro-gram in this range, take time off or attend amaster’s program to bolster your research,clinical, and academic performance.

Although this worksheet embodies many of therelevant criteria used by admissions committees, it ofcourse cannot integrate all possible criteria. If a pro-fessor has expressed interest in working with you, forexample, the worksheet total may underestimate yourchances for acceptance. Other useful resources whenselecting your list of schools include specific profes-sors, undergraduate psychology advisors, and bulletinboards in the psychology building that display post-graduate brochures. Graduate students at your localuniversity can also be helpful, and a few large univer-sities have even created notebooks on clinical andcounseling psychology graduate programs (Todd &Farinato, 1992). Take advantage of all the available in-formation to augment the data provided in the Reportson Individual Programs.

Using the system in Appendix C, delete some ofthe schools that have admission criteria outside of your

present range. This will enable you to begin the nextphase: selecting programs that match your expecta-tions in terms of the training you desire.

For the research-oriented applicant, these deci-sions may be easiest. Look at the schools remaining onyour worksheet. Note the number of faculty interestedin your research area(s) and whether any of them arefunded. Grant funding is a rough indicator of the in-tensity of the program’s commitment to a particularresearch area. The premise is that a grant-funded areamay offer more opportunities to study the issue andmay be more likely to generate research. In addition,grant funding has the potential of making assistantshipmoney available. This by no means suggests that aprogram that does not have a grant in your area is notconducting current research or will not have moneyavailable to you. Additionally, a program with severalfaculty in an area may simply be “between” grants.Thus, the number of faculty alone also can indicate aschool’s commitment to this area of research.

Next, check the program’s productivity rankingand their self-rating as being more practice or researchoriented. Again, if you are more research oriented, youmay well find yourself crossing those schools off yourlist that are low on productivity and that are clearlypractice oriented. You are going to find that thisshortens your list but that you still have a number ofschools that cover a wide range of desirability. This isexactly where you want to be at this point! What youdesire is a list of 15 to 30 programs for which you willsecure additional information. Then, you can begin fine-tuning and selecting the 10 to 20 programs to whichyou will actually apply.

If you are more strongly inclined toward practice,you will find yourself crossing schools off your listthat are research oriented, favor theoretical orienta-tions different from your own, or are too restricted foryour needs. The programs highlighting clinical work,and especially those sharing your orientation or pro-viding a specialty clinic in your area, will be the mostdesirable.

The applicant who equally emphasizes practiceand research training is the most challenged. You wanta program that is research oriented, but not at the costof clinical work. But you also want a program that willoffer high-quality clinical training without sacrificinghigh standards in research. Using your list, find theprograms that are moderate or high in productivity andthat have a number of people interested in your area.Check to see that they rate themselves as a 4 or 5, indicating that they emphasize practice and researchnearly equally. Then, check to see if their theoreticalorientation conforms to your own and whether they

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have a specialty clinic or formal tracks in your area.Again, you are going to find a range of programs, someconforming to your needs better than others. This isexactly what you want at this point in the process.

You are now ready to gather the detailed informa-tion necessary to choose among the 15 to 30 programsyou will use for your selection pool. If your numberof schools does not fall within these parameters, youshould consider modifying your list. The Web site, mail-ing address, and e-mail address of each program arelisted with each entry in the Reports on Individual Pro-grams. At this point, all you need is to spend a few

hours on the Web. Research demonstrates that Web sitesprovide more information about graduate programsthan direct mailings, especially in areas not directly re-lated to graduate applications (Bartsch, Warren, Sharp,& Green, 2003), so feel comfortable in securing therequisite information online.

Instead, you could send a brief letter requestinginformation and an application. When requesting in-formation, your e-mail or letter should be neat, typed,and focused. Figure 3-1 shows a sample letter or e-mail.

Congratulations! You have taken the first steps inyour application process.

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678 Wilmington DriveDerby, NY 14047

September 3, 2008

Director of AdmissionsDepartment of PsychologyBogus University1234 Monument SquareUpstate, NY 14000

Dear Sir or Madam:

I am interested in applying to your Ph.D. (Psy.D.) program in clinical (counseling)psychology for the fall of 2009. Please send me an application and any informationyou have available concerning your program. Kindly include financial aid informa-tion as well.

Thank you for your time and consideration.

Sincerely yours,

Chris Smith

FIGURE 3-1. Sample E-mail requesting application and information.

C H A P T E R 4

SELECTING SCHOOLS

Between late summer and late fall you will spendtime on the World Wide Web, or e-mail or “snailmail” a letter similar to the one displayed in Fig-

ure 3-1 to a number of graduate programs for infor-mation. You will scan Web sites and download filesdescribing each program. You are ahead of the gameif you begin during late summer, because most appli-cants will not be starting this process for another 2to 3 months. This is an opportunity for you to takeadvantage of an early start to set yourself apart as anorganized and optimal candidate.

When applying for undergraduate study, you prob-ably visited a few colleges to help you decide whereto apply. When applying for graduate study, by con-trast, visits are rare—at least until you are invited. Theexception may be when you live close to a graduateschool of special interest. But otherwise, you will onlyvisit doctoral programs “virtually” through online de-scriptions until invited for a pre-admission interview.

In order to select programs that best suit yourneeds and interests, we again return to the questions:What is it I want for myself? What is it I’m interestedin doing? And where do I want to do it? A firm com-mitment to a single clinical interest, research area,geographic location, or theoretical orientation is notrequired at this time; however, the more specific yourinterests, the more intelligent a choice you are goingto make.

In the previous chapter we helped you to getstarted in narrowing your choices of potential gradu-ate programs. We did so by identifying your interests,comparing your credentials to those required by grad-uate programs of interest, and by searching for poten-tial matches with the offerings of graduate programs.

In this chapter we will help you by reviewing five crit-ical variables to take into account in narrowing yourchoices: research interests, clinical opportunities, theo-retical orientations, financial aid, and quality of life.

A Multitude of Considerations

Each graduate school applicant is undeniably unique inhis or her reasons for applying to particular programsin clinical or counseling psychology. As we advisestudents and conduct workshops on graduate schooladmission, we hear a litany of specific restrictions: “Ihave to stay close to my spouse in Los Angeles,” “Itmust be a Catholic school,” “I can only attend if I re-ceive full financial aid,” “The program needs to be gayfriendly, or have gay faculty mentors,” “I am interestedsolely in cognitive-behavioral programs,” “I would really like to be near the mountains,” “The programmust have lots of women faculty,” and so on. There isobviously no single, definitive list of factors to con-sider in selecting potential schools. Although we willexamine in some detail the five most common consid-erations, we will be unable to canvass the almost infi-nite range of reasons for selecting programs to whichto apply.

In an ideal world, graduate student aspirants wouldhave sufficient funds and freedom to consider any clin-ical or counseling psychology program in the country.In the real world, however, you may be limited in yourchoice by financial, family, and geographic consider-ations. Although we appreciate these very real con-straints, we encourage you not to be prematurelylimited by your own vision. Try to think broadly andboldly. It is, quite simply, your career at stake.

59

Geographic location will be a determining factorfor some applicants. By this we mean both the areaof the country and proximity to significant others inyour life, such as parents, spouses/partners, siblings, orlovers. If you do not possess the mobility to relocateto another area of the country, then you might delayapplying until your situation changes or apply only toregional schools, even if they are less desirable. Don’tspend time, money, and energy on futile missions, inthis case applying to programs you will be unable toattend.

At the same time, we heartily encourage you to“get out of town.” Far too often students restrict them-selves unnecessarily to schools close to their homes orto their undergraduate institution. Yet, graduate pro-grams that better match their needs may be locatedacross the country or four states south. Your future de-mands that you “look around” the entire country andCanada.

The gender, ethnicity, or sexual orientation com-position makeup of programs may be an influentialfactor for other applicants. If this is the case for you,obtain updated resource directories from the AmericanPsychological Association and apply accordingly. Threeexamples are APA’s Graduate Faculty Interested inthe Psychology of Women (www.apa.org/pi/wpo/gradfaculty2005.html), The Directory of Ethnic MinorityProfessionals in Psychology, and Graduate FacultyInterested in Gay and Lesbian Issues in Psychology(www.apa.org/pi/lgbc/publications/lgbsurvey/grad_home.html). The Reports on Individual Programs alsopresent the percentage of ethnic minority, international,and women students in each clinical, counseling, andcombined psychology program. These can be a usefulsource of direction in your choice.

Our general point is this: think through your per-sonal criteria for applying to certain programs and thenbe proactive in securing information about those cri-teria. Even if your choice of programs is limited, makeit an informed choice. Accept as you must the restric-tions in the range of potential graduate schools, but donot leave your future to chance!

Research Interests

The Web site for most programs will include a list ofpsychology faculty members in that department andtheir current research. You are looking to learn some-thing from the faculty, so our advice is to find the pro-fessors who are experts in your areas of interest. If youare interested in family therapy, locate those psychol-ogists active in training and research in that field. Ifyou are interested in alcohol studies, find the alcohol

researchers or clinicians. Download the faculty mem-ber’s Web page, or the description provided by thedepartment. Read their descriptions carefully with ahighlighter. What kind of questions are they asking?Have you asked yourself those same questions? Is thisthe sort of thing you can envision yourself exploring?Have you read a sample of what they have written?

In selecting professors whose interests parallel yourown, you are searching for a good match. You arelooking for mentors—psychologists who will take youon as an apprentice and teach you about your chosenprofession. The more similar your views are, the betterthe match. For example, if you are practice oriented,psychodynamically disposed, and interested in privatepractice, you might choose to cross off your list a pro-gram with professors who operate exclusively frombehavioral orientations and research perspectives. Thisdoes not mean your interest has to be pinpoint fo-cused. Knowing you would rather investigate or treatpsychodynamically may be enough to narrow your listof schools down to a sufficient range. But it is our ex-perience that the more focused you are, the better fityou can find.

As you review the faculty list and other materials,you should begin to get a sense of whom you wouldlike to work with, who is going to have the facilities toallow you to research or treat the population in whichyou are interested. You should eventually have a list of10 to 20 programs that have faculty with whom youwould like to work and a general idea of what each ofthem does.

Having created such a list of programs, we sug-gest that you review some of the articles or books thatthese professors have written. Most Web sites includea list of each faculty member’s recent publications. Soexamine their bibliographies on the Web, inspect theprogram brochure, or search the Psychological Ab-stracts on PsycLIT for the last 5 to 7 years to locatesome recent publications. Then go online and lookthem up. What methods do they use? What are thespecifics of their psychotherapy or research that reallyhold your attention? If you find yourself quickly get-ting bored or saying, “So what? OK, so alcoholics tendto smoke more? Who cares?”, then you have a valu-able piece of information. If you are finding these ar-ticles interesting, you are on the right track. This is atime to get excited about your field and where youwant to attend graduate school!

Here are some additional bits of information youcan gather to whittle down your number of applicationsin terms of research interests. Consult (1) the data inthe Reports on Individual Programs in this book, (2) theprogram’s Web page, (3) correspondence with faculty,

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(4) interviews with professors and/or graduate studentsat your own school about the programs in question,and (5) the CUR Registry of Undergraduate Researchersand Graduate Schools (at www.cur.org/UGRegistryselect.html). The latter links undergraduate studentswho have research experience with graduate programsinterested in recruiting such students. Get the neces-sary information and corroborate it, if possible.

When it comes to your research interests, discoverif there is a medical school library or science facilitiesat your disposal. Library facilities should be a primeconsideration, but we have found that medical li-braries in particular contain journals and books notusually available elsewhere. Access to journals onlinethrough university computer facilities is also essential.An associated medical school or hospital may also offerfacilities and populations available for your research.Determine if they are present, and then investigatetheir relationship to the Psychology Department. Inaddition, learn more about the research space specificto your area. For example, does someone have theequipment you need, lab or research space, funding?If you desire to conduct research in cardiovascularpsychophysiology and you have found a professor whohas published several articles, determine if he or shehas equipment to monitor cardiac responses. If not,there should be equipment available somewhere in thedepartment.

We realize that this process requires a great dealof time and energy. It may also provoke anxiety in analready nerve-wracking application process. This isone reason why we advocate an early start. Again,we would emphasize that you can get into a programwithout doing this extra work. This preparation, how-ever, will give you the edge to get into the program ofyour choice or to overcome any weaknesses in yourapplication.

Clinical Opportunities

Having read articles by the professors with whom youwould like to work, you know better which ones youfind interesting. However, if your career interest is pri-marily practice, it is possible you might find that theperson you’re most interested in working with doesnot have recent publications in your area(s) of interest.Or you know a program has an alcohol abuse clinic,but you can’t figure out which professors treat clientsthere. Your first recourse should be to search the uni-versity’s Web site to try to locate this information. If itis not on the psychology program’s Web page, it mayexist somewhere else within the university’s Web site.If all else fails, call the department and ask to speak

with the director of training. Simply ask this person formaterials specific to the clinic you would like to workin, or ask to speak with the director of that clinic todetermine which faculty are practicing there.

Now, we are going to suggest something that wehave found to be a powerful way of making final de-cisions about where to apply and of increasing yourchances of being accepted there. During early fall ofthe year you apply, contact a few of the professors youhave been investigating. E-mail the ones whose inter-ests seem most closely aligned to your own. Most pro-gram Web sites include faculty e-mail addresses.

There are many reasons to directly contact a fac-ulty member. First, it gives you an opportunity to gaininformation you probably could not gather in any otherway—information about the program, its facilities, andits faculty. Second, these e-mails give you a chance toget to know someone you are genuinely interested inworking with. It gives you an opportunity to evaluatehow happy you would be in a mentorship with thisfaculty member. Of course, there must be aspects ofthis person’s research or clinical work that attract you.If you do not know his or her interests or the literaturewell enough to demonstrate a working knowledge ofthe individual’s contributions, do not write to him orher. Professors routinely receive letters from peoplelooking to make contact, and unless you can piquetheir interest and demonstrate familiarity with theirwork, you are unlikely to receive a response.

Whether your interests are oriented toward re-search, practice, or both, you are not looking to takethis person or his or her field by storm. You seek tomake a contribution in this particular area, a contribu-tion made after you have taken the time to learn andgain experience in the field under their mentorship.Or, you are looking to gain experience and clinicaltraining with an experienced practitioner.

Take a moment to look at this relationship from theprofessor’s perspective. If she is a researcher, then sheis looking for students to help with that research, forstudents with the knowledge and drive to run studies.If she is a clinician, then she is looking for individualseager for supervision who will be able to carry a clientload. And that is what you have to offer. You are look-ing for the best fit of a program and faculty to yourinterests.

Contacting a professor is not a necessity. Many stu-dents are admitted to excellent programs and then take1 or 2 years to explore, to figure out what they wantand where they fit in. In fact, some programs requirestudents to work with several professors during theirinitial year before selecting an adviser. Nonetheless, itis to your advantage to spend sufficient time deciding

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which professors would be best suited for you. Locateprograms and professors who seem appropriate; thengo ahead and contact a few of them to test the waters.

Figures 4-1 and 4-2 show sample e-mails of intro-duction, the former for research-oriented applicantsand the latter for practice oriented. These are not formsto copy in which you simply insert your own words! Youmay want to show a draft of your letter to a professorto preview how well it is likely to be received.

Some students have asked whether it is acceptableto send letters to more than one faculty member at the

same program. Despite the fact that applicants mayhave multiple research and clinical interests, most fac-ulty (ourselves included) have a negative reaction tolearning that the same person has written to more thanone faculty member. Remember, there is a certainamount of self-interest involved: We’re looking forbright, motivated students to collaborate on researchand clinical work. It can be awkward when an admis-sions committee is discussing an applicant, and twofaculty express a desire to work with him/her, only tofind that the applicant has been actively expressing in-

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246 Wood StreetBabylon, NY 14000

September 3, 2008

Pat Morris, Ph.D.Department of PsychologyUniversity of Southern States13 Peachtree DriveWilkesville, VA 15000

Dear Dr. Morris:

I am a psychology senior at Babylon University, where I have been working with Dr.Frances Murrow, studying the effects of self-esteem on math performance anxiety. As Iwas searching the literature, I read several of your articles concerning the use of relax-ation techniques to improve self-esteem and test anxiety.

After reading your paper “The Uses of Relaxation in Schools” (December issue ofSchool Psychology), I had some questions I hoped you could answer. We used several ofthe questionnaires that you used in that study. In looking at our data, we have found thatparticipants responded quite differently to the Test Anxiety Questionnaire at varioustimes in the semester. We found that the further into the semester students progressed,the more their anxiety affected their scores. Have you also found this to be true in yourresearch? Secondly, I have begun to wonder if self-efficacy might not be a factor affect-ing both test anxiety and self-esteem. I noticed that you had done some early work in-volving self-efficacy and was wondering what ideas you might have on this subject.

On a related matter, I will soon be applying to clinical psychology doctoral programsthat offer research training in performance anxiety. I would be very interested in learn-ing whether you routinely supervise the research of doctoral students at the Universityof Southern States on this topic and, if so, whether you will be taking any new studentsin the next academic year.

Thank you for your time and consideration. I look forward to hearing from you.

Sincerely yours,

Chris Smith

FIGURE 4-1. Sample e-mail of introduction—research oriented.

terest in both of them. Our advice: Don’t write to morethan one faculty member in any one graduate program.

What if the professor does not respond within amonth? Absence of a response does not mean that youwill not be able to work with that individual if you areaccepted. Most likely the professor received too manyqueries to respond. Indeed, at some schools, professorsare receiving dozens of e-mails during the months lead-ing up to the application deadline. Later, when yourapplication is reviewed, your e-mail may be read.

If the selected professor does write back, then itmay be the beginning of a working relationship. Evenif you are not accepted to his or her program or ulti-mately decide not to attend, you are making profes-sional contacts in your field. There is no guideline as

to exactly how to behave from here, since each profes-sor is different. But you should begin getting a sense ofwhether this is the right person (and program) for you.

If the task of introducing yourself to a professor“cold” seems overly daunting, consider alternatives.Local and regional conferences present prime oppor-tunities for meeting potential mentors and gatheringinformation about graduate programs. Numerous so-cieties hold yearly conferences in which research ispresented in specialty areas of psychology. For exam-ple, if one of your interests lies in health psychologyor behavioral medicine, there is the Society for Behav-ioral Medicine, the American Psychosomatic Society,and the Society for Psychophysiological Research. If, foranother example, your interests lie in psychotherapy,

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September 3, 2008

Pat Morris, Ph.D.Department of PsychologyUniversity of Southern States13 Peachtree DriveWilkesville, VA 15000

Dear Dr. Morris:

I am a psychology senior at Babylon University, where I recently completed an upper-level course in clinical/counseling psychology. My professor, Dr. Frances Ellis, dis cussedyour social problem-solving program targeted to elementary school chil dren. Dr. Ellisspoke highly about the manner in which you use your clinical findings to derive theoret-ical models of problem solving and use these models to guide your interventions.

I am interested in learning more about school-based social problem-solving pro-grams. I have been involved in such a project with Dr. Ellis and wish to continue myeducation in this area. I am preparing applications for Psy.D. programs and would like tolearn more about your particular program. Specifically, what opportunities exist for clin-ical Psy.D. students to work on your social problem-solving program? My interests lieprimarily in the clinical aspects of your school-based program. I would like to help trainteachers in imparting social problem-solving skills to students.

I would appreciate any materials that you could send me describing your problem-solving program in greater detail. I am especially interested in the role for Psy.D. students.Thank you for your time and consideration.

Sincerely yours,

Chris Smith

FIGURE 4-2. Sample e-mail of introduction—practice oriented.

there are the annual conferences of the Society forPsychotherapy Research, the APA Division of Psycho -therapy, and the Society for the Exploration of Psy-chotherapy Integration. Your psychology advisor canprobably suggest several societies in each area ofpsychology.

Student membership in a scientific society bringsa number of benefits. For beginners, it will probablyprovide you with a directory of members (includingcontact information), which is an easy way of quicklyascertaining who is doing research in your area. Mostscientific organizations will invite you to join their elec-tronic listserve. With membership also typically comesa newsletter or a journal, which can give you a senseof the leaders in the field.

Attending a conference can provide a great dealmore information, as we have already emphasized inChapter 2. If you are interested in particular professors,you may have a chance to see them “in action” if theyare presenting a poster or a paper. In this way, you canget acquainted with the person and the research with-out taking the risk of formally introducing yourself.Alternatively, you may approach the professor directlyand express your interest in the research or ask yourpsychology advisor to make the introduction. Manygraduate students first met their mentors in these ways.

After you have communicated with a professor, itmay be appropriate to ask to tour this person’s re-search lab or clinical facilities. This is a wonderful op-portunity, in that you will get a chance to gather allsorts of information if you visit a school ahead of time.Meeting this professor face to face, getting a sense ofhis or her personal, clinical, and research style, andseeing how you might fit into an ongoing team can beindispensable information. If you do find yourself inthe position of visiting a professor before interviews,use the advice in Chapter 6 to help guide you in gath-ering information during this phase.

Try to determine if this department’s psychologicalclinic serves the surrounding community or only thecollege community. College students are fine clientswith whom to begin, but you will probably desire agreater diversity of populations and disorders. Learnmore about the school’s affiliated or specialized de-partmental clinics. Who can work there and when? Whodoes the supervision? Do you have to be affiliatedwith a specific professor, or is there a competitive pro -cess toward earning that placement? If you’re choosinga school in part based on the availability of this clinic,how available will this clinic really be to you?

Table 4-1, “Questions to Ask about Psy.D. Pro-grams,” contains questions more specific to Psy.D. andpractice oriented Ph.D. applicants. This list was com-

piled, in part, by surveying the clinical Psy.D. studentsat the Graduate School of Applied and ProfessionalPsychology at Rutgers University and asking them whatquestions they had (or wish they had) asked when ap-plying to Psy.D. programs.

Theoretical Orientations

A question related to clinical and research opportunitiesis whether the graduate program will provide you withtraining in the desired theoretical orientations. We arenot recommending that you prematurely affiliate withany theoretical camp; rather, we suggest that you iden-tify those orientations you are interested in learningmore about and those you are not. Several programsin the Northeast are strongly committed to a psycho-analytic approach and offer few, if any, training op-portunities beyond that. The obvious implication is toavoid applying to programs that will not offer super-vised experience in your theorectical approach(es). Bythe same token, you may scratch programs from yourpreliminary list that rigidly adhere to, say, a behavioralpersuasion if you are disinclined toward behaviorism.

The Reports on Individual Programs provide theapproximate percentage of faculty in each programwho subscribe to the five most popular theoretical ori-entations—psychodynamic/psychoanalytic, behavioralanalysis/radical behavioral, family systems/systems, ex-istential/phenomenological/humanistic, and cognitive/cognitive-behavioral. Let these figures guide you inruling out a few programs that fail to address your the-oretical predilections or, if you are uncommitted, thatneglect exposure to multiple or integrative approaches.

Table 4-2 presents the average percentage of fac-ulty endorsing these five theoretical orientations inAPA-accredited clinical and counseling programs. Ingeneral, the cognitive/cognitive-behavioral traditionpre dominates, accounting for half of the faculty mem-bers. Radical behaviorism is relatively infrequent, withpsychodynamic, systems, and humanistic theories fall -ing in between these two extremes. These global fig-ures do not specifically include the integrative/eclecticorientation, which is the most popular approach ofmental health professionals (Norcross & Goldfried,2005). The fact that the percentages add up to morethan 100% indicates that faculty practice across orien-tations. Note too that the counseling psychology facultyendorse the humanistic/existential orientations muchmore frequently than do the clinical psychology fac-ulty (28% versus 10%).

These average percentages mask significant differ-ences among programs as a function of their placementalong the practice–research continuum. Research-

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oriented programs, as a rule, have a higher percentageof cognitive-behavioral faculty, while practice-orientedprograms have a higher percentage of psychodynamicfaculty (Mayne et al., 1994). These differences arequite large: Fully 64% of faculty members in research-oriented Ph.D. programs are cognitive-behavioral ver-sus 33% in practice-oriented Psy.D. programs. Only12% of faculty in research-oriented Ph.D. programs arepsychodynamic versus 29% in practice-oriented Psy.D.programs (Norcross et al., 2005).

The upshot is to investigate thoroughly the areaof psychology (clinical, counseling) and the type ofprogram (practice-oriented to research-oriented) that

regularly provide training in your preferred theoreticalorientation(s).

In addition to reviewing the percentages of facultytheoretical orientations in the Reports on IndividualPrograms, those of you with an intense hankering fortraining in a particular theoretical orientation may wantto peruse specialty directories. A number of profes-sional societies maintain or publish lists of graduateprograms that offer training in their theory of choice.The Association for Behavioral and Cognitive Therapies(ABCT), for example, publishes a directory of graduateprograms in behavior therapy and experimental clini-cal psychology (www.aabt.org). The Society for the

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TABLE 4-1. Questions to Ask about Psy.D. Programs

Is the Psy.D. program freestanding or part of a university?

Is the program owned or operated by a for-profit company?

If the program also has a clinical Ph.D. program, are the “best” practicum opportunities available to Psy.D. students or Ph.D. students? Is it possible to take the Ph.D. courses as well? What is the relationship betweenthe Psy.D. and Ph.D. students?

Will the internship occur in the third or fourth year? Do you complete an internship before or after your clinical dissertation?

What percentage of Psy.D. students receive full financial support? What is the annual tuition?

What is the typical debt level of graduating students?

Does the university offer housing for Psy.D. students? If not, how much are the monthly rents locally?

Are there opportunities for live supervision? Do the full-time faculty perform the clinical supervision?

Does the school offer exposure to a variety of theoretical orientations, or is it dominated by one orientation?

Is it possible to gain experience working with . . . ? With families? With groups?

What types of clinical populations are available?

What percentage of the faculty are full-time? What percent are tenured?

Do the faculty have independent practices?

What percentage of first-year students complete the program? How many years does it typically require to complete the program?

What is the size of the incoming class? How many students are in a typical graduate course?

What percentage of students obtain an APA or APPIC-accredited internship?

TABLE 4-2. Theoretical Orientations of Faculty in APA-Accredited Clinical and Counseling

Psychology Programs

Orientations % of clinical faculty % of counseling faculty

Psychodynamic/Psychoanalytic 24 18Applied behavioral analysis/Radical behavioral 7 4Family systems/Systems 19 24Existential/Phenomenological/Humanistic 10 28Cognitive/Cognitive-behavioral 51 43

Note. Data from Oliver, Norcross, Sayette, Griffin, & Mayne (2005).

Exploration of Psychotherapy Integration (SEPI), foranother example, has pulled together a list of integra-tive and eclectic training programs throughout NorthAmerica (visit www.cyberpsych.org/sepi/, Norcross &Kaplan, 1995). The APA Division of Humanistic Psy-chology, for a final example, cosponsors a directory ofgraduate programs in humanistic and transpersonal psy-chology (visit www.westga.edu/~psydept/humanisticdirectory). Consult your advisors regarding the exis-tence of specialty directories in your field of interest.

The popularity of theories, as with other profes-sional fads, undergoes transformation over time. Extrap-olating from historical trends and expert predictions(Norcross, Hedges, & Prochaska, 2002), cognitive- behavioral, eclectic/integrative, family systems, andmulticultural theories will be in the ascendancy in thefuture. By contrast, classical psychoanalysis, humanis-tic theories, and existentialism are expected to decline.In an era of managed care, theoretical orientations thatemphasize brief problem-focused treatments and doc-ument their effectiveness will probably thrive.

Financial Aid

The next question, and it is by no means premature, isthe availability of financial aid. Unless you can affordto pay for graduate school on your own or you are pre-pared to take out substantial loans, you require someidea of the probability of support from the graduateprogram. This is not a suggestion to avoid schoolswith scarce financial aid. It is a suggestion not to applyonly to schools with scarce financial aid.

APA’s (2002) Ethical Principles of Psychologistsand Code of Conduct requires truth in advertisingabout graduate programs. Standard 7.02 (Descriptionof Programs) stipulates that “Psychologists responsiblefor education and training programs take reasonablesteps to ensure that there is a current and accurate de-scription of program content . . . stipends and benefits,and requirements that must be met for satisfactory com-pletion of the program. This information must be madereadily available to all interested parties.” Not only is ityour perfect right to request such information, but it isalso the ethical obligation of the graduate psychologyprogram to provide it.

Yet, research indicates that only a minority of psy-chology doctoral programs are fully disclosing all of theinformation required by the APA Commission on Ac-creditation (Burgess, Keeley, & Blashfield, 2006). Grad-uate programs need to be more disclosing of thesecrucial data. A prime objective of this Insider’s Guideis to present financial aid information in our Reportson Individual Programs.

Figuring the total cost of full-time graduate studymust include both academic expenses and living ex-penses. The academic side includes tuition, fees, sup-plies, books, and journals. Full-time tuition ranges froma low of $3,000 a year for some in-state Ph.D. studentsto $25,000 for some private, Psy.D. programs (Pate,2001). Multiplying the tuition by 4 years gives yousome idea of the probable tuition burden. The livingside includes rent, transportation, food, clothing, insur-ance, and entertainment. Health insurance has emergedas a large part of the cost of graduate studies. Someassistantships include health insurance, but others donot. Not surprisingly, most graduate students are rela-tively poor; at least you will have company in your financial misery (Fretz & Stang, 1980).

Determine the availability of teaching assistant-ships and research assistantships from the program’shome page and the Reports on Individual Programs.In particular, find out the percentage of first-year stu-dents who receive assistantships. Is it 100%, 50%, or0%? Do the assistantships include health insurance? Ifnot, you will either go without insurance or purchaseit on your own.

On average, 57% of full-time doctoral students inpsychology receive some financial support from theprogram; the remaining 43% do not. The picture is lessencouraging for full-time master’s students in psychol-ogy: only 23% receive any support (Gehlman, Wicher-ski, & Kohout, 1995). As you can see, the probabilityof financial support from the program itself is a verysalient consideration in narrowing your choices.

Be wary of online descriptions of doctoral pro-grams that simply declare “all incoming students receivefinancial aid” unless that same description provides thesources of the aid and the typical monetary stipend.We are aware of several psychology programs that au-tomatically award “fellowships” to every student in theamount of $1,000 but then immediately charge over$20,000 annual tuition! Hence, we have begun to usethe phrase full assistantship in our Reports on Individ-ual Programs.

These reports provide the percentages of incomingdoctoral students who receive full tuition waiver only,full assistantship/fellowship only, and both tuitionwaiver and assistantship for each doctoral program.Table 4-3 summarizes these data across the practice–research continuum for APA-accredited clinical psy-chology programs. The continuum moves from thefreestanding Psy.D. programs on one end, throughthe equal-emphasis Ph.D. programs in the middle, tothe research-oriented Ph.D. programs on the other end.As seen there, the probability of receiving financialassistance in graduate school is a direct function of

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the type of program (Norcross et al., 2004). Only 3 to10% of Psy.D. students, on average, will receive both atuition waiver and a full assistantship, compared to81% of students in research-oriented Ph.D. programsin clinical psychology. You don’t need to perform a ttest; that is a large, significant difference. The equal- emphasis programs tend to fall in between; about 63%of their students receive both a tuition waiver and afull assistantship.

In other words, higher acceptance rates come ata (tuition and living) cost to the incoming student.More rigorous admission standards and acceptanceodds translate into increased probability of substantialfinancial aid (Kohout, Wicherski, & Pion, 1991; Mayneet al., 1994). In the most extreme comparison (Psy.D.vs. research-oriented Ph.D. programs), students are 5times more likely to gain acceptance but 10 times lesslikely to receive full funding (stipend plus tuitionwaiver). An awareness of these trade-offs among thedifferent types of programs will enable you to makeinformed choices regarding your graduate applicationsand career trajectories.

There is financial aid available from graduateschools to students possessing sterling credentials,and we wish to reaffirm its existence. Nevertheless,the increasing number of acceptances into clinical andcounseling psychology doctoral programs during aperiod of economic “downsizing” raises difficult ques-tions about internal funding opportunities and federalfinancial assistance. Our findings (Norcross et al., 2004)on financial aid portend a “pay as you go” expectationfor half of all doctoral candidates in clinical and coun-seling psychology. This is particularly true, as we haveseen, in Psy.D. programs. The explicit expectation, asis true in such other practice disciplines as medicineand law, is that graduates will be able to repay theirdebt after they are engaged in full-time practice. Weshould note, however, that uncertainties regardinghealth care—specifically changes in insurance cover-age for mental health—in the United States make thisexpectation difficult to evaluate at the present time.

The debt may be substantial. Research demonstratesthat 77% of recent graduates in clinical and counselingpsychology have debt related to graduate studies(over and above any debt associated with their under-graduate education; APA, 2003). Graduates of Psy.D.programs report a median debt of $90,000 (Wicherski& Kohout, 2005). The median debt for clinical Ph.D.graduates is $50,000, lower but still substantial. Asnoted earlier, there is considerable variation here, assome clinical Ph.D. programs—such as those in theAPCS—offer full tuition and stipend to nearly all theirstudents, while clinical Ph.D. programs housed in pro-fessional schools rarely offer this degree of assistance.

With a median starting salary of approximately$50,000 for new psychology doctorates (Wicherski &Kohout, 2005), graduate school debt represents a heavyfinancial burden for many years. (Go to the Loan Re-payment Calculator at www.finaid.org/calculators/ fora sobering look at repayment schedules.)

In large part, the difference in debt betweenPsy.D.s and Ph.D.s is attributable to the huge differ-ences in financial aid between Vail-model and Boulder-model programs as pictured in Table 4-3. The APAresearchers who compiled the debt figures conclude,“It is important to disseminate this information to stu-dents who may be considering a career in psychology—so that their decisions can be fully informed” (Ko-hout & Wicherski, 1999, p. 10). We wholeheartedlyagree.

In fact, we recently completed a study that lookedspecifically at the financial assistance offered by vari-ous types of Psy.D. programs (Norcross et al., 2004).You may recall from Chapter 1 that Psy.D. programscan be housed in three different settings: (1) in a uni-versity’s Psychology Department; (2) as a separateschool or institute in a university; (3) as a private, free-standing institution without affiliation to a compre-hensive university. As you have already learned, Psy.D.programs give proportionally less financial assistanceto students than Ph.D. programs. But it gets a bitmore complicated because not all Psy.D. programs are

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TABLE 4-3. Percentage of Students Receiving Financial Aid in APA-Accredited Clinical Psychology

Programs

Free- University- Equal- Research-standing Psy.D. based Psy.D. emphasis Ph.D. oriented Ph.D.

Tuition waiver only 10% 13% 10% 1%Assistantship only 13% 25% 10% 13%Waiver and assistantship 3% 10% 63% 81%

Note. Data from Norcross, Castle, Sayette, & Mayne (2004) and Norcross & Oliver (2005).

created equally with regard to financial assistance. Anaverage of 26% of incoming Psy.D. students to a free-standing program will receive any financial supportfrom the program and only 3% of incoming studentswill receive a full boat (tuition remission plus assist-antship). By contrast, an average of 48% of incomingPsy.D. students to a Psychology Department programwill receive some financial support and 10% of incom-ing students a full boat (see Table 4-3). That’s a whop-ping difference. If you desire considerable financialassistance directly from the graduate program, then donot apply to freestanding Psy.D. programs. Your bestbet, financially speaking, will be the university-affiliatedPsy.D. programs and, of course, the research-orientedPh.D. programs.

How do students cobble together the necessaryfunds to pay for doctoral study in psychology? By amixture of means:

• university-provided financial assistance• personal savings• family support• graduate school loans• earnings during graduate school• federal fellowships or traineeships

Many universities provide specific Web pages onthese sources of funding graduate school. In addition togeneral information, they often list school- or program-specific scholarships and fellowships available to in-coming students. It is worth the added effort to examinethe financial aid pages at each school to search forscholarship programs for which you may be eligible.

In addition to aid provided by the school itself, fi-nancial assistance is available from external private andpublic organizations. This funding comes under variousnames—self-sought, external, independent—to distin-guish it from financial aid provided internally by theuniversity. A variety of scholarships and fellowships isoffered annually, but you will need to research thosethat pertain to your circumstances.

Your local Office of Career Services and Office ofFinancial Assistance should be able to direct you to po-tential sources of external support for graduate studies.

We recommend Princeton Review’s (2005) Payingfor Graduate School Without going Broke. Another veryuseful resource is Financing Graduate School, a com-pact paperback authored by Patricia McWade (1996).The subtitle captures the centrality of the topic—Howto Get the Money for Your Master’s or Ph.D. These twobooks transverse the entire geography of financial aid—grant applications, loan possibilities, federal and statesupport, and other sources of money for graduate study.

Peterson also offers a free online cram course infinancial aid at www.petersons.com/gradchannel/file.asp?id=1080&path=gr.pfs.overview. Be sure to checkout the loads of advice and searchable databases online at www.finaid.com and at www.studentaid.ed.gov/PORTALSWebApp/students/english/gradstudent.jsp.

Federal funding is also available for psychologygraduate students, either in the form of training andresearch grants to institutions, which then fund gradu-ate assistantships, or in the form of fellowships anddissertation grants awarded directly to students (Bul-lock, 1997). The National Science Foundation (NSF)funds separate competitions for Graduate Fellowshipsand for Minority Graduate Fellowships. NSF does notsupport clinical or counseling research per se, onlyresearch directed at elucidating basic functioning, notfocused on disease-related processes. The National In-stitutes of Health (NIH) also fund psychology studentawards through the National Institute of Mental Health,the National Institute on Drug Abuse, the National Insti-tute on Alcohol Abuse and Alcoholism, and the Officeof AIDS Research. Check out these programs throughtheir Web pages: www.nsf.gov and www.nih.gov.

Several funding directories are also available freeof charge from philanthropic and professional organi-zations. Among the more prestigious (and therefore,more competitive) are the predoctoral fellowships spon-sored by the Danforth Foundation, Ford Foundation,and Armed Forces Health Professions Scholarship. TheAmerican Psychological Association publishes an onlineDirectory of Selected Scholarship, Fellowship, and OtherFinancial Aid Opportunities for Women and EthnicMinorities in Psychology, which we highly recommend(forms.apa.org/pi/financialaid/). The APA Minority Fel-lowship Program is now online at www.apa.org/mfp.APA also offers an online list of resources for financialassistance at www.apa.org/ppo/funding/.

As you can anticipate, the Web has literally ex-ploded with interactive sites devoted to securing finan-cial assistance for graduate school. Many of these areuseful and recommended, but be wary of and avoidthose that charge you for their services. In addition tothe APA sites listed above, we would suggest you visit:

• www.gradview.com/financialaid/• www.scholarships.com• www.petersons.com/finaid/• www.finaid.org/otheraid• collegeapps.about.com/

Explore all these possibilities early and actively.Student loans are also available for graduate stu-

dents, but these are monies that must be repaid. TheFederal Family Education Loan (FFEL) Program and

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the William D. Ford Federal Direct Loan (Direct Loan)Program, generally known as Stafford Loans, are avail-able to assist graduate and professional students. Stu-dents may borrow up to $8,500 per academic yearthrough the subsidized Stafford Loan. The interest onthese loans is subsidized by the federal government andrepayment at reasonable interest rates does not beginuntil 6 months after graduation, or following with-drawal from the program. In addition to this $8,500,up to an additional $12,500 per academic year can beborrowed through the unsubsidized Stafford Loans. Thetotal amount that can be borrowed, including bothsubsidized and unsubsidized portions, is currently$138,500. The in-school interest on the unsubsidizedStafford Loans may be paid quarterly or deferred andrepaid when principal repayments begin.

Starting in 2006, the government began offeringGraduate PLUS Loans, federally sponsored loans forstudents attending graduate school at least half time.With a Grad PLUS loan, you may borrow up to the fullcost of your education, less other financial aid receivedincluding Federal Stafford loans. Graduate studentsshould exhaust their federal Stafford loan eligibilitybefore applying for a Graduate PLUS loan because theStaffords charge lower interest.

Some institutions also award Federal Perkins Loans,a long-term loan program with a 5% interest rate avail-able to graduate students demonstrating financial need.Other state loan programs exist; check these out aswell. The bottom line is that every full-time graduatestudent is eligible for loans to finance his or her edu-cation, if necessary.

Speaking of loans reminds us to mention loan re-payment options and loan forgiveness programs. Werecommend that you visit the U.S. Department of Edu-cation Web site, www.ed.gov, which describes studentloan types and loan repayment options. Three optionsthat can trim loan payments for graduate students arethe graduated repayment plans, income-sensitive re-payment plans, and the loan consolidation plans. Seethe Web site for details, but remember that most stu-dent loans only permit a single refinancing or consoli-dation. Clinical and counseling psychologists workingin designated underserved areas as part of the NationalHealth Services Corps (NHSC) are also eligible for loanforgiveness (up to $25,000 or $35,000 per year) whilereceiving a competitive salary. Go to nhsc.bhpr.hrsa.gov for details of the program.

Quality of Life

A fifth and final consideration in selecting graduateschools is the quality of student life. It may be difficult

to imagine, but occasionally you will want a breakfrom graduate studies, to relax or engage in some non-psychological pursuit!

You should have a handle on the specifics of yourown needs. Can they be met by the university andsurrounding community? Do you want museums, finedining, and professional theater? Then you probablywant to live in or near a large city. If not, do you havea car capable of regularly getting you to one? Or doyou get away to the mountains, enjoy rock climbingand camping, or find the city distracting? Or do youprefer to work late at night and need a campus that’ssafe after dark? Then be sure to apply to some ruralcampuses. Also, consider whether you have friends orfamily nearby. Having a place to escape to can be im-portant, especially if you do not have the funds to re-ally escape. You are not going to base your decisionsexclusively on any of these factors. But you can in-crease the probability of having everything you wantby applying to schools you know can provide it all.

The Web is an excellent resource for investigatinglocations, towns, and cities that are far away and thatyou may not have the time or finances to visit. Mostcities have their own Web pages, which include pic-tures, maps, lists of attractions, and so on, for potentialvisitors and residents. Take the time to “virtually” ex-plore the towns and cities of programs on your list.You may find that it is far more (or less) desirable thanyou had imagined.

The weight accorded to the quality of life in ap-plication decisions varies considerably among people.At one extreme are those applicants who give littlethought to program location and heavily value the re-search and clinical opportunities. In the words of onecolleague, “I’d live in hell for 4 or 5 years [the time itordinarily takes to complete a doctorate] to be trainedby the best people in my field.” At the other extremeare those who will only apply to programs situatednear family, friends, or an attractive community. “Fiveyears,” they say, “is too long to be away from what Ineed as a person.” We will not be so presumptuous asto advise which position you should adopt for your-self, except to remark that you should carefully weighpersonal (location, fit) and professional (reputation,opportunities) considerations.

Putting It All Together

Having seriously reflected on your own interests andhaving carefully examined the clinical opportunities,research training, theoretical orientations, financial aid,and quality of life of various programs, you are veryclose to completing applications.

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Now is the time to put together all the informationyou have obtained about yourself and graduate pro-grams in the form of a final list of schools—anywherefrom 10 to 20, depending on the specificity of yourinterests and the strength of your credentials. As youmake a final list of the applications you are about tocomplete, make one last check to insure that you areapplying to the programs that best fit your needs. Youmay do this informally by mentally reviewing the pro-gram information you have obtained or you may dothis systematically by completing Appendix D.

To complete Appendix D, write the name of eachgraduate program in the first column. In column 2,“School Criteria,” write the total you computed foreach school in Appendix C. This is an index of yourstrength as an applicant and should range from about5 to 15. For each of the next five columns, you canrate your impressions about each program on a 5-point scale. Create these scales yourself in ways thatare personally relevant to you. The important thing isto know where each school rates in these areas interms of your needs and desires. Below are some ex-amples of rating systems you might model your ownafter.

In the column marked “Research,” rate how stronglyyou feel toward the professors you have singled out aswanting to work with:

1 I do not know enough about them, buttheir research is in my area.

3 I like the specifics of their research but donot know enough about their lab or theirpersonalities.

5 I have been in contact with these profes-sors and am impressed by their facilities andby them personally. I would like to workwith them.

In the column marked “Clinical,” rate each schoolaccording to how its opportunities suit your needs.

1 The school has only a psychological train-ing clinic that treats students, and I wantmore experience.

3 The school has a good psychological train-ing clinic, but it has no practica in the com-munity, and getting various populations maybe difficult.

5 The school has many excellent clinical op-portunities, including a specialty (e.g., eat-ing disorders) clinic or track in my area ofinterest.

Or, possibly:

1 The school requires students to find theirown clinical placements in the community,and I don’t like that system.

3 The school has a college counseling center,but I’m not interested in working only withcollege students.

5 The school has a good psychological ser -vices clinic, and that’s all I need.

“Theoretical Orientation” is the following column:

1 The program avers strict adherence to, andtraining in, a theoretical orientation that isin contrast to mine.

3 The program offers some courses and supervision in my preferred theoreticalorientation.

5 The program provides considerable train-ing in my preferred theoretical orientationplus other opportunities.

Next, consider “Financial Aid”:

1 There is no funding for first-year studentsand no mention of outside means of sup-port, and I need it.

3 I am likely to get at least tuition remissionand have the possibility of working part-time for the university. It is likely that I couldbe a resident advisor and get free housing.

5 For the last 5 years, all first-year studentshave gotten full stipends and full tuitionremission.

Or, possibly:

1 There is no funding for first-year stu-dents and no mention of outside means of support.

3 I am likely to get at least tuition remission,though only for the first 2 years.

5 The school guarantees tuition remission for4 years, and that’s all I need.

And last, rate the “Quality of Life”:

1 This program is located in an unattractivearea and seems bereft of culture.

3 I am indifferent to the location, and there isculture within the college community.

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5 The area is ideal for me, and there are mu-seums, concert halls, and theaters nearby.

Or, possibly:

1 This university is located in an unsafe sec-tion of a large city where I don’t knowanyone.

3 This university is located in a small city,and a friend of mine also attends.

5 This university is located in a small collegetown, and I have several close relatives andfriends there.

Look at your list. Are you applying to programswithin a realistic range of admission criteria? Are youapplying to at least some programs where you like thefaculty, where the clinical facilities are suitable, where

the theoretical orientation is compatible, where finan-cial aid is available, and where you will feel comfort-able living? If the answer to all of these is “No,” thengo back a step. Find at least a few graduate programswhere these qualities are present, possibly in abun-dance, and add them to your list of applications.

Before moving on to the next chapter of this In-sider’s Guide and the next step in the applicationprocess, take one final moment to celebrate. You de-serve it! You have learned much about graduate train-ing in clinical and counseling psychology, investigatedpotential graduate programs, assessed your match withthose programs, and whittled down your final list. Youhave already mastered challenges more intense thanthose associated with many college courses. So, afterweeks of arduous and sometimes anxious work, youdeserve affirmation and reward. Give them to yourselfor, at least, allow us to affirm and reward you from afar.

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C H A P T E R 5

APPLYING TOPROGRAMS

You are ready to start completing the applica-tions. You have assessed your interests and havelocated programs that provide the training and

mentorship you desire. You have evaluated your owncredentials and have chosen programs that will con-sider you seriously. You have received applicationsfrom these programs either by mail or by downloadingmaterials from the 90% of clinical programs with Webpages (Corcoran, Michels, & Ahina, 1999). You havecarefully looked at their research offerings, clinical op-portunities, theoretical orientations, financial aid, qual-ity of life, and other variables of importance to you.Your task now is to actually apply to these graduateprograms.

You should attack this application process with allthe drive and commitment you can muster. The re-wards of applying are typically in direct proportion toyour exertion. Try to emulate the manic zeal of suc-cessful medical school applicants. As they will readilyinform you, the application itself reflects directly onyour potential as a graduate student. In a real sense,your professional future is at stake.

The “application year,” as it is known, will probablybe intense. We suggest that you take a lighter courseload or work schedule during the fall of your applica-tion year. Completing applications, securing letters ofrecommendation, and writing personal statements con-stitute more work than a typical college course. We alsosuggest that you inform friends and family membersthat you will be more preoccupied and distracted thanusual. Position yourself for a busy fall.

A completed application will typically consist of thefollowing elements: application form, curriculum vitae,personal statement, letters of recommendation, tran-

scripts, entrance examination scores, and an applica-tion fee. This chapter traces the requisite steps of com-piling, completing, and transmitting these materials ina coordinated fashion. But before we address the nutsand bolts of doing so, let us touch upon the crucialquestion of how many programs to apply to.

How Many?

The average number of applications made by studentsto clinical and counseling psychology programs is about13. The precise number to which you should applydepends on the strength of your credentials and thecompetitiveness of the prospective programs; moreapplications are indicated for weaker credentials andmore competitive programs.

Our rule of thumb is to apply to at least 10 to 12programs: five “safe” (you clearly meet or exceed theirstandards); five “target” or “ambitious” programs (yourcredentials just make or miss their requirements);and perhaps one or two “reach” or “stretch” programs(where you do not approximate their standards butyou have a particular hunch, research compatibility, orpersonal relationship that has a chance of sweepingyou into the finalist pool). We have met industrious stu-dents who have applied to over 40 programs and con-fident students who have applied to just four or five.

But “don’t pull a Missar,” as we say at the Univer-sity of Scranton. David Missar was an exceptional un-dergraduate and good-humored fellow (who gave uspermission to use his story as a lesson for others tolearn). He had a sky-high GPA, impressive GREs, apracticum to his credit, and even a coauthored publi-cation. He was feeling a bit too confident in applying

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to only four doctoral programs, all located around hishome town of Washington, D.C., which happens tohave some of the most competitive programs in thecountry. Despite his stellar academic credentials, Davedid not receive any acceptances his first year simplybecause his research interests and strengths did not“match” those of the clinical faculty and institutions towhich he applied. Had he applied to a greater numberor larger variety of programs, he surely would havebeen accepted somewhere, as he was easily the nextyear when he corrected his miscalculations.

Application Form

You have a list of 10 to 20 programs in front of you.The deadlines range from mid-December to mid- February. You have used the late summer and fallmonths to investigate potential programs—the profes-sors, the orientations, the locations, and the costs. It isnow time to start writing.

One of the easiest parts is filling out the appli -cation itself. When you download an application fromthe Web, be sure it is on clean, white, high-qualitypaper. Some students have found it useful to make acopy of the application and complete a first draft onthe photocopy. The completed application reflects onyou; keep it as professional and neat as possible.

Slightly more than half of all graduate programsallow you to submit an application through e-mail orthe World Wide Web (Norcross et al., 2005). If youhave the choice, we advise against doing this. Takingthe time to carefully consider (and often change) por-tions of your application is an important part of theprocess. Your personal statement requires a great dealof thought and will go through many revisions. By com-pleting the application and reading it over severaltimes before mailing it, you are likely to catch and cor-rect errors or poor choices. This is one of the placeswhere we recommend against taking full advantage oftechnological advances!

Online applications can be an Internet nightmare.You don’t know what your completed application willlook like. You don’t know where it goes—or where itdoes not go. You can easily fail to indicate essential in-formation, such as faculty members with whom youdesire to work. On the other hand, online applicationsare quick, potentially less expensive, and the softwareimproving rapidly. So, if you elect to submit an applica-tion online, please be careful. Proofread the documentseveral times and try to cut and paste a fully formedpersonal statement from a word processing file.

Begin the applications at least 1 month before theearliest deadline. Some applicants, particularly under-

graduates in their senior year, wait until the end of thefall semester on the holiday break. This is too late—donot wait, lest you be rushed, unprepared, and workingon a tight deadline.

Unlike the medical school process, which uses anidentical application form for every school, each grad-uate program in psychology has its own, unique appli-cation. Providing the same information over and overagain in slightly different formats can become frustratingand time consuming. Several years ago a committeerecommended a standardized graduate application formto reduce the paperwork, but comparatively few pro-grams have instituted it. Nonetheless, it provides a goodidea of the information that will be requested of you:

• Full name• Previous and maiden names• Citizenship status• Semester of entrance• Current mailing address• Permanent home address• Educational history• Degree sought• Field of study• Relevant courses taken• Grade point averages• Academic honors• Clinical experience• Special qualifications• Employment history• Teaching/research experience• Career objectives• References

Submitting applications is worse than filling outincome tax returns (Fretz & Stang, 1980). Allow your-self enough uninterrupted time to do it carefully andcompletely. Illegible handwriting, incorrect spelling,and poor grammar will hurt your chances.

Some additional tips:

• Keep the application forms for each school sepa-rated. Individual file folders might help. Since theforms are often poorly marked, you may not other -wise know which forms belong to what school.

• Create a spreadsheet to keep track of your multipleapplications—the application deadlines, number ofrecommendations required, what was sent, whatwas received, and so on. This method helps to or-ganize the blizzard of paperwork, especially if youare applying to more than a few graduate programs.

• Enclose with each application a self-addressed,stamped postcard that the school can return to

APPLYING TO PROGRAMS

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verify receipt of your application. On the back ofthe card simply type: “Please send to verify receiptof application to ______ University.”

• Print a copy or photocopy each application beforemailing it. Graduate schools and the postal servicehave been known to lose—or misplace—entireforms. A hard copy will enable you to quickly re-submit if necessary.

On a side note, completing application forms forgraduate school marks a good time to critically examinethe impression that your voice- and e-mail are com-municating to others. A Dave Matthews tune on yourvoice mail may entertain fellow students, but probablynot the director of clinical training. Cute e-mail ad-dresses, such as [email protected] or [email protected], may delight romantic partners, but certainlynot the dean of the graduate school. So now may bethe time to alter those messages and convey a moreprofessional demeanor.

By the same token, take a few moments to cleanup your homepage, blog, and MySpace account. Youmay believe that your biographical entries and pro -vocative photos are entertaining, but academics mayquestion your judgment. More than one-quarter of em-ployers state that they have researched potential jobcandidates on the Web (National Association of Col-leges and Employers, 2007). We have every reason tobelieve that members of graduate admission commit-tees do likewise.

Curriculum Vitae

Curriculum vitae means, literally, “the course of yourlife.” The vitae or CV summarizes your academic andemployment history in a structured form.

Both resumes and CVs summarize your credentials,but they differ in several ways. A resume is typicallyfor employment, whereas a CV is for graduate schooland academic positions. Resumes are brief, typically ona single page, whereas CVs go on for several pages.Resumes always list objectives, such as “To obtain anentry-level position in . . .”, but CVs do not. Resumesfrequently present personal interests and hobbies; CVsrarely do.

Figures 5-1 and 5-2 present two possible formatsfor a CV; you will need to adapt these samples to yourindividual needs. Although the samples are single-spaced and occupy only one page, CVs are double-spaced between entries and occupy several pages.

As a general comment, keep the CV honest andpositive. Never fabricate, but perhaps “embellish” ap-

propriately. The line to be drawn here is demarcatedby whether you can look an interviewer directly in theeye and factually defend an entry that could subse-quently be corroborated by a supervisor, professor, oranother person. Structured brevity is the key; lengthyexpositions of experiences are best left to personalstatements or job descriptions.

And this “academic resume” should be positive,upbeat in tone. Avoid any negative features that mightred-flag your application. Save confessions and excru-ciating honesty for the clergy and psychotherapist. Omitsections that do not apply to you, such as “Presen -tations” or “Publications” if you have had none at thispoint in your career.

Let’s proceed through the different sections of aCV and offer some additional hints. List your legalname, including any suffixes such as “Jr.” Distinguishbetween a current address and a permanent home ad-dress, if this applies to your living circumstances. Noteany anticipated changes in your address. Include tele-phone numbers and e-mail addresses at which programdirectors or professors can easily reach you. If youshare voice mail or an answering machine with otherpeople, insure that they will graciously take a messagefor you and reliably transmit that message to you.

Information on your marital status and dependentsis definitely optional. Opinions differ widely on whetheryou should include this material on your CV: the prob-able positives are that you are being honest and shar-ing information about yourself; the likely downsidesare that the information may be used against you orlead to illegal considerations in admission decisions.The marital status question is now almost moot sinceapproximately half of all graduate students in psychol-ogy are married (Pate, 2001).

Regarding education, list degrees as “anticipated” ifthey have not yet been awarded. Impressive grade pointaverages may also be listed here. Honors are listed inchronological order, usually excluding those obtainedin high school. If you received an honor specific toa university (e.g., the Lawrence Lennon MemorialAward), then record what it is for. Similarly, specifythe disciplines of honor societies. Clinical experiencesand research experiences can be listed together orseparately, depending on what will strengthen yourCV, but in either case indicate position title, relevantdates, number of hours, duties performed, and the su-pervisor. Include any presentations or publications inAPA style, thereby demonstrating your familiarity withthe psychologist’s publication manual. The names ofreferences should be listed only after you have ob-tained their permission to do so. Never list a reference


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November 2008

CURRICULUM VITAE

Name: Chris SmithAddress: 15 Easy Street

Babylon, NY 12345Telephone: (516) 555-1212E-mail: [email protected] of Birth: Scranton, PennsylvaniaCitizenship: United States of America

Education:

H.S. Diploma Cherry Hill High School, City, State, June 2005B.S. (anticipated) Psychology, Babylon University, May 2009

Honors and Awards:

New York State Regents Scholarship, 2005–2009Dean’s List, Babylon University, 2008–2009Psi Chi, 2008Babylon University Honors Program, 2007–2008Who’s Who Among Students in American Colleges & Universities, 2008

Clinical Experience:

Mental Health Technician, Friendship House, Jackson, Wyoming, June 2007–August 2008. Duties: recreational coun-seling and supervision of 20 behaviorally and emotionally disturbed children. Supervisor: Doris Day, M.S. 40 hoursweekly.

Telephone Counselor, Mesopotamia County Community Crisis Center, Babylon, New York, 2006–2007. Duties: used acrisis intervention model to counsel a wide range of callers. Supervisor: Randal Kaplan, M.A. 4 hours weekly.

Research Experience:

Research Assistant, Babylon University, Department of Psychology, September 2007–June 2008. Duties: word pro-cessing, manuscript preparation, and data analyses for Chris Demanding, Ph.D. 15 hours weekly.

Honors Research, Babylon University with Rita Murrow, Ph.D., 2006–2008. Duties: proposed and conducted an origi-nal project; data input and analysis using SPSSx; write-up and oral defense.

Professional and Honor Societies:

Psi Chi, National Honor Society in PsychologyAmerican Psychological Association (student affiliate)Alpha Gamma Epsilon Omega (National Honor Society in Ergonomics)

Presentations and Publications:

Smith, C., & Murrow, F. A. (2007, April). Self-esteem and math performance: Another look. Paper presented at themeeting of the Babylon Psychological Association, New York.

Murrow, F. A., & Smith, C. (2008). The effects of self-esteem on math test performance. Journal of Psychology, 46,113–117.

Campus Activities and Leadership:

Psychology Club, member (2007–2008) and president (2007–2008)University Singers, Babylon University, 2005–2007Hand-in-Hand, participant (2005–2008) and campus coordinator (2008)

References:

Frances Murrow, Ph.D., Associate Professor, Department of Psychology, Babylon University, Babylon, NY 12345.Voice: 516-555-1212; e-mail: [email protected]

Theodore Demanding, Ph.D., Professor and Chair, Department of Psychology, Babylon University, Babylon, NY 12345.Voice: 516-555-1212; e-mail: [email protected]

Doris Day, M.S., Senior Therapist, Children’s House, 78 Oak Street, Jackson, WY 12345. Voice: 307-555-1212

FIGURE 5-1. One format for curriculum vitae.


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Chris Smith November 2008

Personal History:

Business Address: Department of PsychologyBabylon UniversityBabylon, New York 12345

Phone: (516) 555-1212Home Address: 1017 Jefferson Avenue

Cherry Hill, NJ 08002Phone: (609) 555-1212E-mail: [email protected]: March 15, 1987Citizenship: United States of America

Educational History:

Babylon University, Babylon, New YorkMajor: PsychologyDegree: B.S. (anticipated), May 2009Dean’s List, 2006–2008Who’s Who Among Students in American Colleges & Universities, 2008Honors Thesis: Investigation of the relationship between self-esteem and math performance (Chairperson: Rita Mur-

row, Ph.D.)

Professional Positions:

1. Telephone Counselor, Mesopotamia County Community Crisis Center, Babylon, New York. Part-time position, 2006–2008. Duties: used a crisis intervention model to counsel a wide range of callers. Supervisor: Randal Kaplan, M.A.

2. Mental Health Technician, Friendship House, Jackson, Wyoming. Full-time summer, 2007. Duties: recreationalcounseling and supervision of 20 behaviorally and emotionally disturbed children. Supervisor: Doris Day, M.S.

3. Research Assistant, Babylon University. Half-time position, 2007–2008. Duties: word processing, manuscriptpreparation, and data analysis. Supervisor: Chris Demanding, Ph.D.

Membership in Professional Associations:

Psi Chi (National Honor Society in Psychology)American Psychological Association (student affiliate)Alpha Gamma Epsilon Omega (National Honor Society in Ergonomics)

Professional Activities:

President, Babylon University Chapter of Psi Chi, 2007–2008Member of Program Committee, Babylon University Psychology Conference, 2007Papers Presented:Smith, C. E., & Murrow, F. A. (2007, April). Self-esteem and math performance: Another look. Paper presented at the

meeting of the Babylon Psychological Association, New York.

Publication:

Murrow, F. A., & Smith, C. (2007). The effects of self-esteem on math test performance. Journal of Psychology, 46,113–117.

Campus Activities:

Psychology Club, member (2006-2008) and president (2007–2008)University Singers, Babylon University, 2006–2008Hand-in-Hand, participant (2005–2008) and campus coordinator (2008)

References:

Frances Murrow, Ph.D., Associate Professor, Department of Psychology, Babylon University, Babylon, NY 12345.Voice: 516-555-1212; e-mail: [email protected]

Theodore Demanding, Ph.D., Professor and Chair, Department of Psychology, Babylon University, Babylon, NY12345. Voice: 516-555-1212; e-mail: [email protected]

Doris Day, M.S., Senior Therapist, Children’s Hospital, 78 Oak Street, Jackson, WY 12345. Voice: 307-555-1212

Note. Adapted from Hayes & Hayes (1989) with the permission of the authors.

FIGURE 5-2. Another format for curriculum vitae.

on a CV or application form unless you have securedthat person’s agreement to write a letter in support ofyour application.

Place the date (month and year) on the upperright-hand corner of the CV. In this way, you can sub-mit an addendum if your credentials significantly im-prove by, say, having a paper accepted for publicationor receiving your department’s “student of the year”award. Lay out the information in an attractive and or-ganized manner. Use a consistent format both withineach section and between sections. For example, if youopt to list your clinical experiences from the most re-cent to the past, then maintain this format in all theother sections.

Here is an idea to enhance the CV for students whohave developed specific research or computer compe-tencies. List them on your vitae as a separate section.Computer skills might include proficiency with SPSS,SAS, Pascal, Harvard Graphics, Chartmaster, SigmaScan,SigmaPlot, CricketGraph, and Aldus Pagemaker. Re-search skills might include performing computerizedlibrary searching on PsycLIT or Medline, administeringthe Wisconsin Card Sorting Test (or another psycho-logical test), or operating an electroencephalograph(EEG). Also include here any special skills, such as flu-ency in foreign languages or proficiency in AmericanSign Language. A faculty member screening applica-tions may realize that these competencies are exactlywhat he or she is looking for in a new graduate assis-tant or research assistant. So use your CV to highlightyour abilities! Omit this optional section if you havenone or only one specific competency; in the lattercase, describe the special qualification in your personalstatement.

What should not be put on the CV? Eliminate list-ings of religion, hobbies, pets, favorite books, and itemsof that kind (Hayes & Hayes, 1989). They are unnec-essary; save them for a resume. Nor is a photographcustomary.

Padding of all varieties must be avoided. Paddingoccurs when a reader reacts to the CV as more formthan substance (“Who are they trying to fool?!”). Poten-tially risky is listing professional projects under way—one or two legitimate research projects may pass butany more will probably be considered suspect. Othersigns of padding, and therefore sections to exclude,are conventions attended, journals read, and projectsyou worked on in a nonprofessional capacity.

Pumping up your past on CVs and applicationforms is common but inadvisable. A recent survey of2.6 million job applications discovered that 44% of themcontained lies (Kluger, 2002); do not be among the44%. Once you are caught fibbing on a graduate school

application, it is practically impossible to restore yourintegrity and character at that program. While some ofyour friends may exhort you to exaggerate your pre-vious positions and to inflate your GPA, we stronglyadvise honesty.

Proofread the document carefully; review it withan advisor before you print it. It ideally would be pro-duced on a laser printer with a few fonts, but any letter-quality printer will suffice. Staple the pages togetherwhen finished (Hayes & Hayes, 1989).

The CV, like personal statements (below), shouldbe printed on standard-sized white or cream stock. Pur-chase good quality bond paper for these documents.Avoid onionskin paper, goldenrod color, odd-sizedpapers, memo pads, green or red ink, and other un-conventional or “cheap” materials.

Although much of the information contained in theCV is requested on the application form itself, we be-lieve the inclusion of a CV enhances your application—providing it is properly prepared. A CV denotes ascholarly demeanor, highlights your accomplishments,and communicates familiarity with the workings ofacademia.

Personal Statements

Another bridge you must cross is writing the statementof purpose. Every program will want to know whyyou chose clinical or counseling psychology and thearea within it that you plan to study. Admissions com-mittees will also want to know how you came to thisdecision and what sorts of goals you have in mind.Each application will ask this question in a slightly dif-ferent way because each program has different expec-tations and approaches to training. Read the instructionscarefully. Do not just word process one statement andsubmit it to everyone.

Do not misinterpret the meaning of personal inpersonal statement. This essay is not the place to es-pouse your philosophy of life, to describe your firstromance, or to tell the story about your being bittenby the neighbor’s dog and subsequently developingan anxiety disorder. Instead, think of the essay as aprofessional statement. Write about your activities andexperiences as an aspiring psychologist (Bottoms &Nysse, 1999).

An analysis of 360 essays required as part of thegraduate application process demonstrated wide vari-ability in the content requested (Keith-Spiegel, 1991).The most frequent requests were to articulate:

• Career plans• Clinical experiences


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• Interest areas• Specific faculty of interest• Research experiences• Autobiographical statement• Academic objectives• Reasons for applying to that particular program• Educational background

To reiterate: carefully read the question, individual-ize your response to each program, and respond to allparts of the question posed to you.

Be attentive to what the program requests. If theystress research, highlight your research interests andexperience. If they stress clinical work, highlight thedevelopment of these interests and your training expe-riences to date. Show how you started with a questionor a clinical observation, how you pursued that ques-tion, and how it developed into a greater understand-ing of the issues at hand and a need to know more.Demonstrate how this program meets your needs andis the ideal place to continue to pursue knowledge.State the goals you wish to attain with this knowledge,the career path you hope to work toward. If you arecommitted to the Boulder model, indicate how researchis useful and how it is clinically applicable.

If you can make this connection in your personalstatement, you will impress on the admission committeethe integration APA sets forth as its ideal for Boulder-model, Ph.D. programs.

Graduate selection committees value clarity, focus,and “passion” in personal statements (Keith-Spiegel,1991). Clarity and focus are typically construed as in-dicators of lucid thought, realistic planning, and self-direction, all valuable assets in a graduate student. Atthe same time, try to communicate a heartfelt commit-ment to your chosen career. “Passion” is not too stronga term—even relentless, obsessed, committed, fasci-nated; in short, what we call “catching the fever!” Yourstatement might well include such assertions as “I lovecollege and the academic environment,” “I am fasci-nated by counseling psychology and its potential toempower people and change communities,” or “Re-search is a passion, not only a course requirement.”Graduate faculty seek students who find it difficult todistinguish between work and pleasure when it comesto academic tasks (Kieth-Spiegel & Wiederman, 2000).

The personal statement is a prime opportunity toinduce a match with the research and clinical interestsof a faculty member. Many programs, as we have said,attempt to match faculty with incoming graduate stu-dents on the basis of mutual interest, for example,family therapy, women’s issues, or neuropsychologicalassessment. This matching strategy is more often em-

ployed by research-oriented than practice-oriented pro-grams, but attempt it in all of your personal statements.

To illustrate, consider the clinical admissions pro -cess of the University of Ottawa, a program with anequal emphasis on research and practice. Like manyprograms, they create a finalist pool by eliminating ap-plications with inadequate GPAs and GRE scores. Theneach of the clinical faculty members reviews all the fi-nalist applications in order to locate several possiblematches. These applicants then receive interviews. Asyou can see, and as we have repeated throughout thisbook, gaining admission into competitive doctoral pro-grams is not limited simply to one’s credentials butalso includes a match in research and clinical interests.

Here, then, are a few general guidelines for writ-ing personal statements that increase the probability ofa match:

• Mention at least two and perhaps up to four ofyour interests. This obviously covers a wider rangethan a single interest.

• Cast your interests in fairly broad terms—not ad-ministering the Wisconsin Card Sorting Test, butneuropsychological assessment; not a mail surveyof counseling psychologists, but the characteristicsand practices of psychotherapists.

• Nominate at least two professors with whom youwould like to work at that particular graduate pro-gram. This, too, enhances the chance of a success-ful match.

• Integrate the program’s training philosophy intoyou personal statement. For example, “I resonatewith Babylon University’s goal of producing multi-culturally competent psychologists to work directlyin the community.”

A commonly asked question is, “How personalshould I get in my personal statement?” Although thereis no universally correct answer, some suggestions canbe offered. A personal detail, such as describing howgrowing up with a handicapped or disturbed siblinghas affected your life and decision to enter psychol-ogy, is appropriate. However, depicting the situationin intimate detail without relating it to its contributionto your own growth may lead an admissions commit-tee to question your judgment. A rule of thumb is tobe introspective and self-revealing without soundingexhibitionistic. For example, it is appropriate for anapplicant to state how personal life experiences havecontributed to better self-understanding, but it soundspeculiar when the applicant goes into great detail aboutparticular relationships or early life events (Halgin,1986). Although allusions to your personal psycho -


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therapy in personal statements does not appear tooverly stigmatize candidates or lead disproportionatelyto their rejections (Schaefer, 1995), we recommendagainst including your personal therapy in written ma-terials. Better to save such intimate disclosures for thepersonal interview, if appropriate.

Many personal statements are ineffective because,first, the student fails to spend time preparing them and,second, the student fails to be “personal” (Osborne,1996). Therefore, as an applicant you should devote asubstantial amount of time thinking, writing, rethink-ing, and rewriting the personal statement. Your state-ment should include personal details that relate to yourability to be a successful graduate student and thatdemonstrate maturity, adaptation, and motivation—thevery characteristics sought by admissions committees.

Another question we are frequently asked is, “Howdistinctive or unique should my personal statementbe?” Our answer is “as distinctive or unique as youare.” Some applicants labor under the delusion thatpersonal statements should resemble creative writingsamples that magnify their singular accomplishmentsor that set the world on fire. Set the bar more realisti-cally and aim for a personal statement that tells yourown story clearly and convincingly.

A good idea is to show humility. Even if you havegolden research and clinical experiences and 1400GRE scores, you are still entering as a student. You arecoming to learn. Mention the areas you hope to de-velop during your graduate school experience.

Be prepared to back up the claims you make inyour personal statements. If you profess a workingknowledge of, say, experiential psychotherapy, then beprepared for questions on the work of Carl Whitaker,Leslie Greenberg, and Alvin Mahrer. Similarly, if youclaim fluency in Spanish, then expect one of the inter-views to be conducted entirely in Spanish (Megargee,1990).

The “to do’s” of personal statements are processsuggestions and thus difficult to pinpoint, but the “notto do’s” are content oriented and easier to delineate(Whitbourne, 1999). We characterize three such “nots”as the three H’s: Humor, Hyperbole, and Hard luckstories. Humor rarely works in a formal written state-ment; so unless you are an unusually gifted satirist, werecommend you avoid jokes and funny stories aboutyour life. Similarly, hyperbole rarely impresses the ad-missions committee. References to your “overwhelmingchildhood trauma” and “triumph over undiagnosedlearning disabilities” in personal statements cast doubton the veracity and accuracy of your judgment. Andhard luck stories typically come off feebly. Many stu-dents financed their undergraduate educations, many

survived disastrous relationship choices, and manymuddled through three academic majors before find-ing their niche in psychology. Avoid making adversitythe theme of your statement.

Our advice is supported by a recent study on the“kisses of death” in the graduate school applicationprocess (Appleby & Appleby, 2004). Eighty-eight chairsof graduate admissions committees provided examplesof application materials that caused the admissionscommittee to draw negative conclusions about the ap-plicant. A prevalent theme among these kisses of deathwas damaging personal statements that were (a) overlyaltruistic, (b) excessively disclosing, or (c) profession-ally inappropriate. Examples of the overly altruisticstatements were “I want to help all people live happylives” and “I want to help people because of how verymuch I have been helped.” Examples of excessiveself-disclosure were “being a recovering drug addictdaughter of a sexually deviant and alcoholic mother”and excruciating details of an applicant’s year-longstruggle with painful hemorrhoids! Our favorite exam-ple of professional inappropriateness was the applicantwho submitted a statement of purpose titled “State-ment of Porpoise” that contained drawings of the seamammal and a description of the applicant frolickingin the ocean with a porpoise on a visit to Florida. Aswe said, avoid humor, hyperbole, and hard luck in yourpersonal statement.

One way to make your personal statement sparkleis to describe any teaching assistantships or experi-ences. Talk about how you learned leadership skillsand teamwork in this role. Specific examples of howyou responsibly handled challenging courses or teach-ing activities will lead the reader to infer you possessthe “right stuff.”

Your personal statement should tell a compelling,integrative story of a reflective individual who expli-cates accomplishments without joking or bragging orsobbing. As our colleague Sue Krauss Whitbourne(1999) puts it: Don’t say it softly or loudly, just say itclearly!

You will be asked in practically every personalstatement and personal interview why you chose toapply to this particular graduate program in clinical orcounseling psychology. Figure 5-3 presents a portion ofa sample statement, addressing this ubiquitous ques-tion, written by one of our undergraduate students inhis successful bid for entry into a clinical psychologydoctoral program committed to the scientist–practitionermodel. His reasons for applying to “Bogus University”are presented only as a single example; your statementswill need to be tailored to your interests and creden-tials as well as the application instructions. Remember


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that this is just one part of an entire autobiographicalstatement.

Nonetheless, his why-I-applied-to-your-programstatement illustrates several important points. First, headvances multiple reasons for applying to that particu-lar program. Five reasons sound much more convinc-ing than one or two. Second, his reasons for applyingto Bogus U. primarily address his professional matchwith the program (their reputation, faculty members,clinical opportunities) but nicely concludes with a per-sonal touch (geographic location). Third, he mentionstwo specific faculty and several potential research in-terests in an attempt to maximize the chances of amatch. Fourth, the statement reflects his careful readingand incorporation of the program’s self-description;for example, he cites the opportunity to immerse him-self early into research and names the PsychologicalServices Center. Fifth, the statement is systematicallyorganized and clearly written—indicators of an organ-ized and clear-thinking graduate student!

Compose your personal statement as carefully asyou would an important term paper. Write severalrough drafts and then set it aside for a few days. Avoidslang words on the one hand, and overly technical orelaborate words on the other. Stick to the informationrequested; avoid too many “ruffles” and lengthy expo-sitions of your own philosophy (Fretz & Stang, 1980).Write as many drafts as necessary until the statementsounds right to you.

Before you finish your personal statement, havefriends read it for grammar, spelling, and typos. Regard-less of the content, technical accuracy really makes adifference. Once it is error free, have one or more fac-

ulty members read it and make suggestions. Let themknow where the statement is going, and they shouldbe able to guide you on form and appropriateness.

For further tips on writing your personal state-ment, skim Donald Asher’s (2000) Graduate Admis-sions Essays: How to Write Your Way into the GraduateProgram of Your Choice and visit the following Websites:

• www.essayedge.com• www.psywww.com/careers/perstmt.htm• www.accepted.com/grad/personalstatement.aspx• www.english.uiuc.edu/cws/wworkshop/writer_

resources/writing_tips/personal_statements.htm• www.indiana.edu/~wts/pamphlets/personal_

statement.shtml

We hope that our suggestions in this section guideyou in writing your personal statement. It is also ourhope that they are not too constraining. This is the partof the application where an admissions committee getsto see you in a more personal, three-dimensional light,an area where “you can be you.”

Letters of Recommendation

What do admission committees gain from letters of rec-ommendation? The answer is a personal but objectiveevaluation of your work from a professional experi-enced in the field. Admission committees desire a moreobjective sense of your abilities and experience thanwhat you provide about yourself. Consequently, it isbest to have at least two of the people writing your let-


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It is my strong desire to attend a doctoral program in clinical psychology. I am seeking a programcommitted to the Boulder model, training scientist-practioners able to serve society in a varietyof capacities. The program I attend should stress the importance of understanding and integrat-ing the broad field of psychology, as well as providing the knowledge and training specific toclinical psychology.

After a thorough review of more than 50 programs in clinical psychology, I have chosen toapply to Bogus university for a number of reasons. First, your program is known for producingstellar graduates, and has been repeatedly recommended to me by several psychology faculty.Second, Bogus university allows students to immerse themselves in research early in their grad-uate careers. Third, I am drawn toward several of your faculty members, including Dr. Babe Ruthfor her work in substance abuse and cognitive therapy, and Dr. Ty Cobb for his work in sexualhealth, stress, and coping. I would be pleased to have either of these faculty members as mymentor. Fourth, the available clinical experiences would allow me to work with a population I findof particular interest, such as adults and families at the Psychological Services Center. And fifth,I am looking to attend school in a scenic area of the country where both my fiancé and I think wewould be happy.

FIGURE 5-3. Portion of a sample autobiographical statement.

ters be at the doctoral level in psychology or psychol-ogy-related disciplines. One fine letter from a master’s-level clinician is usually acceptable, but he or she willnot be in a position to attest to your ability to com-plete doctoral studies. By the same token, bachelor’sdegree recipients, friends, and relatives should neverwrite letters of recommendation to doctoral programs—they simply do not have the experience or knowl-edge of what it takes to earn a doctorate. Letters frompoliticians and your psychotherapists typically are in-appropriate as well—they tend to write personal andpsychological testimonies instead of academic lettersof reference.

Choose people with whom you have worked for along enough period, preferably for a year or more. Thattypically excludes professor you have taken a singleclass with, even if you did get an A. If you wrote a par-ticularly strong paper in the class and the professorknows you a bit better, then he or she could serve asa reference, but this reference is still not the most de-sirable. At best this person can say, “This student was

always on time, participated in discussions, attendedoffice hours, and tested very well. On this basis I con-sider him/her an intelligent student and a good candi-date for graduate school.”

By contrast, admissions committees want to hearsomething more detailed, like: “This student hasworked with me for 1 year. During that time shescored MMPIs, tested participants using a Grass Model7 polygraph, analyzed data, and conducted her ownhonors thesis. She was dependable and worked be-yond what was required by the department. Given thisstudent’s intelligence, motivation, and responsibility,I think she would make an outstanding doctoral stu-dent.” Though the above is a strong example, the pointis that you want someone to attest to your ability andresponsibility.

Table 5-1 lists some of the self-sabotaging thingsstudents do to receive neutral letters of recommenda-tion. Although presented for its humor, it also providessage warnings about interpersonal behaviors that annoyprofessors.


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TABLE 5-1. Professors’ Pet Peeves: Avoiding Neutral Letters of Recommendation

Students sometimes are unaware of how the seemingly innocuous things they do and say canannoy their professors. In turn, the professors provide students with less than enthusiasticletters of recommendation. Here are some examples suggested by William W. Nish of GeorgiaCollege, reprinted with his kind permission.

Be quick to apply such concise labels as “busy work,” “irrelevant,” and “boring” to anythingyou do not like or understand. Not only is this a convenient way of putting the professor down,but also you will not be bothered with the inconvenience of understanding something beforeyou judge it.

Always be ready with reasons why you are an exception to the rules established for the class,such as the dates for submitting written assignments.

Avoid taking examinations at the same time as the rest of the class. Be certain to take it forgranted that the professor will give you a make-up exam at your convenience, regardless ofyour reason for missing the exam.

Be very casual about class attendance. When you see your professor be sure to ask, “Did I missanything important in class today?” This will do wonders for his or her ego. By all means expectthe professor to give a recital of all of the things you missed instead of taking the responsibilityfor getting the information from another member of the class.

Be consistently late to class and other appointments. This shows other people how much busieryou are than they are.

Do not read your assignments in advance of class lecture and discussion. This actually allowsyou to study more efficiently, for you can take up class time asking about things that areexplained in the reading.

Avoid using the professor’s office hours or making an appointment. Instead, show up when heor she is frantically trying to finish a lecture before the next class hour and explain that youmust see him or her right that minute.

Do not participate in such mundane activities as departmental advising appointments. Instead,wait until the last minute for approval of your schedule, and then expect the professor to beavailable at your convenience.

Other students receive neutral letters of recommen-dation through no fault of their own. They experiencedifficulty in securing detailed letters of recommenda-tion because they:

• Transferred from one college to another collegebefore graduating (which occurs, according to theU.S. Department of Education, to almost one-thirdof all students);

• Attended a mammoth state university where theyonly took huge lecture classes and never had thesame psychology professor twice; or

• Switched majors relatively late in their college career and did not get to know their psychologyprofessors well.

We are sympathetic to these plights. If you fall intoone of these categories, then you need to double yourefforts to get involved in clinical experiences, researchactivities, and departmental matters—and do so quickly.

Most graduate programs request three or four let-ters of recommendation. Try to secure letters that willgive the admissions committee the information it de-sires. At a practice-oriented program, two letters fromclinical supervisors and one from a research advisormight be prudent. At a research-oriented school, twoletters from research advisors and one from a clinicalsupervisor would probably be better. All things beingequal, it is preferable to have your “research” letterscome from faculty. However, if you believe that a let-ter from an employer would be significantly morehelpful than that of a professor with whom you arenot well acquainted, then it is probably a good idea touse the employer.

Our general advice was confirmed by an interest-ing study (Keith-Spiegel & Wiederman, 2000) that askedmembers of admissions committees to rank sourcesof recommendation letters. Raters were asked to as-sume that the letters from these different sources wereequally positive so that rating variations were duesolely to the referee’s characteristics. The most valu-able sources of letters of recommendation were (indescending order): (1) A mentor with whom the appli-cant has done considerable work; (2) the applicant’sprofessor, who is also a well-known and highly re-spected psychologist; (3) an employer in a job relatedto the applicant’s professional goals; (4) the chair ofthe academic department in which the applicant ismajoring; (5) a professor from another departmentfrom whom the applicant has taken a relevant upper-division course. By contrast, a letter from a graduateteaching assistant was rated, essentially, as no help.

And a letter from one’s personal therapist was ratednegatively!

Very important: First ask the person writing theletters whether he or she can write you a good one.Ask this direct and specific question: “Can you write agood letter of recommendation for me?” If the person ishesitant or gives any indication of having reservations,ask someone else! A bad letter of recommendation isdeadly. Better to have one brief letter from a professorwho gave you an “A” than from someone who mightexpress reservations about your abilities. “I don’t know”is better than “I know, but I have reservations.”

The way you approach professors for a recom-mendation is an underappreciated topic. You will askspecifically, “Can you write a good recommendationfor me?” If the person responds in the affirmative, westrongly recommend that you provide that person witha letter similar to that shown in Figure 5-4. The personwriting a letter of recommendation needs adequateinformation in order to produce a credible and in-formative letter. You can be powerful in shaping aprofessor’s letter of recommendation!

This letter—and the attendant course listing andCV—will promote accuracy and detail. These are essen-tial characteristics of strong letters of recommendationin that the admissions committee looks for positive toneand detail. A two-paragraph laudatory letter on theorder of “Great student, fine person” simply doesn’tmake the detailed case for your admission into com-petitive doctoral programs.

What admissions committees also find useless inletters are duplicate and irrelevant information. Oneset of researchers (Elam et al., 1998) queried membersof admissions committees and discovered the five leasthelpful aspects of letters of recommendation:

• Repetition of information from the application (e.g.,repeating grades, honors, and scores availableelsewhere on the application)

• Unsubstantiated superlatives or vague generalities• Detailed descriptions of grades in one particular

course• Lack of strong relationship between applicant and

letter writer• Inclusion of irrelevant information, such as reli-

gious beliefs or hearsay

Put another way, give your referees sufficient datato render informed and positive letters about your per-sonal characteristics, academic strengths, and interper-sonal skills so that they do not resort to filling yourrecommendations with irrelevant content.


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Here’s how one doctoral program (University ofRhode Island) attempts to translate the content of rec-ommendation letters into numerical categories.

1 Summary recommendations in all three let-ters are neutral or negative. Positive and

negative assessments are listed. Overallevaluation in all three is neutral.

2 Letters meet criteria between anchor points1 and 3.

3 Summary recommendations in all threeletters are positive and general. Positive


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November 2008

Leslie Jones, Ph.D.Department of PsychologyEast Coast University1200 Faculty BuildingHausman, MD 43707

Dear Dr. Jones:

Thank you for agreeing to write a letter of recommendation on my behalf. I herebywaive (or do not waive) my right to inspect the letter of recommendation writtenfor me and sent to the designated schools of my choice. I am applying to (master’s,doctoral) programs in clinical (counseling) psychology. My earliest deadline is ___________________.

Here are the courses I have taken from you.

Fall 2006 Abnormal Psychology A-Spring 2007 Clinical Psychology B+Fall 2008 Undergraduate Research

Here are other activities in which I have participated.

2007–2008 Research Assistant2006–2007 Vice President of Psi Chi

My latest GRE scores were 580 Verbal, 590 Quantitative, and 5.0 Analytical Writing.My Psychology Subject Test score was 610.

Finally, I attach a copy of my current vitae and a list of psychology courses for anyadditional information that might prove useful. Please feel free to call me at 555-1212or to e-mail me at [email protected]. Thanks again.

Sincerely yours,

Chris Smith

Encls.

FIGURE 5-4. Sample letter to request a letter of recommendation.

statements from all three letters. Statementsare general in nature.

4 Letters meet criteria between anchor points3 and 5.

5 Summary recommendations in all threeletters are excellent and detailed. Positivestatements from all three letters are very fa-vorable and very detailed in their support.

Note, again, that the emphasis is on positive toneand supportive detail. This is the desired result ofyour extra work in providing references with factualinformation and assertive requests for letters of recom-mendation. A “liability letter” is one that communicateslimited knowledge of the applicant, leading an admis-sions committee to conclude that the person was onlyminimally connected to professors in his or her under-graduate or master’s department (Halgin, 1986).

Many universities provide their own form for rec-ommendations as part of the application package. Yourinstitution will probably have one of two ways of han-dling these forms. One way is to provide your professorwith these forms and stamped envelopes addressed tothe schools to which the forms are to be sent. This is asmall but crucial precaution—do not take the chancethat postage will delay return of the letter. It is alsocourteous: Your professor is doing you a favor takingconsiderable time and contemplation to write a goodletter. Another way is to provide your professor withthese forms; he or she will then complete them andreturn them to the Office of Career Services/Planningfor processing and mailing. Ask your reference whichmethod he or she prefers.

A growing proportion of graduate schools are re-questing that letters of recommendation be submittedelectronically through their homepages or admissionportals. In this case, you list the names, positions, ande-mail addresses of people writing you letters of recom-mendation on your application. The graduate schoolsthen directly contact your referees via e-mail and pro-vide them with the URL and a password to electroni-cally submit their letters of recommendation to yourapplication file. Online submission of recommendationswill streamline the entire process and will become therule in the near future.

The recommendation forms from graduate schoolsmay appear to be quite different at first glance; how-ever, closer inspection will reveal that they request es-sentially the same information. The forms typically askthe people writing the letters to note the length of timethey have known you and in what capacities. Then thereferees are asked to rate your research ability, origi-nality, writing skills, organizational ability, maturity,

interpersonal skills, persistence, and similar qualitieson a structured grid. Typical forms request an ap-praisal of the applicant in terms of 10 qualities in com-parison with others applying for graduate study whomthe referees have known in the applicant’s proposedfield of study. The rating grid offers responses of top3%, next 10%, next 20%, middle third, lowest third, andunable to judge. On most forms, an open space is thenpresented for a narrative description of your strengthsand weaknesses. The forms usually conclude with arequest for a summary rating: a check mark on a con-tinuum from “not recommended” to “highly recom-mended” or a numerical value representing an overallranking of this student to others taught in the past orsome similar estimate.

Researchers have identified the most frequentapplicant characteristics that recommenders were re-quested to rate on the forms (Appleby, Keenan, &Mauer, 1999). The resulting list—based on the analysisof 143 recommendation forms—describes the charac-teristics that psychology graduate programs value intheir applicants. In descending order of frequency, thetop dozen are as follows:

• Motivated and hardworking• High intellectual/scholarly ability• Research skills• Emotionally stable and mature• Writing skills• Speaking skills• Teaching skills/potential• Works well with others• Creative and original• Strong knowledge of area of study• Character or integrity• Special skills, such as computer or lab

One important lesson to be learned is that gradu-ate school aspirants should make a concerted effort tobehave in ways that allow them to acquire relevantskills (research, writing, speaking, computer) and tobe perceived by at least three of their professors asmotivated, bright, emotionally stable, capable of work-ing well with others, and possessing integrity (Applebyet al., 1999).

These forms, by law, will contain a waiver state-ment asking whether you do or do not waive yourright to inspect the completed letter of reference. TheFamily Education Rights and Privacy Act of 1974 (theso-called Buckley Amendment) mandated that studentsover age 18 be given access to school records unlessthey waive this right. This is a complicated topic, butwe advise applicants to waive their right of access pro-


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viding, as previously discussed, the person writing theletter knows the student well and has unhesitantlyagreed to serve as a reference. Do not waive access—or better yet, do not request letters—from persons youdo not trust or do not know.

A confidential letter carries more weight. By waiv-ing your right to access, you communicate a confidencethat the letters will be supportive, and you express trustin your reference. In fact, over 90% of health profes-sion schools prefer letters of recommendation that arewaived by the student (Chapman & Lane, 1997). Ourexperiences and naturalistic studies (e.g., Ceci & Peters,1984; Shaffer & Tomarelli, 1981) suggest that profes-sors’ honest evaluations will be compromised whenyou have access to what they have written. By waivingthe right, you are communicating an intent to have the“truth” told. Otherwise, admissions committees maylump the letter with all the other polite and positivetestimonials (Halgin, 1986).

In making your choice of whether to waive or notto waive, be clear about the law. Most students cor-rectly know that if they waive their rights they maynever see the letter. However, many students erro-neously think that choosing not to waive their rightsmeans that they can see their letter if they do not getaccepted or that they have a right to preview the letterbefore it is sent (Ault, 1993). These are common fal-lacies, but fallacies nonetheless.

The relevant laws do not dictate that professorsmust show students the completed letter. One study(Keith-Spiegel, 1991) of college faculty found that 17%never show students their letters of recommendation,46% usually do not, 8% only to students they knowwell, 15% only if students ask, and 14% routinely showstudents their letters. Nor does the law guarantee astudent access to letters if the student is rejected froma graduate program; in fact, students may inspect theirfiles at a graduate school only after they have been ac-cepted at and enrolled in that graduate school (Ault,1993).

Going one step further, contrary to some students’beliefs, faculty do not have to write letters of recom-mendation for students. Letters are a common and vol-untary courtesy, not a job requirement.

Why might faculty members decline to write a let-ter for a student? The single most common reason isthat they don’t know the student well enough (Keith-Spiegel, 1991). Other frequent reasons given by facultyare that they question the student’s motivation level,emotional stability, academic credentials, or profes-sional standards. If faculty defer on your request for aletter, politely inquire about their reasoning and gra-ciously thank them for their candor.

One creative study asked psychologists how theywould handle requests for a letter of recommendationfrom a student exhibiting specific problems (Grote,Robiner, & Haut, 2001). The majority indicated that theywould not write a letter for a student who was abusingsubstances or who had shown unethical behavior. Formost of the other student problems—interpersonalproblems, lack of motivation, paucity of responsibility,marginal clinical skills—psychologists routinely wouldtell the student about their reservations, then write theletter including the negative information. If facultymembers tell you that they have reservations aboutyour behavior, then they will probably include thenegative evaluation in their letter of recommendation.Politely inquire if their reservation will in fact appearin the letter. If so, thank them for their candor andwithdraw your request for a letter.

Play it safe and provide the reference form at least6 weeks before the deadline. Completing your recom-mendation may not be the top priority of the personyou have asked to write it, or he or she may be out oftown prior to the deadline. Do not take any chancesthat a letter will be late. Allow 2 weeks and ask if theletter has been sent. Be politic: do not pester, but dofollow up.

If you seek additional information on requestingletters of recommendation, then we suggest the point-ers offered by the following Web sites:

• gradschool.about.com(click on All About Recommendation Letters)

• www.uwm.edu/People/ccp2/work/recletter.html• www.psychwww.com/careers/lettrec.htm

Transcripts and GRE Scores

An application file will not be complete—and probablynot even considered by the admissions committee—unless the required academic transcripts and entranceexamination scores have been received. Your task hereconsists of requesting the appropriate organizations totransmit official copies of these materials to the gradu-ate schools of your choice and then ensuring that theschools have received them.

With respect to transcripts, you must request thatthe Registrar’s Office of all attended colleges and uni-versities mail an official copy of your transcript directlyto the graduate school. An official copy will containthe seal, stamp, and authorized signature of the insti-tution. The cost of transcripts varies from place toplace, but it averages $3 to $5 per copy. Submit tran-script requests at least 1 month before the applicationdeadline. Many universities take 2 weeks during the


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semester to process these requests. The college formrequesting a transcript will most likely accompany thetranscript itself and thereby enter your graduate appli-cation file. Accordingly, this request form or mailingaddress should be typed or printed neatly.

Virtually all graduate programs continue to requirehard copies of transcripts mailed from academic insti-tutions. Online transcript exchange has been difficultto establish and is still uncommon. However, onlinetranscripts will become more common with the adventof companies such as the recently formed NationalTranscript Center to provide secure electronic trans-missions among institutions (Fauber, 2006).

A reminder: request an unofficial copy of your owntranscript in September or October prior to applying.Inspect it closely for errors and omissions. Horrorstories abound regarding erroneous transcript entriesmisleading admissions committees—an initial gradeof I (incomplete) becoming an F (failure), honorscredits not registered, unpaid term bills delaying tran-scripts, and so on. Don’t leave it to chance; check itout yourself.

One creative researcher (Landrum, 2003) surveyedgraduate admissions directors about the impact oftranscripts and withdrawals in the admissions process.Results show that your transcript will get a careful re-view in practically all programs and will be reviewedby more than one member of the admissions commit-tee in about 87% of the programs. With respect to theeffects of course withdrawals (dropping a course aftermid-semester) on transcripts, less than 4% of programsindicated that a withdrawal from a single course wouldhurt an applicant’s chance of admission into the grad-uate program. But more than 20% of the programs in-dicated that two or more withdrawals hurt a student’sentry into their graduate program. Thus, our advice tostudents contemplating a course withdrawal is thatone is probably not hurtful, but that two or more with-drawals, especially from required courses such as sta-tistics and research methods, may well have a negativeimpact.

With respect to GREs, score reports will automati-cally be mailed to you and electronically submitted tothe four graduate schools you listed when you com-pleted the GRE testing. The mailing date for the scorereports is approximately 6 weeks after the test date forpaper-based testing (Psychology Subject Test) and 2weeks for computer-based testing (General Test). Yourcopy of the score report is intended only for your in-formation; official reports are sent directly by ETS tothe score recipients you designate. This procedure—aswith the registrar transmitting an official transcript—“is

intended to ensure that no questions are raised aboutthe authenticity of a score report” (GRE, 2001, p. 16).

You will probably be applying to more than thefour schools you designated for score reports. Towardthis end, you can use the “Phone Service for Addi-tional Score Reports” by dialing 1-888-GRE-SCORE. Thecharge is $10.00 per call plus $15.00 for each report re-quested, charged to your credit card. Your scores willbe mailed within 5 working days. Or, you can submitan “Additional Score Report Request Form,” publishedby ETS and obtainable at your Career Services Office,and remit your payment of $15.00 for each score re-cipient listed. ETS pledges in writing to “make everyeffort to send your score reports within 10 workingdays after receipt of your request” (GRE, 2001), butyou should allow for at least 1 month. You may haveyour GRE scores transmitted at any time during the5-year period after they are initially reported.

Remember: only send unofficial copies of yourGRE scores if you are applying well before the dead-line, and telephone to be sure that this will not im-pede your application.

Unsolicited Documents

A frequently asked question is, “What if a programdoesn’t ask for something that I’d like to send?” Someexamples are the curriculum vitae, a research paper,and job descriptions. If a program does not want addi-tional documents, it will state so clearly on the appli-cation. In that case, do as the program requests. Buteven then, you may be able to make additional docu-ments a part of your application if you have come toknow a professor at the school and have shared anyof these documents with him or her. In general, it isa good idea to send a curriculum vitae, researchpaper, and/or job descriptions if they are applicable.

If you have relevant work and clinical experiencesbut can only use one for a letter of reference, then in-clude a curriculum vitae or job description. One bene-fit is that these allow you to spend less time focusingon the details of these work experiences in your per-sonal statement. You can relate how the experiencesinfluenced you without wasting space explaining ex-actly what you did.

As a professional, you will need a CV eventually,and we recommend you begin one even if you do notuse it in every application. Start a vitae file and tossnotes and memos into it regarding assistantship duties,noteworthy activities, committee assignments, profes-sional associations—in short, everything you need toupdate your vitae (Hayes & Hayes, 1989).


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A job description details your duties and responsi-bilities. When asking a supervisor to write a job de-scription, ask him or her to focus on your specifictasks and how well you performed them rather thanasserting how well suited you are to graduate school.This allows you to spend less time describing whatyou did and how well you did it when writing yourpersonal statement. For example, prior to graduateschool, one of us worked with a psychotherapist con-ducting a social skills group for preadolescents. In hispersonal statement he was simply able to speak abouthow that experience had affected him. By referring tothe “enclosed job description,” the personal statementdid not get bogged down in the details of this experi-ence. Further, if you performed well at this job, havinga supervisor’s positive assessment allows you to bemore modest in your personal statement.

If you have a large number of work experiences,be careful not to overwhelm admissions committeeswith paperwork. Choose two experiences that show-case your diversity and that highlight characteristicsnot likely tapped by those writing your letters of rec-ommendation. If you send more job descriptions thanthis, you may weaken their impact and increase thechances that the most laudatory ones will not be read(or at least not carefully).

If you have written a thesis or a research paperand have received feedback that it is well written, theninclude it. If there is someone whose research corre-sponds with your own, this may open a door for you.However, if there is a question as to your paper’s qual-ity, then do not to send it. A questionable paper maydo more harm than good.

Application Fees

Last but unfortunately not least, most schools requireapplication fees. These fees range from $0 to $100 perschool, and average $50 for doctoral programs and$35 for master’s programs (Norcross et al., 2005). Senda personal check or a cashier’s check (never cash). At-tach the check securely and prominently on the frontof the application with a paper clip.

If you are in financial need or are experiencingtrouble meeting application expenses, read the appli-cation instructions carefully. There is usually a state-ment allowing fees to be waived because of financialhardship. Go to the school’s application Web site, orcall and ask how to have the application fee waived.That some students cannot afford the fees is the reasonschools make the allowance in the first place. Gradu-ate schools are sensitive to the impoverished status of

many applicants, so please feel no compunction aboutrequesting a fee waiver if it applies to you.

Check and Recheck

At this point, you have completed the applicationforms, requested letters of recommendation (and seento it they were sent), written your personal statement,asked to have transcripts and GREs transmitted, andcopied the unsolicited documents you plan to includein your applications. Once again, before you actuallysubmit the material, have one of your professorscheck that it is accurate and well written. Have friendsreview it for typos and spelling. All material should betyped or word processed: it should look neat, error-free, and professional. It represents you in a very realway. Anything handwritten or tattered can convey themessage that you are careless and unprofessional.Submission of materials should reflect a meticulousattention to detail. Finally, make sure your personalstatement is not among those we see each year thatcarelessly includes the name of a different universitywhen explaining why it is a perfect match!

After all this effort, make certain your applicationis sent on time. We suggest (if you can afford the extraexpense) that you send your application via FedEx,UPS, Express, or certified mail. Each of these systemswill allow you to track your materials to ensure theyhave arrived and to have the name of the person towhom they were delivered. However, our suggestiondoes not imply that you should wait until the lastminute to express mail your application, implyingprocrastination (not a positive quality in a graduatestudent). Do express mail, but do it well ahead of thedeadline.

One of the most frustrating experiences in thegraduate application process is ascertaining that therespective programs have in fact, received all of yourmaterials. Your application, transcripts, GREs, letters ofrecommendation—all need to be received, processed,and filed correctly by the graduate admissions office.Horror stories abound about application materials beinglost or misfiled or sent to the wrong department. It hap-pened to one of us!

Recently, one of our students shared a similarstory. The ETS claimed that her GRE scores were elec-tronically transmitted to and downloaded at a majorMidwest university. The university, which required twoofficial sets of GRE scores, claimed that they neverreceived either set. The student was caught in themiddle between two opposing claims. She telephonedETS again and the university’s graduate admissions


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office repeatedly. The GREs had to be resent, at thestudent’s expense.

We estimate that 50% of graduate programs willsend a letter or e-mail apprising you of the applicationmaterials they have received on your behalf. Another20% to 25% of graduate programs will post an appli-cation status page on their Web site where you cancheck yourself. That leaves 25% of the graduate pro-grams that you can either blindly trust (which we donot recommend) or that you can contact (which wedo recommend).

Call or e-mail the admissions office and verify thatthe material has been received. Some students preferto include a self-addressed postcard to verify receipt, asdiscussed earlier, whereas others prefer the telephone.In either case, you have invested too much sweat,time, and money to leave the application to chance.Do not rely on graduate schools to keep you apprised;take personal responsibility.


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C H A P T E R 6

MASTERING THEINTERVIEW

The applications have been electronically submit-ted or mailed and are now out of your hands.Following the short-lived relief of finishing the

applications, this period can be a nerve-wracking time.You have sold yourself on paper, and now it is up tothe programs to decide which applicants to contact forfurther consideration and probable interviews.

The doctoral admissions process has been charac-terized as “multiple hurdles,” with some of the hurdlesapplied sequentially (King, Beehr, & King, 1986). Theinitial hurdle in most programs is the GRE and GPAscore minimums. The second hurdle is rating of appli-cations on such criteria as clinical experience, researchskills, letters of recommendation, and the like. Beinginvited for an interview means you have successfullyleaped these early hurdles, and this is a great compli-ment in and of itself. The final and determining hurdlefor most programs is the personal interview.

Not all programs require personal interviews, andthey will most likely state in the application if they donot. Make a note of this so that you do not become dis-tressed when you are not invited. We wonder which isworse: the disappointment of not being asked to inter-view or the stress of being asked!

Our research on APA-accredited clinical, counsel-ing, and combined psychology programs found that93% of them required some type of preadmission in-terview (Oliver et al., 2005). As shown in Figure 6-1,62% of APA-accredited programs strongly preferred aninterview in person but were willing to accept a tele-phone interview. Another 27% of the programs abso -lutely required a face-to-face interview. Four percentrequired only a telephone interview. All told, only 7%

of programs did not require an interview before admis-sion into the program.

Nearly all clinical and counseling psychology pro-grams, then, require some type of personal interview,be it by phone or in person, prior to acceptance. Sincesome programs absolutely insist on interviews in per-son, do not apply to distant programs requiring an in-person interview unless you can afford it. Only in veryrare instances will programs reimburse the applicantfor all interview costs, and only 10% of the programsreimburse for some of the costs (Kohout et al., 1991).In other words, 90% of the programs expect you to ab-sorb all the interview expenses personally.

Expect to hear from interested doctoral programsthat require interviews from mid-January through early

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FIGURE 6-1. Preadmission interview policies of

APA-accredited programs. Data from Oliver, Norcross, Sayette, Griffin, & Mayne (2005).

Not required7%

Telephone required5% Required in person

27%

Preferred in person62%

March. Programs rarely contact students in the finalistpool after March 30 because the first round of offersusually goes out on April 1. It is still possible to becontacted, however, if you are on the alternate or wait-ing list.

Interview Strategically

The simple situation occurs when you are invited on acouple of interviews, the dates of the interviews donot conflict, and you have set aside enough money totravel to all the interviews. If only life were so simple!Instead, some applicants will not receive any interviewoffers, some will be invited to interview on a day theyare already scheduled elsewhere for an interview, andstill others will have depleted their funds and cannotafford interview travel.

How to handle these complex situations? In aword, strategically. Think through your options, dis-cuss them with your mentor, and consider the follow-ing strategies.

If you have not received an interview request ora rejection letter by the middle of March, then calmlye-mail or telephone the doctoral program and inquireabout the status of your application. If you have beenrejected, politely thank the person. You never know,you may apply there again or have professional con-tact with the people in that program in the future. Ifyour application is still being considered, it is permis-sible to ask when you might expect a decision. Just becareful not to be rigid or demanding.

If you are offered a personal interview at two doc-toral programs on the very same day, not to worry.Should you be so blessed, we recommend that you(1) inquire if the programs have alternative interviewdays (and schedule one program on the alternativeday). If not, then (2) ask if you can complete a video-conference interview or telephone interview at theless-preferred program. Remember that approximatelytwo-thirds of programs will accept a telephone inter-view. If you value both programs equally, then (3) ac-cept the interview at the least expensive program orthe program with the highest likelihood of acceptance.

If you have depleted your funds for interviewtravel, then honestly inform the program and respect-fully request a phone interview. Your email might read:“I am very interested in your program and initiallyplanned to attend your interview day on February 15th.Unfortunately, my personal finances do not allow me totravel to Bogus University on that day. I am hopeful thatyou will permit me to conduct a phone interview on aday that is convenient for you. Thanks very much forunderstanding; I do wish that I could visit in person.”

Many applicants obtain strategic information oninterview invitations and admission offers from onlinemessage boards. The last few years have witnessed anincrease in the number and popularity of these messageboards devoted to doctoral programs in psychology(Fauber, 2006). Three examples spring to mind: PsychGrad.org, the Student Doctor Network (psychology),and Yahoo Message Board. These and other onlineboards are particularly valuable for notifying everyonethe moment interview invitations are extended andadmission offers are delivered. They also provide peersupport through the taxing application process. How-ever, we have read much online advice that is question-able, even downright wrong. Thus, use the free onlineboards to secure strategic information and timely sup-port from peers but be wary of the proffered advice.

The Dual Purpose

The interview provides a critical opportunity for infor-mation gathering, not only for the program but alsofor you. That is, the dual purpose of an interview is forthe program to check you out and for you to check theprogram out. Perhaps right now it seems outrageousto contemplate evaluating a doctoral program—you’reprobably delighted just to be asked! But a few inter-views and an acceptance or two will reorient yourperspective.

If you go on more than one interview, these inter-actions will give you the decisive information inchoosing which program to attend. You will find outabout clinical training, faculty members, student life,program fit, research facilities, and the like. Interview-ers will be looking at your social skills, your emotionalstability, your professional maturity, your focus, andyour goals. The interviewers may want to see the de-velopment of your pursuits, the connection betweenyour research and clinical work, or perhaps your ad-herence to the Boulder or Vail model. You may beasked pointed questions and will be expected to askprobing questions about the program.

Although the interview often generates anxiety foran applicant, it need not. As with anything else in theapplication process, the more you prepare, the moreconfident and less nervous you will feel.

A few basic observations about the interview pro -cess will contribute to your preparation. The interviewis highly charged for the applicants and programs alike.Both wish to be evaluated positively and to achievethe best match. You are not alone in trying to putyour best foot forward! Interview styles, moreover, varytremendously—from a conversational tone to gruelingquestions, from casual to formal, from mundane con-

MASTERING THE INTERVIEW

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tent to intrusively personal content. Be prepared for allstyles, and remember that all count equally in the finalanalysis.

That final analysis is the program’s unenviable taskof deciding which of the interviewees they will even-tually select for admission. Programs ordinarily inter-view two to three times as many students as they canadmit. The pool must be whittled down from, say, 200applicants, from which 25 are selected for interviews,and from which 10 to 15 will be tendered an offer toobtain 7 confirmed acceptances.

Rehearsal and Mock Interviews

Rehearse the interview beforehand with a professor, acareer counselor, or a knowledgeable friend. Althoughthe research-oriented schools are usually less personaland invasive in their interviews, it may behoove youto get accustomed to being asked personal questionswithout being thrown. Such practice is invaluable, es-pecially for preparing you to think on your feet. Re-hearsing also will desensitize you to some degree, takethe edge off of your anxiety, and add to your comfortwith the process. During the interview you are on stage,selling yourself, and knowing what the interview is allabout can only help you.

In keeping with the dual purpose of the interview,rehearsing will also afford you practice in the inter-view style you seek to convey. A respectful and curi-

ous tone—“I am wondering about the chances of re-ceiving an assistantship if I am fortunate enough tobe accepted?”—is preferable to a blunt and forceful disposition—“How much will you pay me if I come?”How you phrase a question is important. The inter-viewer will be more impressed with your eagernessto learn if you ask how many courses in an area areoffered as opposed to how many are required(Megargee, 1990).

Rehearsing should also entail preparation for fre-quently asked questions of applicants. Table 6-1 pre -sents common interview questions to anticipate andprepare for. We strongly recommend that you have aconcise and thoughtful response ready for each of these.An “I haven’t really given that question much thought”answer hurts. Role-play these questions with a profes-sor or, better yet, undergo a “mock interview” at yourcareer services center. During this pretend experience,request that the interviewer ask several of the ques-tions in Table 6-1 and videotape the encounter.

Beneath the dozens and dozens of possible ques-tions that an interviewer could ask you, career expertssay they all boil down to only a few basic questions.The people making the final decisions really want toknow (Bolles, 2006):

• Why are you here? (As opposed to another gradu-ate program; in other words, how well do you fitwith us?)


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TABLE 6-1. Common Interview Questions to Anticipate

1. Why do you want to be a psychologist?

2. What qualifications do you have that will make you a successful psychologist?

3. What attracts you to our program?

4. Will you tell me a little about yourself as a person?

5. Do you think your undergraduate grades (or GRE scores) are valid indicators of your academic abilities?

6. What do you see as your strengths and weaknesses?

7. What do you bring into the program? What are your special attributes?

8. Have you ever had personal therapy? If yes, what sort of issues did you work on? If no, why not?

9. What are your research interests? Tell me about your research project/honors thesis.

10. What is your theoretical orientation?

11. Which of our faculty members do you think you would work with?

12. Where else have you applied or interviewed?

13. Can you tell me about a recent clinical encounter? How did you conceptualize or treat your last client?

14. What are your hobbies, avocations, favorite books, and interests outside of psychology?

15. What are your future plans and goals as a psychologist?

16. What questions do you have for me?

• What can you do for us? (How can your skills,knowledge, and experience enhance our program?)

• What kind of person are you? (Are you reliable andpersonable? Can we trust you with our researchprojects and/or our clinic patients?)

• What distinguishes you from 20 other people whocan do the same tasks? (What makes you differentfrom the other qualified applicants we are inter-viewing? Do you work better, harder, longer, morethoroughly?)

• Can we get you here? (If we accept you into ourprogram, what is the probability that you will at-tend? How much will it cost us—in tuition remis-sion or an assistantship, for example?)

Of course, you cannot anticipate all possible ques-tions. Some interviewers pride themselves on avoidingstock questions and instead asking novel questions,thus precluding rehearsed and polished replies. Therationale behind these queries, such as “Who are yourheroes?” and “What was the best day in your life?” isthat they give a glimpse into your natural response styleand tap into spontaneous information processing. Onemethod to handle novel queries is to delay thought-fully, remark that it is one you have not been askedbefore, request a moment of contemplation, and thenrespond forthrightly.

Similar to novel questions are behavior-based in-terview questions. These are increasingly being askedto assess an applicant’s behavioral repertoire and ac-tual experiences. The behavioral questions rely on thefamiliar psychological dictum, “Past behavior is the bestpredictor of future behavior,” to glean something aboutyour future behavior in their doctoral program. Fourexamples are:

• Tell me about an instance when someone askedyou to do something that you considered ethicallyor morally wrong. How did you respond?

• Describe the biggest challenges you faced in thepast year and how you handled it.

• Tell me about a work or school situation where youhad to do creative problem solving.

• Relate a recent situation in which you had to per-suade someone to accept your idea or proposal.

Your answers will enable you to concretely demon-strate integrity, resilience, creativity, and persuasion asopposed to simply saying you possess the traits. In-sure that your responses communicate a successfulending, both for you and the other party involved inthe situation.

Interview Attire

Your interview rehearsal should direct attention to yourphysical attire, which will be an influential factor inattributions made about you. For men, we recommenda conservative two-piece suit or a jacket and slacks,white or light shirt, and contrasting tie. Three-piecesuits and “funeral outfits” are out. Wear shined brownor black shoes that are well maintained; as your par-ents have probably told you, the way you take care ofyour shoes communicates a lot about you. Dark socksonly; save your white socks for work-outs. Hair shouldbe trimmed and neatly groomed. For women, we rec-ommend a pant suit or a suit with a skirt, dark in coloror muted plaid, polished pumps or medium heels inmatching color. Wear a simple style blouse, white orsoft color. Interview professionals suggest a “no distrac-tion” hairstyle, tasteful makeup, and clear or light nailpolish. One pair of small earrings should suffice. Forboth men and women, plan your interview clothes, trythem on, and lay them out well before the interview toassure that they fit, are clean, and are in good repair.

Attire should err on the side of conservative andformal; better to be overdressed and loosen a tie or re-move a scarf than to be underdressed for the occasion.Avoid flashy colors and loud fashions. Jewelry shouldbe conservative and understated; go light on the per-fume and cologne. Leave the piercings at home.

Some applicants complain to us that many facultyinterviewers are wearing business casual, and thus askwhy they (the applicants) can’t wear business casual aswell. Our answer is clear: You are an applicant tryingto make a stellar impression as a serious, motivatedcandidate for a competitive graduate program. You aretrying to distinguish yourself as one of the premier stu-dents, not one of the underdressed herd. We urge youto “dress for success” in interviews, not in businesscasual. You can wear casual clothes after you are ad-mitted to the program for most of your graduate life.But during the interview, you never have a secondchance to make a first impression.

Questions about the program and other writtenmaterial should be held in a professional attaché orbriefcase. The location and weather will influence yourchoice of clothing. Reliable answers about expectedattire can be provided by graduate students withwhom you are staying prior to the interview itself.

Travel Arrangements

While preparing and rehearsing for the interviews, youwill simultaneously be making arrangements to travel


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to the interviews. The costs of travel vary wildly—froma few bucks for parking at a local university on inter-view day to more than $1,000 for a 3-day jaunt acrossthe nation involving air travel, rental car, and hotel.Our intent in the following paragraphs is to save youhassle and money in getting to the interviews.

As a general rule, you can save a great deal ofmoney by booking early and paying promptly for airtravel, but you must pay a stiff penalty if you makeany changes in your reservation. So begin early to findthose bargains. Start by calling the airlines on their toll-free numbers to ask for their best rates. Then use yourcomputer and go online to seek the best fares throughthat airline’s Web site. Airlines typically post specialdiscounted fares on their Web sites. Before booking,take a quick look at expedia.com, travelocity.com, andother commercial sites that promise the lowest possiblefares. Compare the schedules and fares from all threesources—the airline agents, the airlines’ Web site, andcommercial Web sites—and then make a decision.

Being flexible in your travel schedule will prob -ably save you money. It may save you money to leavefrom a different city than the one closest to you. Wehave saved hundreds of dollars on airfare by simplydriving an extra hour to another airport. Or it maysave you money to fly to a different city and then drivean hour or two to the interview. Try inserting nearbyalternative cities in your computer search and see whatfare comes up. One applicant flew out of Washington,D.C. instead of his home airport of Norfolk, Virginia,and reduced his ticket price from over $1,000 to $278(Megargee, 2001).

Another way of being flexible is changing whenyou fly. As most business travelers return home on theweekend, airlines typically offer deep discounts ontrips that extend over a Saturday night. The cost ofanother night at the hotel might save you hundreds inairfare. And consider flying on the “red eye” or “nightowl” flights that criss-cross the country overnight. Inorder to fill otherwise empty seats, airlines frequentlyoffer reduced fares at unpopular (and ungodly) hours(Megargee, 2001).

Booking an airline ticket with multiple destinations(circle trips) can also ease the toll on your credit card.You can fly from Chicago to an interview in Denver andthen onto an interview in Dallas before returning toChicago. This circle ticket often costs less than a sepa-rate round trip to each destination.

Some doctoral programs coordinate rides from theairport to the university for applicants, but most donot. You are on your own. In advance of your arrival,check out bus and train routes. The university’s home-

page will typically have public transportation routesand driving directions from the local airport to thecampus. If public transportation is unavailable, you willneed to rent a car at the airport. You will find, again,that the rental costs vary widely. And you will, again,investigate the costs early and aggressively to locatethe best fare. Rely on the three traditional sources—therental company’s toll free number, its Web site, and thecommercial travel Web sites—for two or three rentalcompanies.

Renting a car on your own will require at leastthree things: a valid driver’s license; a major creditcard in your name; and a chronological age over theminimum, typically 25 years of age. The latter can be ahuge hassle if you are still an undergraduate; be awareof the company’s age policy in advance. Most com-panies will charge an extra daily fee for renters age 21to 24—typically about $25 per day.

Most doctoral programs will extend you an invita-tion to room with a graduate student in the program thenight before the interview. If possible, take advantageof this opportunity. It will allow you to save money,acquire masses of information, and gain a sense of stu-dent life and the campus community from people ina position to know. If you reside with a graduate stu-dent, ask for a tour the day or night before the inter-view. Ask to see the psychology building, the trainingclinic, the library, and some of the labs. If possible, getcomfortable with the rooms where the interviews willbe held.

Unfortunately, not all programs offer or provide afree place to sleep. In these cases, unless you have alarge extended family, you will spend an evening ortwo in a hotel. Your task here is to secure a safe, con-venient location at a reasonable rate. Use the AAA tourbook and the Web for preliminary reconnaissance. Ifyou have wheels, you can often save money by stay-ing at one of the less expensive places on the edge oftown or near an Interstate exit. In particular, if you areon a tight budget, be sure to check out places with thecode word “Inn” in their names, as in Comfort Inn,Days Inn, Fairfield Inn, Hampton Inn, Hobo Inn, andRed Roof Inn (Megargee, 2001).

Even these inns may have negotiated rates. Askthe person scheduling your interview if the universityhas negotiated special rates with any local hotels. Whenbooking your room, ask what discounts are available—for students, AAA members, government employees,and so on.

Whether you spend the night in a hotel or with agraduate student, you may well be invited to dinner.Be sociable and friendly, but do not drink heavily or


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party hearty the night before (even though you maybe invited!). Get a solid night’s sleep, arise on time,and eat a sensible breakfast.

Although we discussed attire and appearance inthe previous section, it is worth a few more sentencesas applied to travel. You may well experience somedelays in your flight itinerary or in your driving timeto the interview. As a consequence, you may not havethat expected hour or two to clean up and changeclothes before the interview. Or you may well meetother applicants en route and faculty members at theairport. The moral: do not travel in cutoffs, warm-upsuits, or t-shirts unless you are prepared to interviewin that outfit. Dress and travel like a professional.

Interview Style

The objective of your interview style is to presentyourself as a confident, knowledgeable, and genuineperson—an imperfect human, to be sure, but one with-out major interpersonal deficits or gross psychopathol-ogy. Even if you are anxious, try to appear relaxed,calm, confident. Any anxiety you may be experiencingis understandable and should be dealt with maturely.Strive to be as mature and natural as possible.

The interview is designed for the interviewer toget to know you as a person—your interpersonal skills,career goals, and clinical acumen. One of the few em-pirical studies on the role of the personal interview inthe psychology admission process found that the rat-ing of an applicant’s clinical potential was the mosthighly weighted measure among all the interview data.Ratings of verbal skills and research skills also contrib -uted to the prediction equation, but ratings of clinicalpotential contributed most to discriminating amonggroups of accepted applicants, alternates, and rejectedapplicants (Nevid & Gildea, 1984). In one way or an-other, you must impress the interviewers as someonethey would be comfortable sending a member of theirown family to for professional treatment.

The following factors have been found to lead torejection of an applicant during interviews (Fretz,1976):

• Poor personal appearance• Overbearing, overaggressive, know-it-all style• Inability to express yourself clearly—poor voice,

diction, grammar• Inadequate interest and enthusiasm—passive, in-

different• Lack of confidence and poise—nervousness, ap-

pearing ill at ease

• Making excuses, evasiveness, hedging on unfavor-able factors in record

• Lack of tact and maturity• Condemnation of past professors• Little sense of humor• Emphasis on whom you know• Inability to take criticism• Failure to ask questions about the program

The last point is worth emphasizing. Each inter-viewer will want to get to know you as a person andwill expect you to ask questions. Nothing is tougheron an interviewer than the person who does not askquestions or simply responds “Yes” or “No.”

So even if it has been a long day, when the fifthinterviewer asks you if you have any questions, don’treply, “No, all my questions have already been an-swered.” And respond to the questions of the fifth interviewer with the same enthusiasm as you showedto the first interviewer (Megargee, 1990).

At the same time that you are conveying clinicalpotential and a mature interpersonal presence, youwant to acquire the factual program information nec-essary to make informed decisions. Table 6-2 presentsquestions you can ask when you interview. You shouldask some of these questions during the interview, others before, and others after. Some should be askedof professors, because they are best suited to answerthem and asking can make you look prepared and in-formed. Some questions should be asked of first-yearstudents because they have recently been through theprocess and are closest to your situation. Some ques-tions are better asked of fourth-year students becausethey are about to leave and may have less investmentin hiding the program’s shortcomings.

The best questions to ask are those that indicateinitiative, curiosity, and responsibility (Hersh & Poey,1984). Try to communicate motivation to learn andeagerness to participate in many activities; avoid ques-tions that promote a speculation that you are demand-ing, complaining, or single-minded.

A caveat: never ask for information that is availablein the program description or the graduate catalog.These questions make you appear unprepared for theinterview and uninterested in the program.

Alternatively, link your specific question to gen-eral information sent to you. Examples might include:“I read that all of your first-year students receive an as-sistantship and tuition remission. Is this also true ofsecond-year students?” “Your graduate catalogue lists aCouples Therapy course, a special interest of mine, butit does not indicate if clinical supervision in that area is


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TABLE 6-2. Interview Questions an Applicant Might Ask

Clinical

Is training available in different theoretical orientations?Is the supervision individual or group? Is it live supervision?Do the full-time faculty conduct the clinical supervision?What type of supervision will I receive?When do I actually begin clinical work?How many practica are offered?What are your off-campus clinical practica like? Where are

they located?What types of patient populations are available?Are specialty clinics available?Do the faculty have active private practices?Do faculty serve as clinicians or consultants at local mental

health facilities?

Research

What is the student–faculty ratio?About how many dissertations and master’s theses are

chaired by each faculty member?When and how am I assigned an advisor?Does this person have weekly research meetings?Could I sit in on a lab meeting?How many of the core faculty are actively involved in

research projects (e.g., regularly publishing)?How many research grants finance graduate students?If I wanted to change my mentor or advisor, is that allowed?How many lab computers are available to graduate

students?Are computers readily available? Is photocopying free?Is SAS or SPSS available?What is the relationship with the medical or law school?

Finances

What percentage of students receive full financial support (assistantship plus tuition waiver)?

What types of fellowships are available?What types of research and teaching assistantships are

available?What is the average amount of a 9-month assistantship?Who gets tuition remission? What are my chances?Do the stipends cover the costs of living in this area? How are

the rents?What percentage of students receive funding during the

summer?Do any of the assistantships include health insurance?What percentage of students have taken out student loans?

Quality of Life

What is it like to live around campus? Is it safe? Expensive?What is the surrounding city/town like?Is graduate housing available? Do most students live on

campus?

What is the off-campus housing situation like? The neighborhoods?

Where can I go to get a housing application today?Are there theaters, movies, decent restaurants nearby?Is there public transportation, or do I need a car?What are some of the campus events and clubs?Is the Graduate Student Association active?Do the students socialize frequently?How is the student cohesion?Do students and faculty attend the colloquia?

Department and Politics

Do students and faculty have good relationships with eachother?

Do graduate students have a role in departmental policy andadmission decisions?

In your experience, what are the best and worst features ofthis program? (ask of graduate students)

What are one or two things you wished you knew beforeattending this program? (ask of graduate students)

What is the standing of the psychology department within theuniversity?

How do the different branches of psychology interact?What are the professional goals of the current students?How many fifth-, sixth-, seventh- . . . year students are there?Is there a sense of competition or cooperation among the

students?How much emphasis is put on course work and grades?How common are grades of C?Do professors tend to collaborate on projects?Do I get a master’s degree along the way? When is this

usually done?Can the program be undertaken on a part-time basis? What

percentage of the student body is part-time?When do I take the qualifying exams? What are they like?

How many people fail? Can they be retaken?Could I see a course schedule for next (or last) year?Are teaching opportunities available for graduate students?For applicants who already have a master’s: Once accepted,

how are transcripts evaluated regarding credits?

Outcomes

Where do your students complete their internships?What percentage of your students obtains an APPIC or

APA-accredited internship?What is the average length of the program (including

internship)?What percentage of your incoming students eventually earn

their doctorates here?Do dissertations usually get published?In what type of settings do most of your graduates eventually

find employment—academic, private practice, clinics?

available.” “While reading about your impressive Psy-chological Services Clinic, I wondered how many ofthe full-time clinical faculty provide supervision there.”And so on.

The intent is to get beyond the gloss and formalityof the published program descriptions to the lived andpersonal experiences of the program participants. Vir-tually all descriptions of clinical and counseling psy-chology programs, for example, will allude to ampleopportunities for practical experience in off-campusplacements. But when you directly ask students, “Whatis your clinical placement like?” their answers may diverge substantially from the published information.Their responses may indeed be positive, but it is notuncommon to learn that some of the placements are50 miles away, do not offer any stipend, and are verycompetitive. To be sure, be tactful in your questioning,but also be assertive in securing crucial data.

Program directors (e.g., Hersh & Poey, 1984) havenominated certain questions to avoid asking. Theseunwittingly annoy interviewers or communicate anundesirable impression: questions regarding the typi-cal length of a graduate-student week, which may indicate fear of hard work or a long week; persistentinquiries regarding an area of interest that the graduateprogram only minimally provides; questions reflectingresistance to learning the major theoretical orientationoffered by that program; and antagonistic questionsconcentrating on the perceived limitations of the pro-gram, be they financial, faculty, or geographical.

Bring your list of questions with you to the inter-view, but do not constantly have it in plain sight tocheck off. Your task is to ask the questions of the mostappropriate individuals in a respectful manner. On asimilar note, many people have “palm pilots” to helporganize personal information. Though you might useone to make an important note at the end of an inter-view, keep them away during the interview itself. Andon that note, cell phones and beepers should be turnedoff during the interview. Having one beep or buzz willbe disruptive, and checking a pager or taking a callwould be seen as extremely unprofessional and rude.

Extreme ideologies—religious, sociopolitical, orclinical—do not bode well in interviews. One inter-esting study (Gartner, 1986) mailed mock graduateschool applications to professors of clinical psychology.The results showed that professors were more likely toadmit an applicant who made no mention of religionthan they were to admit an otherwise identical appli-cant who was identified as a fundamentalist Christian.Do not deny your beliefs, of course, but try to avoidexpressions of rigid extremes. Academics favor in-formed pluralism and critical open-mindedness.

Bernard Lubin (1993), a former national presidentof Psi Chi and a veteran of conducting admission in-terviews, enjoins applicants to present themselves asknowledgeable and collaborative during the interview.Being familiar with the research interests and produc-tivity of the program faculty can go a long way. Care-fully reading the program’s guide and identifying facultypublications through PsycLIT are direct evidence of amature and scholarly attitude. This leads to presentingyourself as a potential collaborator: welcoming op-portunities to work with faculty members and fellowstudents, displaying an affirming and positive attitudetoward interdependent activities.

A final piece of advice on interview style concernsyour nonverbal behavior. Some applicants are so pre-occupied with asking questions and trying to impressthe interviewer that they neglect the way they presentthemselves nonverbally. But interviewer impressionsof candidate personality depend heavily on nonverbalbehaviors (Anderson & Shackleton, 1990). Maintainingeye contact, making changes in posture, and varyingfacial expressions strongly contribute to an image as amature and enthusiastic person. The research consis-tently advises interviewees to keep high levels of eyecontact with the interviewer and to display frequentpositive facial expressions to maximize their chancesof success. Your mock and actual interviews shouldstrive for an interpersonally engaging style that createspersonal liking and that cultivates an impression of in-terpersonal and intellectual skill.

Literally hundreds of Web sites offer advice on in-terviewing skills. Although they are no substitute forlive rehearsals and mock interviews, they are a sourceof considerable information and examples. Some evenoffer virtual interviews. Our favorite sites are:

• www.quintcareers.com• www.quintcareers.com/behavioral_interviewing

.html(specifically on behavioral interviewing)

• www.content.monster.com/interview/home.aspx• www.glencoe.com/sec/careers/career_city/index

.html• www.nextstep.org

Stressful Questions

This brings us to consider a prominent fear, namely,being placed on the spot with intensely personal ques-tions. You may have heard stories about applicantsbeing asked intimate questions about their families oforigin, romantic relationships, and personal history theywould prefer not to share. You should be prepared to


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answer personal questions about such relationshipsand self-perceptions. Answering these questions in astraightforward manner contributes to the interviewer’spositive evaluation of an applicant.

The nature of these questions varies with the in-terviewer’s style as well as the program’s theoreticalorientation. Applying to a research-oriented behavioralprogram, however, is no guarantee that you will not beinterviewed by a psychodynamic member of their fac-ulty. Questions pertaining to family conflict or to yourpersonal therapy could arise. Anticipating such ques-tions can help you to determine how to handle themmost comfortably and to decide how much informationyou are willing to disclose. Knowing where to set yourboundaries will lead to a smoother interview.

Speaking of boundaries, the APA Ethics Code (APA,2002, p. 1068) does not require students to disclosesensitive information regarding their “sexual history,history of abuse and neglect, psychological treatment,and relationships with parents, peers, and spousesor significant others” unless the training program hasclearly identified this requirement ahead of time. Thus,unless the program sent you a specific notice of sucha requirement for the interview, you are not ethicallyobliged to reveal such personal information. Our adviceis to balance your need for privacy with the program’sneed for information about your personal history andpsychological dynamics.

One stressful but popular question concerns yourpersonal weaknesses. Applicants naturally wonder howhonest to be about their deficits and try to balance theneed for honesty with the need to leave a favorableimpression. We have found three strategies useful inapproaching this question. One is to minimize an ex-isting limitation: showing your awareness of it but notarticulating the full severity or manifestation. If beingtaken advantage of frequently is your perceived weak-ness, for example, you might reply on the order of“Occasionally I find myself being taken advantage ofby others in small but consistent ways.” A second strat-egy is to turn the weakness into a possible strength.Following the same example, you might remark that “Igive to a fault on occasion and find some people willtake advantage of my tendency to look for the best inpeople.” A third possible strategy is to express yourawareness of the weakness and your efforts to reme-diate it; this reply demonstrates both introspective andcorrective attitudes. “I’ve been working to becomemore conscious of how people, especially personality-disordered clients, can take advantage of me. My over -trusting nature is slowly giving way as I attend moreclosely to this relationship pattern.” Whatever strategy—or combination of strategies—you elect, the response

must be consistent with who you are. A phony or in-authentic response can immediately strike an applicantfrom further consideration.

One stressful situation necessitates your carefulpreparation. A few programs and faculty use what iscalled a “stress interview.” In this interview, the facultymember intentionally acts inappropriately and tries tointimidate applicants, simply to see how they handlethe stress of the situation. This can come in manyforms: long silences after you answer questions; ask-ing overly intimate questions; disagreeing violently withyour position or answer; feigning disinterest in you asan applicant; or even giving you coffee in one hand,a powdered donut without a napkin in the other, andthen handing you an article to browse! Knowing aheadof time that this can happen is crucial, because youcan remind yourself that it is not personal but simplypart of the process. In a few programs, the professorsplace all the applicants in an empty room and suggestthey speak with each other while the professors ob-serve the interpersonal process: no other directions, noother structure. This all serves to compound the stu-dents’ anxiety.

Stress interviews are designed to assess howcomfortably you behave under such interpersonallychallenging conditions. The interviewers deliberatelyarrange situations or ask questions that you cannot predict, for examples, “How would you redesign a giraffe?”or “Where is Oregon?” The particular answer you giveis not as important as the manner in which you an-swer. Here your interpersonal savvy and presence cantriumph. The interviewer is testing your reaction tostress: do you react to stress with humor, anxiety, self-denigration, anger? The stress interview is an ambigu-ous, semi-projective device.

Our advice is to remain calm and polite, yet as-sertive. Generally, it is not wise to become entangledin a verbal battle or retreat into an apologetic or de-fensive stance. In the face of an inappropriately per-sonal question, a “I wonder how that question relatesto my admission here?” will demonstrate both yourpersonal boundaries and your willingness to broach adifficult topic. In the face of continuing conflict, a po-lite “we respectfully disagree” can suffice, and leave itat that (Heppner & Downing, 1982).

Practicing stress interviews with professors or peersmay sufficiently desensitize you to keep your headand field the situation without too much ego bruising.Another way to prepare yourself is to stay overnightbefore the interview and take the opportunity to askgraduate students which professors might conductsuch an interview, allowing you to know ahead oftime that this person is likely to intentionally try to


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stress you. Foreknowledge and preparation are the bestdefenses.

Group Interviews

Admission interviews in clinical and counseling psy-chology differ markedly from one program to another.At one extreme, a few programs invite you for a single,2-hour interview with a senior faculty member. That’sit—no tour, no group interview, no program orientation,and no interaction with current graduate students.

At the other extreme, a number of programs inviteselected applicants for an entire admissions weekend.At the University of Pittsburgh, for example, invitees tothe clinical psychology program’s weekend spend afull day (about 7 hours) interviewing with faculty andgraduate students. In addition, there are clinical andresearch information sessions, laboratory tours, eveningparties, and a poster session featuring research proj-ects. Many of the applicants arrive on Friday and leaveSunday morning.

In between these two approaches are intensive1-day sessions. For instance, at Fordham University’scounseling psychology program (Kopala et al., 1995),the interview process entails a brief orientation to theprogram, individual interviews with a faculty memberand a graduate student, a videotaped group experience,a 30-minute writing sample, an open session withgraduate students, and then a closing session with thedirector of training.

Virtually all programs will arrange for at least oneindividual interview with a faculty member and forsome interactions with current doctoral students. Ahealthy proportion of programs will also include ad-mission interviews featuring multiple candidates in thesame room at the same time. This group interview maybe conducted in the interest of sheer efficiency, of ob-serving your interpersonal style, or both.

Our advice on your interview style and objectivesin these group interviews remains essentially the sameas for the individual interviews, but there are a coupleof twists. First of all, strive to be pleasant and honestwith the other interviewees. Share your experiences,never denigrate their credentials, and treat them likefuture colleagues (which they may very well be). Anegativistic or superior attitude is likely to be heldagainst you in the final deliberations of the admissioncommittee.

Second of all, since it is a group situation, try topresent yourself as an admirable facilitator. Don’t bea group psychotherapist or a control maniac, but arespectful cofacilitator of the interview process. If youhave already asked a few questions about the pro-

gram, for instance, you might say that you have addi-tional questions but would first like other people tohave an opportunity to have their questions answered.As they say in the social psychology literature, try tomanifest both a high task orientation and a high socialorientation.

Additional Tips

Whether it is an individual interview or a group inter-view, here are additional tips regarding the interview.

• Arrive at least 15 minutes early on interview day.Find the offices, acclimate to the building, and getsettled.

• Be compulsive and double-check your interviewschedule. Being late or missing an interview (evenwhen it is not your fault) can reflect poorly on you.

• Greet each interviewer in a friendly, open manner.Your handshake should be firm and your eye con-tact frequent.

• Demonstrate your active listening skills: wait toanswer until the interviewer has completed askingthe question and give complete answers to thequestion posed to you.

• Keep your answers to 1.5 to 2 minutes long. Usegood grammar and diction. Say “No,” not “nah.”

• Avoid all irritating hiccups in your answers. Onthe short list are the irritating “you know,” “like,”and “okay.”

• Always bring extra copies of your CV. Every inter-viewer may have not received a copy or may havenot yet reviewed it, so bring along copies to pre -sent and leave with people (Megargee, 1990).

• Take cash along in case you are invited to lunchor dinner with graduate students.

• Conclude each interview by thanking the inter-viewer for her time and information. Wrap it upwith a cordial and pleasant tone.

Our collective experience in conducting interviewsalso generates a list of don’ts:

• Don’t call faculty members by their first namesuntil (or if ) they offer. The default option is to callthem “Dr.” or “Professor.”

• Don’t whine or complain about the interviewarrangements. Accept the free housing with grati-tude; be agreeable about the food; act flexiblyabout interview dates. Nobody, including admis-sions committees, likes a fussbudget.

• Don’t accept offers of coffee or other beveragesduring the interview itself. It tends to be messy,


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distracting, and awkward for you as the intervie-wee. Wait until after the interviews are completeand then graciously accept the offer.

• Don’t ask about or negotiate financial assistancebefore receiving an offer of admission. The nitty-gritty of finances can wait until later.

• And don’t ask questions during the interview thatare answered in the materials sent to you orposted on the program Web site. We have alreadymade this point earlier in the chapter, but it is im-portant enough to reiterate it here.

If you follow these steps, you will find it easier torelax during the interview. The more prepared you are,the more confident and at ease you will feel.

Telephone Interviews

Two situations may dictate a telephone interview. Inthe first, you are asked to visit the school for an inter-view, but you cannot afford to do so. This is no reasonto be embarrassed, and the more straightforward youare about it the better. You can request a phone inter-view in advance if you do not have the resources foran actual visit. In the second situation, you receive the

dreaded, unannounced phone interview. At least one ofyour prospective programs will probably call withoutprior notice and ask to speak with you on the spot.

Luckily, if you anticipate telephone interviews, youhave nothing to worry about. One strategy is to rarelyor never take a phone interview “cold.” Consider tellingthe caller, “I’m sorry, but I was just leaving for an ap-pointment. Could you leave a number and arrange forme to call you back?” This buys you time to reviewyour information on that program and to prepare forthe interview. However, you do not want to communi-cate disinterest in the program.

Another strategy is to prepare phone cards, palmpilot notes, or computer files. You make index cardsor short files for each program to which you applied.On it, record a few reasons for your interest in thatgraduate program and the name(s) of the professor(s)you are interested in working with, a little about theirresearch areas, and questions you may have aboutclinical training or facilities (many of the questions inTable 6-2). Figure 6-2 is an example of such a card.Keep a stack of these by the phone, or on a computerby the phone and in moments you will find the cardfor a particular school and not be caught unaware!This little extra effort can prevent a serious detraction


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University of Alexandria

Reasons for my interest: Great reputation in child psychopathology and psychotherapy; specificprofessors (Smith, Adams); geographic location; has specialty clinic in behavioral medicine.

Key professors:

Dr. Smith: child psychopathology; substance abuse

I read your May [2007] article in Journal of Bogus Psychology, in which you found offspring of al-coholics to be more receptive to the anxiety-reducing effects of alcohol than control subjects. Doyou expect to continue this line of research next year? Is an assistantship available?

Dr. Adams: behavioral medicine; psychotherapy

I was impressed that you have a separate clinic in behavioral medicine. What type of clients do youmost often treat? What opportunities are there for clinical experience?

Other professors with potential interest:

Dr. Jones: prevention

Dr. Watson: forensic psychology

Program questions: [Refer to Table 6-2 for representative listing]

When do I begin seeing clients in the training clinic?

What percentage of incoming students are financially supported?

What are the research opportunities in child psychopathology?

FIGURE 6-2. Sample telephone card.

from your application. If you receive one of these tele-phone calls and cannot remember which professorsare at that school, their areas of research, or their facil-ities, it tells the interviewer that you are not seriousabout his or her program. This could place you lowerthan someone who has this information off the top ofhis or her head.

A Note of Thanks

Once you have completed an interview, whether bytelephone or in person, a brief note of thanks to theinterviewer is in order. This gesture serves multiple pur-poses: it demonstrates your social skills, communicatesyour gratitude to the faculty and students involved,reaffirms your interest in the program, and keeps yourname alive in the admission process. Seldom will sucha brief note do so much for you.

The “who” and “what” of these thank-you lettersare almost entirely dependent on your interview expe-riences. The “who” should certainly include anyonewho has shown you special attention, such as a grad-uate student you roomed with the night before or afterthe interview, a professor who personally escortedyou around a lab or clinic, or a faculty member whooffered an unscheduled interview. Letters to severalpeople are often called for. If the interview was lesspersonal, then at a minimum send the Director ofTraining a letter of appreciation. A sample letter is dis-played in Figure 6-3. An e-mail note of appreciationmay suffice, but we definitely prefer an ordinary letterby mail, because it will probably be placed in your ap-plication file for all to see and appreciate.

The “what” of the letter must be individualized toyour particular experiences, but will probably containat least three components: an expression of gratitude


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March 16, 2008

Patricia Smith, Ph.D.Director of Clinical TrainingDepartment of PsychologyUniversity of Western States13 Orangegrove DriveWilksville, CA 98765

Dear Dr. Smith:

I want to thank you for interviewing me for a position in your clinical psychologydoctoral program. I enjoyed meeting with your faculty and staff and learning moreabout the program. My enthusiasm for the program was particularly strengthenedas a result of my interactions with Drs. Timothy Hogan, Elizabeth Cannon, and CaroleBuchanan.

I want to reiterate my strong interest in attending your program; the Universityof Western States offers a great deal that appeals to me. Please feel free to call meat (123) 456-7890 or e-mail me at [email protected] if I can provide you with anyadditional information.

Again, thank you for the interview and your consideration.

Sincerely yours,

Chris Smith

FIGURE 6-3. Sample letter of appreciation to an interviewer.

for the interview, an enumeration of your favorableimpressions of the program, and a reiteration of yourinterest in attending that program. Try to personalizeeach letter by referring to specific topics or experiences;for instance, recall your discussion of potential researchstudies or mention the friendliness of the graduate stu-dents. There is no definitive list of do’s and don’t’s, butdon’t send a generic, impersonal letter and don’t pro-mote your candidacy. Do sound appreciative and per-sonal. As with all written materials, insure that yourletter communicates an image of sincerity and profes-sionalism. Most of the letters should probably be word-processed, but a neat, handwritten note is appropriate ifan interview was relatively informal and personal.

The Wait

Once you have finished the interviews and mailed thethank-you letters, it is a waiting game. But not for theprograms, which still have a finalist pool of studentsmuch larger than they are able to accept! The interviewprocess has probably weeded out a few, but the fac-ulty are left with too many finalists, all of whom haveacceptable GPAs, GREs, and letters of recommendation.

What, then, are the final selection criteria? Thispivotal question was addressed in a study by Keith-Spiegel, Tabachnick, and Spiegel (1994), who had 113faculty members actively involved in selecting psy-chology Ph.D. students rate criteria used in making thelast cuts in admission decisions. (Results of this studyshould not be generalized to Psy.D. programs.) Thefaculty members were asked to imagine that they wereleft with a pool of finalists, three times the size of thenumber they can accept, all of whom had strong un-dergraduate GPAs, GRE scores, and letters of recom-mendation. They then rated 31 final variables in termsof importance.

Congruent with this book’s advice and earlierstudies, the top-rated criteria in clinical programs per-tained to student match with the program and its fac-

ulty, research experience resulting in a journal articleor a paper presentation, and the clarity and focus ofthe applicant’s statement of purpose. Considered tobe somewhat to very important in assisting selectioncommittees with their final admission decisions wereresearch assistant experience; reputation of the stu-dent’s referees; relevant clinical experience; member-ship in an underrepresented ethnic minority group;knowledge and interest in the program; number ofstatistics, methodology, and hard science courses com-pleted; prestige of the psychology faculty in the stu-dent’s undergraduate department; reputation of theundergraduate institution itself; and honors bestowedon the student by that undergraduate institution. Ratedas not important or minimally important were suchvariables as the student’s geographic residence, PsiChi membership, and a close relationship between thestudent and former graduates of that program.

Demand always exceeds supply in competitiveclinical and counseling psychology programs. Thethree primary criteria used to evaluate applicants bydoctoral selection committees—grade point averages,GREs, and letters of recommendation—typically fail tonarrow the applicant pool to the small number of slotsavailable. At that point, research skills, clinical experi-ences, “good match” factors, and writing skills come tothe fore (Keith-Spiegel et al., 1994). Bear these consid-erations in mind as you approach your interview—justas we have in preparing this book.

And now you wait until contacted with the finaldecision of the admissions committee. Until the weekbefore April 1, it is probably not a good idea to con-tact a program and ask where you stand. Applicantswho make repeated calls or e-mails may appear overlyanxious and irritate the staff (Mitchell, 1996). The oneexception is if you have received other offers, and theprogram you would most like to attend has not con-tacted you—a situation covered in Chapter 7.

This brings us to the last step in the applicationprocess and the final chapter of the Insider’s Guide.


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C H A P T E R 7

MAKING FINALDECISIONS

A s with any realm of human affairs, good deci-sions regarding graduate school require time,preparation, and knowledge (Scott & Silka,

1974).By April 1, all APA-accredited clinical, counseling,

and combined psychology programs will make theirfirst round of acceptance offers. At this point you willhave 2 weeks to make your final decision as to whereyou want to go to school. By APA regulations, you havethe right to consider offers until April 15, at which timean offer may be withdrawn. So you must be thought-ful but decisive in these 2 weeks.

To protect applicants from making hasty, prema-ture decisions, all APA-accredited programs and mostothers have agreed to allow candidates until April 15for a final decision (or the first Monday after April 15,if April 15 falls on a weekend). This is in accordancewith a policy adopted by the Council of GraduateSchools in the United States in 1965 and renewed in2004. It was endorsed by the Council of Graduate De-partments of Psychology in 1981 and again in 2000.The Resolution Regarding Graduate Scholars, Fellows,Trainees and Assistants (www.cgsnet.org/portals/0/pdf/cgsresolutionjune2005.pdf) reads as follows:

Acceptance of an offer of financial aid (such asgraduate scholarship, fellowship, traineeship, or assist-antship) for the next academic year by a prospectiveor enrolled graduate student completes an agreementthat both student and graduate school expect to honor.In that context, the conditions affecting such offers andtheir acceptance must be defined carefully and under-stood by all parties.

Students are under no obligation to respond tooffers of financial support prior to April 15; earlier dead-

lines for the acceptance of such offers violate the in-tent of this Resolution. In those instances in which thestudent accepts the offer before April 15 and subse-quently desires to withdraw that acceptance, the studentmay submit in writing a resignation of the appointmentat any time through April 15. However, an acceptancegiven or left in force after April 15 commits the studentnot to accept another offer without first obtaining awritten release from the institution to which the com-mitment has been made. Similarly, an offer by an insti-tution after April 15 is conditional on presentation bythe student of the written release from any previouslyaccepted offer. It is further agreed by the institutionsand organizations subscribing to the above Resolutionthat a copy of this Resolution should accompany everyscholarship, fellowship, traineeship, and assistantshipoffer.

Acceptances and Rejections

What do you do when one program makes you anoffer and you are still waiting to hear from anotherprogram you would prefer to accept? To begin with,don’t say yes to any graduate program until you arecertain that this is where you want to go! Once you say“yes,” that is it. You are committed. Saying yes to an-other program can endanger your acceptance at bothplaces. If you have any reservations, do not feel pres-sured to say yes. Thank the person and say that youhave been made other offers and you need a few daysto consider this crucial decision.

If you have received offers but have not heardfrom the programs that most interest you, telephoneor e-mail them. Explain that you are considering offers

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but that you do not want to act on them until youknow what your status is there. It’s OK to say, “I’vebeen accepted at University X and Y, but I am mostinterested in your program. Can you give me an indica-tion where my application stands, or at least whetherit is still being considered?”

The “Guidelines for Graduate School Offers andAcceptances,” adopted by the Council of UniversityDirectors of Clinical Psychology (1993), specificallyencourage directors of training (or admissions) to apprise students of their position on the alternate list.Typically this entails a placement of high, middle, orlow on the alternate list. If such a designation is used,the operational definition of “high on the alternate list”is that, in a normal year, the student would receive anoffer of admission (but not necessarily funding) priorto the April 15 decision date.

Earlier, we emphasized the point that you shouldnot accept an offer until you are certain that is the pro-gram you want to attend. On the other hand, if youhave been accepted at three programs, and one of themis obviously less suited to your needs, be considerateof other applicants and decline that offer. The program

can then make their offer to someone else who mayvery much want to attend that school. Only keep twooffers alive at any one time. Otherwise, a huge “log-jam” or “bottleneck effect” will occur across the coun-try, with each program waiting for a few students todecide.

As long as there is a possibility that you may at-tend a certain program, be careful not to decline pre-maturely. As other students decline at these schools,you may be offered a better financial package if youhave not yet made a formal commitment.

When all is said and done, how will you decideon which offer to accept? This is a difficult question toanswer because of the multiple factors involved andbecause the final determinant will be how you, as anindividual, weigh those various factors.

One study (Walfish, Stenmark, Shealy, & Shealy,1989) had 201 first-year graduate students rate thereasons for their final selection of a doctoral clinicalprogram. Their average ratings are shown in Table 7-1,where a rating of 1 was “very unimportant” and 5 was“very important.” As seen there, the most importantfactors were the reputation of the program, the amount

MAKING FINAL DECISIONS

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TABLE 7-1. Student Reasons for Choosing a Clinical Psychology Doctoral Program

Reason Mean rating Rank

Reputation of the program 4.29 1Amount of clinical supervision 4.27 2Training facilities available 4.21 3Appropriate mentors available 4.19 4.5Emotional atmosphere of the program 4.19 4.5Tuition waiver available 4.10 6Amount of stipend offered 4.07 7Theoretical orientation 4.04 8Diversity of program 4.00 9Specific specialty training available 3.89 10Research experience available 3.85 11Expected length of program 3.82 12Amount of research supervision 3.80 13Success of previous graduates 3.79 14Specificity of the training program 3.66 15Geographic location 3.60 16Specific professor to work with 3.57 17Family/significant others in area 3.00 18Recreational activities available 2.69 19Number of minority members in program 2.48 20Break required during program 2.30 21

Note. From Walfish, Stenmark, Shealy, & Shealy (1989). © 1989 American Psychological Association. Reprinted by permission.

of clinical supervision, the training facilities, availabilityof mentors, and the emotional atmosphere of the pro-gram. We have emphasized throughout the precedingchapters the importance of the first four factors, but notthe last.

The emotional and interpersonal ambience of aprogram should not be underestimated. Seriously con-sider interactions with faculty and graduate students inyour decision. The faculty–student relationship may bethe single most important factor in your intellectual andprofessional development, and this relationship maybe formal or informal, distant or close. Concurrently,the vast majority of graduate student time is spent withother students rather than with faculty members. Youare likely to retain these personal contacts and profes-sional relationships over the years. Moreover, fellowstudents are essential sources of encouragement, com-panionship, and inspiration. You want a good, lasting“fit” with the program (Scott & Silka, 1974).

In choosing a graduate program, all students placea premium on general factors such as program quality,training opportunities, emotional atmosphere, and fi-nancial aid. At the same time, ethnic minority appli-cants rate the relevance of multicultural factors higherthan do white students (Bernal et al., 1999; Toia, Her-ron, Primavera, & Javier, 1997). These considerationsinclude minority students in the program, presence ofminority faculty, research on minority topics, and op-portunity to work with multicultural clients. Be partic-ularly attentive to the program’s diversity as it relatesto your interests and goals.

The expected length of the doctoral program is afairly important reason for choosing a particular pro-gram, as seen in the middle of Table 7-1. You may re-call from Chapter 1 that clinical Ph.D. students take anaverage of 6.2 years to complete their doctorates, in-cluding the 1-year internship. Psy.D. students take anaverage of 5.1 years, a consistent difference of 1 to 1.5years less. On the one hand, the shorter training periodfavors the Psy.D. programs. But, on the other hand,the financial aid favors the Ph.D. programs. As youhave learned, far more Ph.D. students are receivingtuition waivers and assistantship stipends than Psy.D.students, most of whom are footing the entire bill fortheir doctoral education. Use the Reports on Individ-ual programs to consider the expected length of theprogram in the context of probable financial aid fromthe program.

The reasons for choosing a clinical psychology pro-gram, as shown in Table 7-1, are largely self-evident,but two reasons not listed in that table deserve someconsideration. Attrition rates refers to the percentageof students not completing the program. Attrition has

been characterized as a “hidden crisis in graduate edu-cation” (Lovitts & Nelson, 2000). Between 20 and 24%of full-time psychology students, on average, formallyleave programs without completing their doctorates(Fennell & Kohout, 2002). Attrition in graduate pro-grams is not solely related to academic ability; lifeproblems, financial difficulties, interpersonal conflicts,and program dissatisfaction enter into the equation.Doctoral programs in which more than 25% of thestudents fail to graduate should be carefully screenedwhen you make your final decision.

Our Reports on Individual Programs provide theattrition rates for each doctoral program, as reportedby that program’s director of training. The attrition rateis calculated for the past 7 years as the number ofmatriculated students who have left the program forany reason divided by the total number of studentsmatriculated in the program. Again, pay close atten-tion to any program in which more than a quarter ofstudents have left the program.

Preliminary or qualifying examinations, anotherconsideration in the complexities of your choice, are aseries of structured tests that some programs require atthe end of their first or second year. These examina-tions assume many forms, but they all test a candidate’sknowledge of a wide range of areas in psychology—research methodology, learning, development, motiva-tion, history, social, and personality. In some programs,only one attempt may be permitted to pass this exam-ination (Scott & Silka, 1974). You should learn if theprogram requires “prelims” or “quals,” whether multipleattempts are provided, and what percentage of studentspass, before you make your final decision.

You should now be well acquainted with the im-portance of the decision criteria presented in Table 7-1in your own life and well informed about the program’sattractiveness on these criteria. If not, immediately re-quest additional information on any of these for whichyou lack knowledge prior to making an informedchoice of the program to attend.

The Financial Package

Note in Table 7-1 that the sixth and seventh most im-portant selection factors are financial (tuition waiverand stipend amount). For many applicants, the finan-cial aid offered by the school will probably assume aneven higher priority in making final decisions. Whenan offer is made, establish if the program is offeringfinancial assistance. If so, does it cover tuition remis-sion? Is it guaranteed for 4 years? Is it considered tax-able at that institution? Does it provide health insurance?If you have a teaching or research assistantship, how


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many hours per week will it entail? Are you allowed toearn additional outside income?

On average, private universities are more expen-sive than public or state universities. Typically, the “in-state” versus “out-of-state” cost difference that operatesin undergraduate education is not as salient in gradu-ate education. That is because (1) once you beginstudy, you can establish residency there and pay in-state tuition after the first year, and (2) many financialaid packages include a tuition remission.

But graduate training is expensive, and externalsources of financial support are slowly drying up.Consider, for instance, the average stipends and accu-mulated loans for Ph.D. psychology students over theyears (Golding, Lang, Eymard, & Shadish, 1988). Backin the 1960s and 1970s the average graduate stipendwas higher, and the typical student’s accumulatedloan lower, than in the 2000s, adjusted for inflation. Infact, the average stipend amount decreased 36% (con-trolled for inflation) over the past 30 years. Aboutthree-quarters of psychology doctoral candidates carryloans. Support is still available but not to the degree itonce was—which accounts, in part, for your profes-sors’ fond memories of their “good ol’ graduate days.”

Federal support for graduate training has beeneroding in all fields, including psychology. In the1970s, for instance, almost 30% of Ph.D. recipients inclinical psychology reported that federal grants andtraineeships provided the major support for their grad-uate training (Coyle & Bae, 1987). Thirty years later,federal sources supported less than 4% of full-timegraduate students in psychology (Wicherski & Kohout,2005). Federal sources have slipped as a primary sourceof support for psychology graduate students and, tocompensate for these shrinking resources, studentshave had to look elsewhere, to personal resources,student loans, and university financial assistance.

Research supports the conclusion that today’sgraduate students are being asked to shoulder a largershare of their education costs. This is particularly truein Psy.D. programs, which fund proportionally fewergraduate students than Boulder-model Ph.D. programs.

Refer to the Reports on Individual Programs for thepercentage of a program’s students who receive partialor full funding.

Table 7-2 shows the median tuition costs for psy-chology graduate students. The numbers demonstratethat tuition is largely a function of three variables: in-stitution type, state residence, and degree level. Privateuniversities uniformly charge higher graduate tuitionthan public institutions, just as is the case on the un-dergraduate level. Tuition at private institutions peracademic year is four times higher than state tuition atpublic institutions. Psy.D. programs, routinely chargebetween $15,000 and $25,000 per year for tuition. Al-though your state residence does not influence tuitionat private universities, it definitely reduces your tu-ition at public universities—from a median of $8,416for non-state residents to $3,178 for state residents peryear. Predictably, too, tuition is higher for doctoralprograms than for master’s programs. So, your annualtuition can range from $0 if you secure tuition remis-sion, to $3,000 if you are a resident attending yourstate university, to $16,000 if you attend a Ph.D. pro-gram at a private university with no financial assistance,all the way up to $25,000 if you attend a freestandingPsy.D. program.

Table 7-3 presents the assistantship stipends forpsychology graduate students in 2004. As seen there,the median 9-month stipends for teaching and researchassistantships averaged $5,000 for master’s studentsand $10,000 for doctoral students (Norcross et al.,2005). The typical hours worked per week for an as-sistantship are 15 to 16. Stipends for doctoral studentsare consistently higher than those for master’s students(Fennell & Kohout, 2002).

Financial considerations include the tuition cost,available stipend, and living costs. The latter cannot beignored: although tuition costs may be equivalent inNew York City and Kansas, the living costs are cer-tainly not.

Once accepted into a doctoral program, you willnaturally be eager to learn about the status of your fi-nancial assistance, but you will hear from institutions


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TABLE 7-2. Median Tuition Costs in Psychology by Institution Type and Degree Level

Institution type Degree level

Public Private Doctoral Master’s

State residents $3,178 $16,596 $5,362 $2,776Nonstate residents $8,416 $16,596 $11,824 $7,217

Note. Adapted from Pate (2001).

at different times depending on the form of the finan-cial assistance. If it is department-controlled financialassistance, then you will ordinarily hear when you areaccepted or shortly thereafter. If it is university finan-cial assistance, not directly controlled by the psychol-ogy department or school, then it may well be weeksafter you are accepted. Examples in this category arefellowships from the Graduate School, resident assist-antships from Student Affairs, or a Graduate Assistant-ship in the Admission Office. If it is financial assistancefrom a government agency, such as the National Sci-ence Foundation (NSF) or National Institutes of Health(NIH), then you will hear on or before their publishednotification dates. Finally, if it is financial assistance inthe form of loans, then you will hear from the bank,Sally Mae, or the lending institution on their (painfullyslow) schedule.

The Alternate List

Your fervent hope is to receive an e-mail or telephonecall early in April from the director of admissions offer-ing you acceptance into your top-rated program withgenerous financial aid. But this glorious dream maynot happen; instead, the sobering reality is that manyapplicants will be rejected from several programs, willsecure offers from programs lower on their list, orwill receive offers without financial assistance. Manywill also receive calls informing them that they havebeen “wait listed”—that is, placed on the alternate list.

As mentioned previously, ask the director of ad-missions where you stand on the alternate list—high,middle, or low. For your planning purposes, be po-litely assertive in probing further: “In typical years, whatpercentage of students with this position on the alter-nate list receive an admission offer? What percentageof the students admitted from the alternate list receivefunding?” Without answers to these questions, you can-not render an informed decision on your other offers.

The admissions directors will, in all likelihood,arrange for you to be kept abreast of your admissions

status until April 15th. They may email you or you mayemail them on occasion to determine the probabilityof admission.

When speaking with the program representativetry to impress upon him or her three key ideas. First,you are keenly interested in attending that program.Second, express your availability by stating you havenot accepted another offer of admission. And third, ifyou have received another offer, inform the programaccordingly; most schools desire people who are at-tractive to others. Enthusiasm, availability, and attrac-tiveness frequently move students up the alternate list.

The tricky part of this process is how frequently analternate should contact (by telephone or e-mail) theprogram representative. Too much contact will appearaggressive or desperate; too little, passive or compla-cent. Strike a balance by asking the program represen-tative how often you may contact him or her withoutbeing irritating.

Decision Making

The choice of which offer to accept and which pro-gram to attend is a momentous one indeed. You, like86% of students enrolling in graduate programs, willquickly discover that the decision-making processboils down to your sense of fit with a program (Kyle,2000). A few fortunate souls may receive an early offerwith excellent financial aid from their number oneprogram. But most graduate school applicants will ultimately select the program that makes the “best”offer—an offer that needs to be seriously weighedon a host of the aforementioned and often conflictingconsiderations.

The “April madness” abounds with such quan-daries as: “Should I take Program X with the best train-ing but with no financial aid or Program Y with solidtraining and half tuition remission for 4 years?”; “Twoprograms have offered the same money, but the onethat I prefer is 600 miles from my partner. What shouldI do?”; “My top program guaranteed me a teaching as-


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TABLE 7-3. Median Assistantship Stipends in Psychology

Doctoral students Master’s students

Teaching assistantship $10,617 $5,000Research assistantship $10,065 $5,000Fellowship/scholarship $11,500 $2,000Traineeship $13,658 $6,000

Note. Data from Norcross, Kohout, & Wicherski (2005).

sistantship that requires 15 hours a week. My fourthchoice is offering tuition remission and a fellowship.Any advice?”

Our advice centers on using systematic decisionmaking. Begin by gathering all the salient data by interviewing program faculty and students, consultingpublished materials, and speaking with your mentors.Prioritize your primary reasons for selecting one pro-gram over another. Then develop a decision-makinggrid that will assist you in ranking your choices.

Two practical articles describe in detail how toapply decision-making techniques to choosing psychol-ogy programs and internships. Jacob’s (1987) decisiongrid asks candidates to evaluate training programsalong criteria that are important to them. You weighthose criteria that are more important to you corre-spondingly higher. You then tally the ratings for eachtraining program to make the final decision. While itmay sound a bit over-intellectual, in practice we havefound that the decision grid forces students to identifythe criteria that they value most highly.

Stewart and Stewart (1996) describe a paired- comparison ranking technique, a method originallytraced back to psychophysiological methods developedby Gustav Fechner. The first step of this technique isto select the relevant personal, professional, and prac-tical criteria that you will use in comparing programsto one another. Consult the preceding pages to iden-tify these criteria; more importantly, conduct an honestself-evaluation to determine which of these lie in yourheart. The second step involves prioritizing these se-lection criteria. Do this by writing the name of eachcriterion on a single index card or piece of paper, andthen forcing yourself to rank them in order. The thirdstep entails generating a list of programs that will becompared to one another. We suggest that you usethose programs that have accepted you or which haveplaced you on their waiting list.

The fourth step of the technique involves the ac-tual pairwise comparison of the programs. Write thenames of the graduate programs along one side of alarge piece of paper and the selection criteria on theother side. Which of the training programs most clearlysatisfies your criteria? Make a choice and allow no ties.For each criterion, put a hash mark across from theprogram that wins. The hash marks will be counted todetermine your choice.

Although the final result will generally agree withwhat you expected, the more productive outcome ofthese two decision-making techniques may be that theyforce you to view your selection decision from multipleperspectives and to prioritize numerous criteria. To be

sure, this is a complex method for a complex decision,but one that we and our students have repeatedlyfound surprisingly effective for making “impossible”choices more thoughtfully and systematically.

Finalizing Arrangements

An offer must eventually be formalized and specified inwriting. Verbal offers and verbal acceptances are bind-ing, but your acceptance of the offer should be in writ-ing at the end of the process. Likewise, assistantships,tuition waivers, and stipends should be guaranteed inthe written offer; respectfully insist that the financialarrangements be specified so that misunderstandingsdo not ensue. Should the offer be “contingent on ex-pected funding,” determine the odds of the fundingcoming through. No position is absolutely certain inlife, but some are more certain than others.

Weighing offers, negotiating financial aid, and deal-ing with rejections make this a heady period. Be care-ful not to get caught up in the experience and forget themost important point: accept one offer and confirm itin writing!

One of our students (the affable Jean Willi) wasoffered admission to a prestigious doctoral program,with financial assistance. He carefully considered alter-native offers, negotiated with other programs, leadingto predictable delays. He awoke one morning in acold sweat, realizing that he had turned down all otheroffers but had not formally accepted the offer of admis-sion and financial package from his school of choice.He was in graduate school purgatory! Although theschool was understanding and everything eventuallyworked out for Jean, because he missed the deadline,the school had the option of changing the financial aidpackage, or even revoking the offer of admission. Themoral of the story: don’t pull a Willi! Be clear and de-cisive and put it in writing.

Figure 7-1 presents a representative letter of accept-ance. Note that the letter should explicitly mentionany conditions of your acceptance, including financialassistance.

Once you have formally accepted an offer of ad-mission in writing, two small matters of etiquette re-main: (1) informing other programs who have acceptedyou, and (2) expressing your appreciation to thosementors who wrote letters of recommendation onyour behalf and on their own time. Figure 7-2 offers asample letter declining an offer of admission. It shouldbe succinct yet polite. Thereafter, send a brief e-mailor thank-you note to those who have assisted youthrough your graduate application journey. They will


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be interested in the outcome of your applicationprocess and may well join the ensuing celebration!

If Not Accepted

What happens if you are not accepted anywhere? Thegrim truth is that about one-third of the entire appli-cant pool to APA-accredited clinical and counselingpsychology programs will not make it in a given year.There are at least five alternatives:

1. Contact the APA Education Directorate in earlyMay and request a copy of the “Graduate School Open-ings List.” This document contains a list of graduateprograms in psychology that still have openings for stu-dents in the fall. Although there are no APA-accreditedclinical or counseling doctoral programs and only afew nonclinical doctoral programs on the list, you mayfind other programs of interest to you. To review thelistings, go to the APA Web site in May at www.apa.org/ed/graduate/homepage.html.

2. Apply to master’s programs in clinical or coun-seling psychology. Master’s degrees are frequent step-ping stones to the doctorate in ps6ychology. Althoughtaking your master’s at one institution and transferringto another for the doctorate is not as efficient as beingadmitted directly into a doctoral program, there areadvantages nonetheless. One is that the acceptanceodds are more favorable—49% for master’s programsin clinical psychology and 67% for master’s in coun-seling psychology on average (Norcross, Kohout, &Wicherski, 2005). A second advantage is that a fewyears of graduate training in psychology can improveyour grade point average, GRE Psychology Test score,clinical acumen, and research skills. A third plus is anopportunity to confirm that psychology is the careerfor you. A cruel irony of baccalaureate recipients ad-mitted directly into doctoral programs is that they havelittle direct contact with the field they claim as theirlifelong career! A fourth advantage is exposure to twicethe number of faculty supervisors and theoretical ori-entations. A fifth and final advantage is the flexible


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March 25, 2008

Annika Jones, Ph.D.Director, Admissions CommitteeDepartment of PsychologyUniversity of Western States13 Orangegrove DriveWilksville, CA 98765

Dear Dr. Jones:

I am pleased to accept your offer of admission to the University of Western State’sPh.D. program in counseling psychology as a full-time matriculated student begin-ning in the Fall 2009 term. My acceptance is predicated on the conditions outlinedin your letter of March 20th (attached), including full tuition remission for threeyears. I appreciate your confidence in me and very much look forward to joiningthe counseling psychology program.

Sincerely yours,

Chris Smith

FIGURE 7-1. Sample letter of acceptance.

course offerings—part-time study and, frequently, nightcourses are available in master’s programs (Actkinson,2000).

Selecting a quality master’s program in psychologymay be a key to eventual admission into a doctoralclinical program. By all means try to avoid master’sprograms that have come to be pejoratively called“money mills.” These programs exhibit most or all ofthe following features: accepting a very high percent-age (80% plus) of applicants; offering courses only inthe evening or largely by part-time faculty; providingno funded graduate assistantships; being reluctant orunwilling to state what percentage of their graduatesgo on to doctoral programs; declaring openly theirdisinterest in research; requiring little undergraduatepreparation in psychology; and communicating greaterinterest in filling classroom seats than in attracting qual-ified students.

By contrast, quality terminal master’s programs inpsychology can be roughly assessed by three criteria:exhibiting few of the aforementioned characteristics of“money mills”; holding a favorable reputation amongthe psychological community; and faculty producing

published research. Gordon (1990) lists 20 Americanmaster’s programs ranked highest in productivity in 15APA journals; interested students are directed to thatarticle.

In addition to the foregoing research-based article,we heartily recommend that you consult an extensivecompilation of master’s programs in psychology. Theclassic is APA’s (2007) Graduate Study in Psychology,which lists hundreds of master’s (and doctoral) pro-grams in psychology throughout the United States andCanada. To order, go to APA’s Web site where you canpurchase a hard copy or purchase a three-month elec-tronic access. Another source, consisting of over 260master’s programs, is Master’s Programs in Psychologyand Counseling Psychology (Buskist & Mixon, 1998).To order, call 1-800-278-3525 or e-mail [email protected].

3. Apply to doctoral programs that are not accred-ited by APA. In general these programs fit into one oftwo categories. They may be credible institutions thatsimply have not been around long enough to gainAPA approval. Programs cannot apply for accreditation


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March 25, 2008

Annika Jones, Ph.D.Director, Admissions CommitteeDepartment of PsychologyUniversity of Western States13 Orangegrove DriveWilksville, CA 98765

Dear Dr. Jones:

I was pleased to receive your March 19th letter offering me admission to the Psy.D.program in clinical psychology at the University of Western States. I thoroughlyenjoyed speaking with you and your colleagues and appreciated your generousoffer of financial assistance. Unfortunately, I can only accept one admission offer,and I must regrettably decline your attractive offer. Please extend my genuinethanks and best wishes to the entire admissions committee.

Sincerely yours,

Chris Smith

FIGURE 7-2. Sample letter declining an admission offer.

until they have graduated students, which takes sev-eral years. Usually these programs are planning on ap-plying for accreditation as soon as they are eligible.

However, there is a second category of institutionnot accredited by APA. These programs usually do notconform to APA standards and often do not even at-tempt to gain accreditation. The quality of these pro-grams is often considerably lower than those of theAPA-accredited programs. Because of their status,non-APA-accredited programs typically provide greaterprobabilities for acceptance. If you do apply to suchprograms, by all means determine why they are notaccredited, and whether their students are able to gainadmission into credible internships and, later, to be-come licensed psychologists. You should refer to themost recent edition of APA’s Graduate Study in Psy-chology to explore these and other programs.

4. Decide against a doctorate in clinical or coun-seling psychology. If your goal is to become a re-searcher or a practitioner, psychology is not your onlyoption. Reexamine the other choices listed in Chapter 1and consult your advisors to see if one of these optionsis suited to your needs.

5. Apply again in a year or two to APA-accreditedprograms. Knowing the criteria used by graduateschools, take a realistic look at what seem to be thelimitations in your application. Many students continueto resubmit the same rejected application year afteryear to no avail; “doing more of the same” typicallyresults in more of the same misery.

Another year can be an opportunity to remediateyour weaknesses. Were your GREs low? Take a profes-sional preparation course and retake the test. Was yourGPA a bit low? Then take some additional courses orretake some old courses in which you did not performyour best to improve it. Take some graduate coursesin psychology on a nonmatriculating basis to demon-strate your ability. Were you short on research skills?Then take 1 or 2 years and acquire a research position,paid or volunteer, in a psychology or psychiatry de-partment. Did you lack significant clinical experience?Then spend a night or two a week working for a sui-cide hot line or find a job at a women’s shelter. Wereyour letters of recommendation tepid or brief? Thenacquaint yourself better with potential referees so theycan write a positive and detailed letter.

Another year can also provide an opportunityto enhance your interview style or to acquire better

matches with graduate faculty members. Some appli-cants find themselves in the position of perennial“bridesmaids” or “best men,” not because their creden-tials were inadequate, but because their interview styleor matching potential was a tad weak. Spend the extramonths improving your interpersonal presentation andinvestigating programs that promise to be better fitswith your interests.

The so-called gap year is not intended as a vaca-tion or a “year off.” Instead, it is a year dedicated toimproving your credentials and working hard at whatinterests you. When friends or parents ask what youare doing on your purported “year off,” we believe theappropriate response is to proudly reply, “Preparingfor my career in clinical/counseling psychology!”

In summary, reread this text and conduct a rigor-ous self-assessment of where you are and where youwant to be. If you’re still set on a career in clinical orcounseling psychology, be prepared to take the timeand energy to make yourself a better applicant. Espe-cially if you are still in college and had planned to gostraight on to graduate school, take time to gain somelife experiences. Age and experience can work in yourfavor, and they will certainly help you better defineyour goals next time through the application process.

Two Final Words

Realism and persistence. Be realistic about your cre-dentials, capacities, and acceptance odds. Some appli-cants refuse to accept the hard facts of the admissionprocess and tragically resubmit the identically flawedapplication year after year to no avail. An honestevaluation of your credentials, perhaps with the assis-tance of an experienced professor, will enable you tostrengthen your application, select more appropriateprograms, or reevaluate your career decisions. Thisis not to dissuade or discourage you; it is realistic encouragement.

And be persistent! Many successful psychologistshave required two or three tries to get into a doctoralprogram. Thousands of clinical and counseling psy-chologists have earned a master’s degree at one insti-tution before moving on to receive a doctorate at adifferent university. There is no shame in reaching forthe stars; the real loss is not to reach at all.

We hope the information and suggestions con-tained in this Insider’s Guide have been helpful toyou. We wish you the best success in the applicationprocess and in graduate school.


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REPORTS ON COMBINEDPROFESSIONAL–SCIENTIFICPSYCHOLOGY PROGRAMS

University at Buffalo/State Universityof New York (Ph.D.)(counseling/school)Department of Counseling, School, & EducationalPsychologyBuffalo, NY 14260phone#: (716) 645-2484e-mail: [email protected] address: www.gse.buffalo.edu/DC/CEP/CP.html

1 2 3 4 5 6 7

Practice oriented Equal emphasis Research oriented

Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied behavioral analysis/Radical behavioral 50%Family systems/Systems 25%Existential/Phenomenological/Humanistic 5%Cognitive/Cognitive-behavioral 25%

Courses required for incoming students to havecompleted prior to enrolling:Most students have a B.S. in psychology.

Recommended but not mandatory courses:None

GRE meanVerbal 602 Quantitative 618 Analytical Writing 5.0

GPA meanOverall GPA 3.7

Number of applications/admission offers/incomingstudents in 2007Not reported

% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%

Approximate percentage of students who areWomen: 85% Ethnic Minority: 20% International: 0%

Average years to complete the doctoral program(including internship): 5 years

Personal interviewRequired in person

Attrition rate in past 7 years: 0%

Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 82%

Formal tracks/concentrations: none

Research areas # Faculty # Grantsassessment 4 0family therapy 1 0health psychology 4 3multicultural psychology 1 0rehabilitation psychology 2 0vocational psychology 2 0

Clinical opportunitiesVery diverse, including schools, community agencies, andhospitals in urban, suburban, and rural areas.

University of California–Santa Barbara(Ph.D.)(clinical/counseling/school)Department of Counseling, Clinical and SchoolPsychologySanta Barbara, CA 93106phone#: (805) 893-3375e-mail: [email protected],[email protected] address: education.ucsb.edu/ccsp/

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 30%Applied behavioral analysis/Radical behavioral 20%Family systems/Systems 30%Existential/Phenomenological/Humanistic 20%Cognitive/Cognitive-behavioral 60%Developmental 30%Feminist 20%

Courses required for incoming students to havecompleted prior to enrolling:None

Recommended but not mandatory courses:Human development, personality or abnormal psychology,research design or statistics, biopsychology

GRE meanVerbal 600 Quantitative 650

GPA meanJunior/Senior GPA 3.71

Number of applications/admission offers/incomingstudents in 2007331 applied/28 admission offers/19 incoming


Approximate percentage of incoming students with aB.A./B.S. only: 50% Master’s: 50%



Personal interviewPreferred in person but telephone acceptable


REPORTS ON COMBINED PROFESSIONAL–SCIENTIFIC PSYCHOLOGY PROGRAMS

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Formal tracks/concentrations: counseling, clinical, school

Research areas Autism Neuropsychological Career counseling assessmentCounseling LGBT clients Psychological assessmentCross-cultural counseling PsychotherapyFamily violence School (violence/safety/Learning disabilities bullying)Mental health services for Substance abuse

high-risk families, children

Clinical opportunitiesAutism Inpatient psychiatricCareer counseling hospitalChild abuse NeuropsychologicalCommunity LGBT agency personality assessmentCommunity mental health School interventionsEating disorders University counselingFamily therapy

Florida State University (Ph.D.)(counseling/school)Psychological Services in Education ProgramDepartment of Educational Psychology and LearningSystems307 Stone BuildingTallahassee, FL 32306-4453phone#: (904) 644-8796e-mail: [email protected] address: www.epls.fsu.edu/general/programs.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:None required; core psychology (e.g., statistics, research)highly recommended

Recommended but not mandatory courses:Core psychology recommended

GRE meanVerbal 570 Quantitative 610Analytical Writing 4.5–5.0





Approximate percentage of students who areWomen: 60% Ethnic Minority: 20%International: not reported

Average years to complete the doctoral program(including internship): 6.5 years

Personal interviewVery strongly encouraged; telephone acceptable underunique circumstances

Attrition rate in past 7 years: 10–15%


Formal tracks/concentrations: counseling and schoolpsychology

Research areas # Faculty # Grantscareer development 2 2counseling/psychotherapy 4 1school/community interventions 3 1gifted/talent development 2 2

Clinical opportunitiesAdult learning and evaluation center (diagnose learning

disabilities and prescribe treatments to young adults)Full-service career centerHuman services center (general psychological services to

5-county area)Community placements in variety of mental health, medical

and behavioral health care agenciesUniversity counseling center

Hofstra University (Ph.D.)(clinical)Department of PsychologyHempstead, NY 11549phone#: (516) 463-5662e-mail: [email protected] address: www.hofstra.edu/clinicalpsy

1 2 3 4 5 6 7




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Courses required for incoming students to havecompleted prior to enrolling:Statistics, research design

Recommended but not mandatory courses:Yes

GRE meanVerbal 603 Quantitative 683Advanced Psychology 654Analytical Writing 5.0




Approximate percentage of incoming students with aB.A./B.S.only: 75% Master’s: 25%




Attrition rate in past 7 years: 10.9%

Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 0%Not used by program until 2009–10 when it is required forall students


Research areas # Faculty # Grantsaddictive behaviors (smoking, 3 1

obesity, etc.)anger disorders 2 0attitudes and attitude change 1 0behavior analysis 3 0behavior modification (in industry, 2 0

professional sports, depression,anxiety, social skills)

biofeedback 1 0body image 2 0communication of emotions 1 0cross-cultural psychology 2 0depression 1 0family process/therapy 1 0human error 1 0infant/toddler development 1 0normal and abnormal personalities 2 0prevention of childhood disorders 2 0psychotherapy for anger, guilt, 1 2

fear, and anxietyquantitative research methods 2 0

rational-emotive/behavior therapy 1 0for marital therapy

schizophrenia 2 1self-report validity 1 0sexual dysfunctions 1 0verbal behavior 1 0work attitudes and scholarly 1 0

activities

Clinical opportunitiesProfessional services are offered to the community and toHofstra University students. Placement throughout the NewYork City metro area.

James Madison University (Psy.D.)(clinical/school)Department of Graduate PsychologyHarrisonburg, VA 22807-7401phone#: (540) 568-7857e-mail: [email protected] address: www.psyc.jmu.edu/cipsyd/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Students are required to have a master’s degree in apsychology-related field.

Recommended but not mandatory courses:Master’s degree and professional experience


GPA meanMaster’s GPA 3.8






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Personal interviewRequired




Research areas # Faculty # Grantsattachment theory 1 0integrative theory 4 0beliefs and values 3 2clinical training processes 3 0depression and suicide 1 0biofeedback 1 1family processes 2 0international/cultural issues 4 1parent–child interaction 2 0social motivation and affect 1 0social/skill development 4 0supervision and leadership 1 0theoretical unification 1 0traumatic brain injury 1 0treatment outcomes 1 0

Clinical opportunitieschild/family therapy multidisciplinary assessmentcounseling and neuropsychology

psychological clinic outpatient private practiceforensic assessment school assessmentinpatient/hospital practice supervision/leadershiplearning disabilities

Northeastern University (Ph.D.)(counseling/school)Department of Counseling and Applied EducationalPsychologyBouve College of Health Sciences203 Lake HallBoston, MA 02115phone#: (617) 373-2708e-mail: [email protected] address:www.bouve.neu.edu/programs/combined/index.php

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:We require a master’s degree in a field (applied preferred)of psychology


GRE meanVerbal 500 Quantitative 500Analytic Writing not reported

GPA meanOverall GPA 3.0 Psychology GPA 3.0









Formal tracks/concentrations: school psychology,counseling psychology

Research areas # Faculty # Grantsconsultation with telecommunication 1 1counseling needs of minorities 1 1early intervention 1 1eating disorders 1 1forensics in juvenile crime 1 1impact of managed care on 1 0

clinical trainingleadership development 3 1neuropsychological function 1 0spatial ability and 2 0

cognitive transfer

Clinical opportunitiesStudents have the opportunity to work with families,women, men, psychotics, chronically ill, autistic, etc.Training settings in the Boston area include all manners ofethnic and cultural diversity, medical, mental health, andprivate care facilities. Virtually everything and every kind ofexperience is available to students in a supervised setting.


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Ontario Institute for Studies inEducation (Ph.D.)(clinical/school)Department of Human Development and AppliedPsychologyOISE/University of Toronto252 Bloor Street WestToronto, Ontario M5S 1V6 Canadaphone#: (416) 923-6641, ext. 2492e-mail: [email protected] address:hdap.oise.utoronto.ca/pages/schoolClnChldPsych.html

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 11%Applied behavioral analysis/Radical behavioral 11%Family systems/Systems 11%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 22%Other-Psychoeducational 45%

Courses required for incoming students to havecompleted prior to enrolling:6 six credit courses (or its equivalent) in psychology, 3 ofwhich must be at a senior level; at least 3 credit courses inresearch methods

Recommended but not mandatory courses:History and systems in psychology, developmentalpsychology, biological, social, and cognitive/affective basesof behavior.

GRE meanWe do not require GRE scores.

GPA meanStudents must have the equivalent of at least an A– (3.7) atthe University of Toronto to be considered for the program,but most have an A average.

Number of applications/admission offers/incomingstudents in 2007450 applied/27 admission offers/24 incomingAdmission numbers include the 6 students who areproceeding from the M.A. to the Ph.D.





Personal interviewNot required as part of admission process




Research areas # Faculty # GrantsADHD 4 9anxiety disorders 2 2behavioral/cognitive behavioral 2 2

interventionchild epilepsy 1 1child maltreatment 2 1cognition (critical thinking, 2 2

intentional learning)cross-cultural psychology 3 3developmental psychopathology 4 5emotions 3 3fetal alcohol disorder 1 1gender identity disorder 1 1hypothyroidism 1 1learning disabilities 4 4math and technology 2 1parenting 3 3peer relations 2 2reading/literacy 5 7social cognition (theory of mind, 3 2

moral development)young offenders/children’s rights 2 1

Clinical opportunitiesADHD Hospital for Sick Childrenanxiety/mood (HSC)autism learning disabilitiesBloorview-MacMillan Centre mental retardation

for Addiction and Mental OISE/University of Toronto, Health (CAMH) Integra

developmental physical disabilitiesfamily psychoeducationalfamily life center Surrey Placefire setting traumatic brain injurygender identity TREADD

Pace University (Psy.D.)(school/clinical)Department of PsychologyNew York, NY 10038phone#: (212) 346-1506e-mail: [email protected] address:www.pace.edu/dyson/psychology/psydgi.html

1 2 3 4 5 6 7




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Courses required for incoming students to havecompleted prior to enrolling:General psychology, experimental psychology, statistics,developmental psychology, learning, personality,psychopathology


GRE meanVerbal + Quantitative 1300Analytical Writing not reported



% of students receiving:Full tuition waiver only: 25% partial tuition waiverAssistantship/fellowship only: 25%Both full tuition waiver & assistantship/fellowship: 0%



Average years to complete the doctoral program(including internship): 5.7 years (varies from year to year)

Personal interviewRequired in person (on occasion grant telephone interviews)

Attrition rate in past 7 years: 5–10%



Research areas # Faculty # Grantscommunity psychology 1 0gender 2 0infant and early childhood 3 0learning disabilities 1 0learning 1 0multicultural 2 0posttraumatic stress disorder 1 0psychometric 3 0

Clinical opportunitiesearly childhood neuropsychological assessmentpsychotherapy many, varied opportunities available

Utah State University (Ph.D.)(clinical/counseling/school)Department of PsychologyLogan, UT 84322-2810phone#: (435) 797-1460e-mail:[email protected] address:www.coe.usu.edu/psyc/programs/phd_combined/index.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:General psychology, developmental psychology, learning,elementary statistics, personality, physiological, abnormal

Recommended but not mandatory courses:Introduction to counseling, cognitive psychology, socialpsychology

GRE meanVerbal 540 Quantitative 680Verbal + Quantitative 1220Analytical Writing not reported










Formal tracks/concentrations: child clinical/school,health/neuropsychology

Research areas # Faculty # Grantsaddiction/substance abuse 1 0ADHD 1 0behavioral medicine/health 3 2

psychologychild behavior problems 4 2childhood/adolescent depression 2 0Native American mental health 1 0rural mental health 2 1school behavioral assessment 1 0


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Clinical opportunitiesbehavioral medicine Head Startcardiac rehabilitation minority mental healthchronic mental health neuropsychologycommunity mental health pediatric psychologydisabilities student counseling centerearly intervention student wellness centereating disorders

Yeshiva University (Psy.D.)(clinical/school)Ferkauf Graduate School of PsychologyBronx, NY 10461phone#: (718) 430-3945e-mail: [email protected] address:www.yu.edu/ferkauf/page.aspx?id=733&ekmensel=242_submenu_290_btnlink

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Statistics, abnormal psychology, child development


GRE meanVerbal 593 Quantitative 680Analytical Writing 5.0





Approximate percentage of students who areWomen: 70% Ethnic Minority: 18% International:



Attrition rate in past 7 years: not reported


Formal tracks/concentrations: child psychotherapy

Research areas # Faculty # GrantsADHD 2 0adolescence 2 0assessment 3 0attachment 3 0behavioral interventions 3 0early childhood 2 0fathering 2 0learning disabilities 3 0multicultural issues 3 1nontraditional families 2 0professional issues 3 0social-emotional correlates 2 1symbolic play 1 0

Clinical opportunitiesbilingual/multicultural family–school collaborationChild/adolescence parent trainingearly childhood school age


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REPORTS ON INDIVIDUALCLINICAL PSYCHOLOGYPROGRAMS

Adelphi University (Ph.D.)Derner Institute of Advanced Psychological StudiesGarden City, NY 11530phone#: (516) 877-4800fax#: (516) 877-4805email: [email protected] address: derner.adelphi.edu/doctoral

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Statistics, experimental methods, developmentalpsychology, abnormal psychology

Recommended but not mandatory courses:none

GRE meanVerbal 620 Quantitative 660Analytical Writing not reportedAdvanced Psychology 660






Average years to complete the doctoral program(including internship): not reported




Formal tracks/concentrations: child psychotherapy

Research areas # Faculty # Grantschange processes 2 0creativity 1 1developmental 1 1

developmental (lifespan) 1 1equity in personal relationships 1 1group process 2 0health psychology 1 1marriage 1 1psychoanalysis 8 3psychotherapy process 3 2unconscious processes and 1 0

motivation

Clinical opportunitiespsychoanalytic psychotherapy psychotherapy integrationaddiction short-term psychotherapychild, adolescent, and family neuropsychological group therapy assessment

Adler School of ProfessionalPsychology (Psy.D.)65 East Wacker Place, #2100Chicago, IL 60601-7203phone#: (312) 201-5900admissions: (312) 201-5900 ext 222e-mail: [email protected] address:www.adler.edu/academics/4211DoctorofPsychologyinClinicalPsychologyPsyD.asp

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Advanced abnormal psychology, general psychology,psychometrics, theories of personality, and others to total18 credits


GRE meannot reported

GPA meannot reported




REPORTS ON INDIVIDUAL CLINICAL PSYCHOLOGY PROGRAMS

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Approximate percentage of students who areWomen: 79.6% Ethnic Minority: 28.8% International: 2%



Percentage of students applying for internship lastyear accepted into APPIC or APA internships:67% APPIC26% APA/CPA

Formal tracks/concentrations: Adlerian psychotherapy,clinical neuropsychology, child & adolescence, grouppsychotherapy, primary care psychology, substance abusetreatment, marriage & family


Research areas # Faculty # Grantsadult human development 1 0disabled children and coping 2 0neuropsychology of offenders 4 1community clinical 1 1

Clinical opportunitiesDepartment of Corrections schoolsdevelopmental disabilities hospitalshalfway release programs Community Mental Health

for sex offenders Centers

University of Alabama at Birmingham(Ph.D.)Department of PsychologyCH 4151530 3rd Avenue SouthBirmingham, AL 35294-1170phone#: (205) 934-8723e-mail: [email protected] address: www.psy.uab.edu/medpsych.htm

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 30%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 0%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 70%Health psychology 100%

Courses required for incoming students to havecompleted prior to enrolling:At least 18 credit hours of psychology, including statistics;at least 18 credit hours of life sciences (the number ofhours are recommended, not required)

Recommended but not mandatory courses:Psychopathology, learning, cognitive psychology, socialpsychology

GRE meanVerbal 560 Quantitative 700Analytical Writing & Subject Test not required for admission










Formal tracks/concentrations: medical/clinicalpsychology, neuropsychology, pediatric psychology,geropsychology

Research areas # Faculty # Grantsaging 3 6behavioral medicine 2 2developmental disabilities 6 16eating disorders 1 1neuropsychology 3 2psychophysiology 1 1substance abuse 3 5

Clinical opportunitiesbehavioral medicineneuropsychology

University of Alabama at Tuscaloosa(Ph.D.)Department of PsychologyP. O. Box 870348Tuscaloosa, AL 35487-5083phone#: (205) 348-1919e-mail: [email protected] address:psychology.ua.edu/academics/graduate/clinical/clinical.html

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124


Courses required for incoming students to havecompleted prior to enrolling:Undergrad statistics, research methods, abnormal psychology



GPA meanOverall GPA 3.6 Psychology GPA 3.7Junior/Senior GPA 3.7









Formal tracks/concentrations: health, child,geropsychology, psychology & law

Research areas # Faculty # Grantsadult psychopathology 3 2affective disorders/depression 1 0aging 5 3assessment 1 0behavioral medicine 3 2biofeedback 0 0child clinical 4 3clinical judgment 0 0cross-cultural psychology 2 2forensic 4 0pain management 1 1professional issues 2 0psychotherapy process and outcome 2 0social skills 2 1violence/abuse 2 2

Clinical opportunitiesautism parent–child interactionconduct disorder anxietyfactitious disorder chronic mental illnessforensic psychology neuropsychologicalgerontology assessmenthealth promotion behavior sleep disorderspain management

University at Albany/State University ofNew York (Ph.D.)Department of Psychology1400 Washington AvenueAlbany, NY 12222phone#: (518) 442-4820e-mail: [email protected] address: www.albany.edu/psy/gradclinical.html

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Courses required for incoming students to havecompleted prior to enrolling:18 semester hours in psychology, including classes instatistics and experimental design


GRE meanVerbal 643 Quantitative 669Advanced Psychology 669 Analytical Writing 5.1









125


Percentage of students applying for internship lastyear accepted into APPIC or APA internships:not reported


Research areas # Faculty # Grantsanxiety disorders 1 0autism/developmental disabilities 1 3behavioral medicine 2 0children 4 1eating disorders 1 1neuropsychology 1 0psychopathology 1 0substance abuse/addiction 2 2

Clinical opportunitiesaddictive disorders childrenadolescents cross-cultural issuesanxiety disorders eating disordersautism/developmental neuropsychology

disabilitiesbehavioral medicine/

health psychology

Alliant International University–Fresno(Ph.D.)5130 East Clinton WayFresno, CA 93727phone#: (866) 825-5426e-mail: [email protected] address: www.alliant.edu/cspp

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:If no BA in psychology or score is below the 80thpercentile on the Advanced Psychology GRE, then thefollowing are required: statistics, tests & measurements,abnormal psychology and one of the following:experimental psychology or physiological psychology orlearning theory.

Recommended but not mandatory courses:Refer to above.

GRE meanGRE scores are not used as part of the standard admissionsprocess.

GPA meanOverall 3.5






Personal interviewPreferred in person but telephone available



Formal tracks/concentrations: clinical forensic, child,health psychology

Research areas # Faculty # GrantsChild/Family 2 not reportedClinical Forensics 1Health Psychology 4Multicultural Psychology 4Play Therapy 1

Clinical opportunitiesOver 125 field placements in almost all areas ofpsychology, including inpatient, outpatient, and residentialtreatment programs for children, adolescents, and adults,hospitals

Alliant International University–Fresno(Psy.D.)5130 East Clinton WayFresno, CA 93727phone#: (866) 825-5426e-mail: [email protected] address: www.alliant.edu/cspp

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126

Courses required for incoming students to havecompleted prior to enrolling:If no BA in psychology or score is below the 80thpercentile on the Advanced Psychology GRE then thefollowing are required: statistics, tests & measurements,abnormal psychology and one of the following:experimental psychology or physiological psychology or learning theory.

Recommended but not mandatory courses:Please refer to above.

GRE meanGRE scores are not used as part of the standard admissionsprocess

GPA mean3.42


% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 5%




Personal interviewPreferred in person but telephone available


Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 90%accepted into APPIC or APA internships. 10% accepted intoCAPIC-member internships.

Formal tracks/concentrations: clinical forensic emphasis,ecosystemic child emphasis, health psychology emphasis

Research areas # Faculty # Grantschild and family 3 not reportedclinical forensics 1health psychology 6integrative psychology 1multicultural psychology 3play therapy 2psychology of women 3

Clinical opportunitiesinpatient college counseling centersoutpatient mental health centersresidential treatment forensic

programs for children/ ethnic minority populationsadolescents/adults women

behavioral health/ gay/lesbiansneuropsychological disabledpopulations

Alliant International University–Los Angeles (Ph.D.)1000 South Fremont Avenue, Unit 5Alhambra, CA 91803-1360Phone: (866) 825-5426e-mail: [email protected] address: www.alliant.edu/cspp

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 15%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 15%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 15%Research 50%

Courses required for incoming students to havecompleted prior to enrolling:If no BA in psychology or score is below the 80thpercentile on the Advanced Psychology GRE, then thefollowing are required: statistics, tests & measurements,abnormal psychology and one of the following:experimental psychology or physiological psychology or learning theory.



GPA meanOverall 3.53









Formal tracks/concentrations: family/couple, healthpsychology, multicultural community


127

Research areas # Faculty # Grantschemical dependency 1 not reportedfamily and couple 2health psychology 4integrative psychology 1multicultural/community 3psychology of women 3trauma and PTSD 1

Clinical opportunitiesWe have over 125 field placements in almost all areas ofpsychology including inpatient, outpatient, and residentialtreatment programs for children, adolescents, and adults

Alliant International University–Los Angeles (Psy.D.)1000 South Fremont Avenue, Unit 5Alhambra, CA 91803-1360Phone: (866) 825-5426e-mail: [email protected] address: www.alliant.edu/cspp

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Courses required for incoming students to havecompleted prior to enrolling:If no BA in psychology or score is below the 80thpercentile on the Advanced Psychology GRE then thefollowing are required: statistics, tests & measurements,abnormal psychology and one of the following:experimental psychology or physiological psychology or learning theory.

Recommended but not mandatory courses:Please refer to above.

GRE meanGRE scores are not used as a part of the standardadmissions process.

GPA mean3.22


% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 5%Both tuition waiver & assistantship/fellowship: not reported






Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 8%accepted into APPIC or APA internships. 92% accepted intoCAPIC-member or equivalent internships.

Formal tracks/concentrations: family/couple, healthpsychology, multicultural community

Research areas # Faculty # GrantsDepression and Anxiety 1 not reportedFamily and Couple 6Health Psychology 4Interpersonal Processes 3Multicultural and Community 6

IssuesPediatric Psychology 1Trauma and PTSD 2

Clinical opportunitiesWe have over 125 field placements that specialize in almostall areas of psychology including inpatient, outpatient, andresidential treatment programs for children, adolescents,and adults, hospitals specializing in behavioral health andneuropsychological populations, college counseling centers,mental health centers, forensic sites, and placementsspecializing in the treatment of specific ethnic minoritypopulations, women, gay/lesbians, and the disabled.

Alliant International University–San Diego (Ph.D.)10455 Pomerado RoadSan Diego, CA 92131-1799phone#: (866) 825-5426e-mail: [email protected] address: www.alliant.edu/cspp

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Courses required for incoming students to havecompleted prior to enrolling:If no BA in psychology or score is below the 80thpercentile on the Advanced Psychology GRE, then thefollowing are required: statistics, tests & measurements,


128

abnormal psychology and one of the following:experimental psychology or physiological psychology or learning theory.









Personal interviewRequired in person (telephone interviews may beconsidered).



Formal tracks/concentrations: family/child emphasis,family track, forensic psychology emphasis, health track,multicultural emphasis, psychodynamic emphasis

Research areas # Faculty # Grantsbehavioral assessment 3 not reportedclinical forensics 1family/child 6health psychology 5multicultural 4pediatric and child psychology 4trauma and PTSD 4

Clinical opportunitiesWe have over 85 field placements in almost all areas ofpsychology, including inpatient, outpatient, and residentialtreatment programs for children, adolescents, and adults

Alliant International University–San Diego (Psy.D.)10455 Pomerado RoadSan Diego, CA 92131-1799phone#: (866) 825-5426e-mail: [email protected] address: www.alliant.edu/cspp

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Personal interviewRequired in person (telephone interviews may beconsidered).



Formal tracks/concentrations: family/child emphasis,family track, forensic psychology emphasis, integrativepsychology emphasis, multicultural emphasis,psychodynamic emphasis

Research areas # Faculty # Grantsbehavioral assessment 1 not reportedchemical dependency 3child and adolescent 4couples and family 4forensic psychology 3


129

health psychology 3integrative psychology 1multicultural and community 5


Alliant International University–San Francisco (Ph.D.)One Beach Street, Suite 100San Francisco, CA 94133phone#: (866) 825-5426e-mail: [email protected] address: www.alliant.edu/cspp

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Number of applications/admission offers in 200783 applied/45 admission offers/28 incoming




Average years to complete the doctoral program(including pre-doc internship): 6.6 years




Formal tracks/concentrations: family/child/adolescentpsychology, gender studies, health psychology,multicultural/community psychology, program evaluation,organizational assessment and consultation

Research areas # Faculty # Grantschemical dependency 2 not reportedfamily/child/adolescent 3gender studies and LGBT 6health psychology 3multicultural and community 4program evaluation 1psychology of women 3

Clinical opportunitiesinpatient mental health centersoutpatient forensicresidential treatment ethnic minority populations

programs womenbehavioral health/ gay/lesbians

neuropsychology disabledcollege counseling centers

Alliant International University–San Francisco (Psy.D.)One Beach Street, Suite 100San Francisco, CA 94133phone#: (866) 825-5426e-mail: [email protected] address: www.alliant.edu/cspp

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130











Formal tracks/concentrations: child & family track,family/child emphasis, forensic family/child track, genderstudies emphasis, health psychology emphasis, multiculturalcommunity emphasis, psychodynamic/adult psychotherapyemphasis

Research areas # Faculty # Grantschemical dependency 5 not reportedchild and family forensics 2family/child 7gender studies and LGBT Issues 6health psychology 4multicultural and community 11

issuespsychodynamics 3


American University (Ph.D.)Department of PsychologyWashington, DC 20016phone#: (202) 885-1726e-mail: [email protected] address:www.american.edu/cas/psych/clinicalprog.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:none

Recommended but not mandatory courses:psychology major, including experimental psychology,statistics

GRE meanVerbal 668 Quantitative 676 Advanced Psychology 697Analytical Writing 5.0





Approximate percentage of students who areWomen: 67% Ethnic Minority: 16% International: not reported





Formal tracks/concentrations:

Research areas # Faculty # Grantsaddiction 2 2anxiety disorders 1 0child 1 0coping 1 0depression 1 0eating disorders 1 0treatment cost effectiveness 1 0

Clinical opportunitiescognitive-behavior therapy psychological testingperson-centered therapy neuropsychological testingpsychodynamic therapy externships


131

Antioch University New England(Psy.D.)Department of Clinical Psychology40 Avon StreetKeene, NH 03431phone#: (603) 357-3122e-mail: [email protected] address: www.antiochne.edu/cp/

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 30%Applied behavioral analysis/Radical behavioral 10%Family systems/Systems 10%Existential/Phenomenological/Humanistic 10%Cognitive/Cognitive-behavioral 20%Integrative 20%

Courses required for incoming students to havecompleted prior to enrolling:Undergraduate or graduate degree in psychology ispreferred, at a minimum at least 15 credits of relevantcoursework is required.




Number of applications/admission offers/incomingstudents in 2007101applied/64 admission offers/36 incoming

% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 18% (small stipends)Both full tuition waiver & assistantship/fellowship: 0%






Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 76.9%

Formal tracks/concentrations: child clinical, assessment,adult psychotherapy, and heath psychology

Research areas # Faculty # Grantscommunity services 2 2children 2 0health psychology 1 1graduate training 2 0group 1 0multicultural psychology 1 0outcome evaluation 2 0women’s issues 2 0

Clinical opportunitiesassessment gay and lesbianbattering/abuse group therapybehavioral medicine health psychologychild clinical psychology neuropsychology/cognitive/behavioral therapy rehabilitationconduct disorders personality disorderscommunity services psychodynamiccounseling center rural psychologyfamily therapy school based: substance forensic abuse, supervision

Argosy University–Atlanta Campus(Psy.D.)Formerly—Georgia School of Professional Psychology980 Hammond Drive, Suite 100Atlanta, GA 30328phone#: (770) 671-1200 or (888) 671-4777e-mail: [email protected] address: www.argosy.edu/atlanta

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:General psychology, abnormal psychology, andstatistics/research methods

Recommended but not mandatory courses:Tests and measurement, physiological psychology, andpersonality theory

GRE meanVerbal 500 Quantitative 500Advanced Psychology not reported Analytical Writing not reported




132





Personal interviewOn-campus interview preferred; minimal requirement istelephone interview.



Formal tracks/concentrations: child/family, adultclinical, health psychology, neuropsychology/geropsychology

Research areas # Faculty # Grantsgeropsychology 0 0multicultural issues 3 0neuropsychology 3 0pediatric psychology 2 0psychological assessment 4 0short-term, dynamic therapy 1 0teenage sexuality 2 0

Clinical opportunitiesassessment health psychologyadult psychotherapy inpatient and outpatient child & adolescent clinical services

psychotherapy neuropsychologycrisis intervention rehabilitation medicineeducational assessments substance abuse

and consultation rehabilitationforensic psychology

Argosy University, Chicago Campus(Psy.D.)(formerly the Illinois School of ProfessionalPsychology)350 N. Orleans StreetChicago, IL 60654phone#: (312) 777-7600 or (800) 626-4123e-mail: [email protected] address: www.argosy.edu/colleges/psychology-behavioral-sciences/Default.aspx

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, abnormal psychology, statistics,tests and measures, personality


GRE meanNot reported







Personal interviewRequired in personPreferred in person but telephone acceptable (internationalstudents only)



Formal tracks/concentrations: child/adolescentpsychology, client-centered/experiential psychotherapies,diversity/multicultural psychology, family psychology,forensic psychology, health psychology, organizationalconsulting, psychoanalytic psychology, psychology &spirituality

Research areas # Faculty # Grantsadolescence and delinquency 1 0behavioral medicine 4 3diverse students’ needs 3 1eating disorders 1 0gay men adult development 2 0international psychology 1 0parenting 1 0person-centered interventions 2 0personality disorders 1 0


133

play therapy 1 0romantic relationships 1 0substance abuse 1 0therapist development 2 1therapy of severe mental illness 1 0trauma recovery 1 0women’s career choices 1 0

Clinical opportunitiesbehavioral medicine neuropsychologychild and adolescent person-centered and

psychology experiential psychotherapychronic mental illness personality disorderscognitive-behavioral prevention

psychotherapy psychoanalytic psychotherapycommunity psychology refugee populations/trauma couples and torture survivorseating disorders rehabilitationemergency crisis religiously committed clientsethnic-racial psychology school-based programsfamily psychology sexual abuseforensic psychology short-term psychotherapygay/lesbian/bisexual sports psychologygerontology substance abusegroup therapy victim/abuse/battering

Argosy University, Honolulu Campus(Psy.D.)400 ASB Tower, 1001 Bishop StreetHonolulu, HI 96813phone#: (808) 536-5555e-mail: [email protected] address:www.argosy.edu/honolulu/programdegrees.asp?plid=54

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:abnormal psychology, tests and measurements, personality,research methods, statistics



GPA meanOverall 3.7





Average years to complete the doctoral program(including internship): 5.72 years (mean); 5.43 (median)




Formal tracks/concentrations: child/family, diversity,health psychology

Research areas # Faculty # Grantsdiversity education 9 0gay/lesbian relationships 2 0health psychology 1 0neuropsychology 2 0children 3 0

Clinical opportunitieschild and adolescent outpatient treatment centersday treatment and hospice psychiatric, medical, and

programs veterans hospitalscommunity mental health public and private schools

centers state courts, prisonsdevelopmental evaluation substance abuse

clinics

Argosy University–Phoenix Campus(Psy.D.)American School of Professional Psychology2233 West Dunlap Avenue, Suite 150Phoenix, AZ 85021phone#: (602) 216-2600e-mail: [email protected] address:www.argosy.edu/phoenix/programdegrees.asp?plid=136

1 2 3 4 5 6 7




134

Courses required for incoming students to havecompleted prior to enrolling:Personality, abnormal psychology, test and measurement,psychological assessment, statistics or research methods.




Number of applications/admission offers/incomingstudents in 2006–2007137 applied/67 admission offers/48 incoming









Research areas # Faculty # Grantsdiversity 5 0learning disability/ADHD 1 0neuropsychology 1 0psychopharmacology 1 0geropsyhcology 1 0health 2 0

Clinical opportunitiesNone as a part of the school, but we do offer a diversearray of practicum placement in specialty clinics, includingbut not limited to sexual offender treatment, substanceabuse, pain management, neuropsychology, surgicalcenters, schools and specialty schools, inpatient andoutpatient psychotherapy, HIV/AIDS, and culturally diverse sites.

Argosy University–San Francisco BayArea Campus (Psy.D.)American School of Professional Psychology1005 Atlantic AvenueAlameda, CA 94501Telephone number: 1-866-215-2777Fax: (510) 217-4800

Email address: [email protected] [email protected]:www.argosy.edu/colleges/ProgramDetail.aspx?ID=732

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:abnormal, tests & measures, statistics or research methods,personality

Recommended but not mandatory courses:psychology major



Number of applications/admission offers/incomingstudents in 2007196 applied/124 admission offers

% of students receiving:Full tuition waiver only: not reportedAssistantship/fellowship only: not reportedBoth tuition waiver & assistantship/fellowship: not reported

Approximate percentage of incoming students with aB.A./B.S. only: Master’s:

Approximate percentage of students who areWomen:82% Ethnic Minority: 32% International: 5%


Personal interviewPreferred in person, but telephone acceptable.




Research areas # Faculty # GrantsHIV 1 0substance Abuse 1 0

Clinical opportunitiesfamily therapy University counseling forensic agencies departmentsneuropsychological cultural diversity (including

assessment Spanish and Asian dialects)severely disordered clients disability-focused agenciessubstance abuse treatment school-based agencies


135

Argosy University–SchaumburgCampus (Psy.D.)(Illinois School of Professional Psychology)Rolling Meadows, IL 60008phone#: (847) 290-7400e-mail: [email protected] address: www.argosy.edu/schaumburg

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Abnormal psychology, tests and measurement (or intro topsychological assessment), personality theory, introductorystatistics




Number of applications/admission offers/incomingstudents in 2007not reported







Percentage of students applying for internship lastyear accepted into APPIC or APA internships: notreported


Research areas # Faculty # GrantsADHD and child externalizing 1 0cultural bias in psychological testing 2 0effectiveness of process 2 1experiential therapy 3 1family therapy effectiveness 1 0men’s perception of psychotherapy 1 0multicultural training 2 1psychotherapy process and outcome 2 1stigma in mental illness identity 1 1substance abuse program evaluation 1 1treatment of domestic violence 2 0

Clinical opportunitiesNumerous sites available; more than 200 practicum sites ingreater Chicago area. Specialization sites include:

child and pediatric psychologycollege counseling centercommunity mental healthcorrectional psychologyfamily and marital counselingforensicshealth and medical psychologyinpatient psychiatric hospital, adult and adolescentneuropsychological assessmentrehabilitationseverely mentally illsubstance abuse

Argosy University–Twin Cities Campus(Psy.D.)Clinical Psychology ProgramGraduate AdmissionsArgosy University/Twin Cities1515 Central ParkwayEagan, MN 55121phone#: (888) 844-2004e-mail: [email protected] address: www.argosy.edu

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:4 psychology courses and 1 statistics course




136

GPA mean3.55 for students applying with a BA; 3.26 for studentsapplying with an MA




Approximate percentage of students who areWomen: 75% Ethnic Minority: 15% International: < 5%





Formal tracks/concentrations: forensic psychology,health psychology, psychology and trauma, child clinical

Research areas # Faculty # Grantsproperties of Rorschach 2 0psychotherapy outcome 2 0attachment disorders 1 0multicultural competence 2 0

Clinical opportunitiesOver 100 practicum sites in the greater Twin Cities area

Argosy University–Washington, DCCampus (Psy.D.)1550 Wilson Boulevard, Suite 600Washington, DC 22209phone#: 703-526-5800e-mail: [email protected] address: www.argosy.edu

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Statistics or research methods, abnormal psychology, plustwo other psychology courses







Approximate percentage of students who areWomen: 81.5% Ethnic Minority: 31% International: not reported





Formal tracks/concentrations: forensic concentration,child and family concentration, health and neuropsychologyconcentration, diversity concentration

Research areas # Faculty # Grantscognitive attributions 1 0multicultural competence 1 0

Clinical opportunitiesanxiety disorders/OCD sexual orientationchild abuse school mental healthchildren’s hospitals substance abuseforensic hospitals/prisons university counseling centergerontology community mental health neuropsychology centersposttraumatic stress disorder

University of Arizona (Ph.D.)Department of PsychologyPsychology BuildingTucson, AZ 85721phone#: (520) 621-1867e-mail: [email protected] address:psychology.arizona.edu/programs/g_each/clinical.php

1 2 3 4 5 6 7



137


Courses required for incoming students to havecompleted prior to enrolling:B.A. or B.S. in psychology; abnormal psychology; statisticsand methods.

Recommended but not mandatory courses:Social, biological psychology, cognitive, and developmental

GRE meanVerbal 626 Quantitative 691Advanced Psychology 701









Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 80-90%


Research areas # Faculty # Grantsclinical neuropsychology 2 2depression 2 2family systems 2 4health psychology 6 6mental health policy 2 1sleep disorders 1 2treatment outcome 3 4

Clinical opportunitiesindividual therapy depressionempirically supported gerontology

treatments neuropsychology/behavioral medicine rehabilitationcommunity psychology sleep disorderscouple and family therapy

Arizona State University (Ph.D.)Department of PsychologyTempe, AZ 85287-1104phone#: (480) 965-7606e-mail: [email protected] address:www.asu.edu/clas/psych/gprogram/clinical/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:B.A. in psychology or equivalent





% of students receiving:Full tuition waiver only: 0%Full assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%







Formal tracks/concentrations: child clinical, community/prevention, health

Research areas # Faculty # Grantsaging/gerontology 2 2behavioral medicine/health 7 6

psychologychild clinical 5 15


138

community psychology 6 11family interactions 4 4gender roles 1 1hispanic studies 3 6minority mental health 6 11personality assessment 1 0prevention 6 9psychoneuroimmunology 3 3substance abuse 2 4

Clinical opportunitiesbehavioral analysis individual therapybehavioral medicine intellectual and academic child clinical psychology assessmentchild health psychology marital/couples therapyfamily therapy parenting groupsgeropsychology prevention programs

University of Arkansas (Ph.D.)Department of Psychology216 Memorial HallFayetteville, AR 72701phone#: (479) 575-4256e-mail: [email protected] address: www.uark.edu/depts/psyc/clinical.htm

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Core courses in the science of psychology.

Courses recommended but not mandatory:18 semester hours in psychology including statistics,learning, and experimental psychology








Personal interviewFor invited applicants only




Research areas # Faculty # Grantsaggression & victimization 3 1child and family interventions 2 0cognitive vulnerability to 2 0

anxiety and depressionemotion regulation and 3 0

psychopathologyfamily, parent, couples 3 0

relationshipsscience and psuedoscience 1 0

in psychological practicesubstance abuse/addictions 2 2

Clinical opportunitiesADHD clinic school-based mental healthcommunity mental health substance abusedevelopmental pediatrics neuropsychological assessment

Auburn University (Ph.D.)Department of Psychology226 ThachAuburn, AL 36849phone#: (334) 844-6471e-mail: [email protected] address:www.cla.auburn.edu/psychology/gs/prospective/clinical/index.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Strong foundation in theoretical or experimentalpsychology and quantitative methods

Recommended but not mandatory courses:History of Psychology, second course in statistics

GRE meanVerbal + Quantitative 1200


139










Formal tracks/concentrations: clinical child psychology

Research areas # Faculty # Grantsanxiety disorders 2 0child clinical/psychopathology 3 1developmental disabilities 1 1personality assessment 1 0sexuality/deviation/dysfunction 1 1marital relations 1 0

Clinical opportunitiesanxiety disorders posttraumatic stress disorderdisorders in adolescence substance abuseADHD/LD Autism spectrum disorder

Azusa Pacific University (Psy.D.)Department of Psychology901 East Alosta AvenueAzusa, CA 91702-7000phone#: (626) 815-5008e-mail: [email protected] address:www.apu.edu/bas/graduatepsychology/psyd

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Master’s level courses: child abuse (7 hours), family therapy,human sexuality/sex therapy, introduction to clinicalpractice, intro to psychological testing, psychopathology,psychotherapy and cultural diversity, theories of personalityand psychotherapy.Bachelor’s level courses: Abnormal psychology, general/introduction to psychology, human growth anddevelopment, theories of personality, introduction tostatistics



GPA meanOverall GPA Master’s 3.7 Bachelor’s 3.34









Formal tracks/concentrations: family psychology,forensic psychology

Research areas # Faculty # Grantsfamily psychology 2 0diversity/multiculturalism 2 0child and adolescent 2 1counseling skills 2 1psychological assessment 2 0forensics 3 1homelessness/HIV 1 0moral development 2 1religion/spirituality 4 1school-based interventions 2 1neuropsychology 1 0

Clinical opportunitiesbehavior medicine geriatricchildren and family HIV/AIDSchronically mentally ill inpatient: acute and chronic


140

community clinics school-basedforensics substance abusegeneral population university counseling

Baylor University (Psy.D.)Department of PsychologyP.O. Box 97334Waco, TX 76798-7334phone#: (254) 710-2961; 254-757-0535e-mail: [email protected] address:www.baylor.edu/psychologyneuroscience/index.php?id=21323

1 2 3 4 5 6 7




Recommended but not mandatory courses:developmental psychology, psychopathology, statistics,biopsychology, personality, social

GRE meanVerbal 663 Quantitative 673Analytical Writing Data not available





Approximate percentage of students who areWomen: 71% Ethnic Minority: 14%International: Data not available






Research areas # Faculty # Grantsbehavioral medicine 1 0child psychopathology 2 0cognitive therapy 3 0depression 3 0group therapy 1 0personality assessment 3 0

Clinical opportunitiesalcohol and drug impulse control

dependence mood disordersanxiety disorders neuropsychologybehavioral medicine personality disorderchild psychotherapy play therapycommunity psychology rural psychologycrisis intervention schizophrenia/psychoseseating disorders school/educationalfamily therapy sexual offendersgerontology suicide preventiongroup dynamics suicide risk assessment andgroup therapy treatmenthealth psychology victim/battering/abuse

Binghamton University/State Universityof New York (Ph.D.)Department of PsychologyVestal Parkway EastBinghamton, NY 13902-6000phone#: (607) 777-2334e-mail: [email protected] address:psychology.binghamton.edu/Clinical/index.html

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Equivalent of a psychology major, with knowledge ofexperimental psychology and research methods

Courses recommended but not mandatory:Physiological psychology

GRE meanVerbal 580 Quantitative 664Analytical Writing 5.0 Advanced Psychology 630



141





Personal interviewStrongly preferred in person but telephone possible




Research areas # Faculty # Grantsadult psychopathology 8 2anxiety disorders 2 1assessment 4 0autism spectrum disorders 1 1behavioral medicine 1 1child clinical 2 2depression 1 1developmental disabilities 1 2hypnosis 1 1learning disabilities 1 1marital process and therapy 1 1memory construction 2 0neuropsychology 1 2pain management 1 1pediatric psychology 1 1personality disorders 1 1posttraumatic stress 2 0

disorder/traumaprevention 3 1psychophysiology 2 0social skills 1 0substance abuse 1 1

Clinical opportunitiesadolescent delinquency disorders of childhoodadult psychopathology family therapyanxiety disorders learning disabilitiesautism spectrum disorders neuropsychologybehavioral medicine pain managementconduct disorder psychotherapy supervisioncorrectional facility schizophreniacouples therapy school consultationdepression substance abuse

Biola University (Ph.D.)Rosemead School of Psychology13800 Biola AvenueLa Mirada, CA 90639phone#: (562) 903-4752

e-mail: [email protected] address: www.rosemead.edu/programs/phd.cfm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, statistics, experimentalpsychology, abnormal psychology, personality, learning

Recommended but not mandatory courses:Social psychology, history of psychology, physiologicalpsychology, biology/zoology, developmental psychology


GPA mean3.6




Approximate percentage of students who areWomen: 67% Ethnic Minority: 35%International: 25%






Research areas # Faculty # Grantscross-cultural adjustment 4 0grief 1 0neuropsychology 1 0object relations 4 0parenting behaviors 3 0spirituality 4 2


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Clinical opportunitiescultural and individual individualdiversity outpatient/inpatientfamily/child therapy and spirituality

Biola University (Psy.D.)Rosemead School of Psychology13800 Biola AvenueLa Mirada, CA 90639phone#: (562) 903-4752e-mail: [email protected] address: www.rosemead.edu/programs/psyd.cfm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:introductory psychology, statistics, experimentalpsychology, abnormal psychology, personality, learning

Recommended but not mandatory courses:social psychology, history of psychology, physiologicalpsychology, biology/zoology, developmental psychology


GPA mean3.5



Approximate percentage of incoming students whoentered with a B.A./B.S. only: 60% Master’s: 40%







Research areas # Faculty # Grantscross-cultural adjustment 4 0gender issues 2 1grief 1 0neuropsychology 1 1object relations 4 0parenting behaviors 3 0spirituality 4 2

Clinical opportunitiescultural and individual individualdiversity outpatient/inpatientfamily/child therapy and spirituality

Boston University (Ph.D.)Department of Psychology64 Cummington StreetBoston, MA 02215phone#: (617) 353-2587e-mail: [email protected] address: www.bu.edu/psych/graduate/clinical/

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 5%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 17%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 70%Neuropsychology 17%Eclectic 10%

Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, statistics, abnormal/clinicalpsychology, experimental

Recommended but not mandatory courses:Broad liberal arts and science

GRE meanVerbal + Quantitative 1300Analytical Writing 4.5






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Formal tracks/concentrations: adult clinical, childclinical, neuropsychology

Research areas # Faculty # Grantsaffective disorders 2 2anxiety disorders 7 5behavioral genetics 1 1community psychology 2 0emotion 3 1family 2 1gender 1 0gerontology 2 2minority 2 0neuropsychology 3 2personality disorders 1 0schizophrenia 1 1substance abuse and addiction 1 1victim/abuse 1 0women’s emotional health 1 0

Clinical opportunitiesabuse/battering dissociative disordersadolescents eating disordersaffective disorders family therapybehavioral medicine gerontologycommunity psychology neuropsychologycouples therapy schizophrenia

Bowling Green State University (Ph.D.)Department of PsychologyBowling Green, OH 43403phone#: (419) 372-2301e-mail: [email protected] address:www.bgsu.edu/departments/psych/page31041.html

1 2 3 4 5 6 7




Recommended but not mandatory courses:science, math, statistics, introductory and advancedpsychology courses, abnormal, psychology lab courses

GRE meanVerbal 578 Quantitative 645Analytical Writing not used for admissions decisions









Formal tracks/concentrations: behavioral medicine,child clinical psychology, community psychology

Research areas # Faculty # Grantsalcohol and substance abuse 1 0child clinical psychology 2 1community psychology 1 1family 2 0health psychology 2 1psychology of religion 2 1

Clinical opportunitiesbehavioral medicine community psychologychild clinical psychology familyclinical health psychology school-based assessment/community mental health intervention

Brigham Young University (Ph.D.)Department of Psychology284 TLRBProvo, UT 84602phone#: (801) 422-4050e-mail: [email protected] address:fhss.byu.edu/psych/Graduate/Clinical/CPHD.html

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Courses required for incoming students prior toenrolling:introductory psychology, psychological statistics, researchdesign, abnormal psychology, personality, learning orcognition, tests and measurements

Courses recommended but not mandatory:Additional coursework in areas of interest may be helpful

GRE meanVerbal 600 Quantitative 670Analytical Writing Data 5.0

GPA meanOverall GPA not reported Junior/Senior GPA 3.80


% of students receiving tuition waiver &assistantship/fellowship:All 1st-year students receive assistantships and a waiver forpart of their tuition. All 2nd-, 3rd-, and 4th-year students arefunded in work settings, which are coordinated by thedepartment, and they also receive a waiver for part of theirtuition.




Personal interviewIn-person interview preferred, but telephone possible



Formal tracks/concentrations: neuropsychology,child/adolescent

Research areas # Faculty # Grantsautism 1 1child/adolescent development 3 1clinical assessment 2 0cultural diversity/gender issues 2 1depression and cognitive- 1 1

beh therapyeating disorders 1 1group therapy, process and 3 1

outcomehealth psychology/behavioral 2 1

medicine

individual therapy, process, 4 1outcome

measurement 3 1neuropsychology 2 4psychopathology 2 0

Clinical opportunitiesadolescent residential treatment facilitiescommunity mental health centersneuropsychology rehabilitation unitsprivate general hospitals—behavioral medicine,

psychiatric unitsprivate practicesresidential facilities for eating disordersschool districtsstate hospitalstate prisonuniversity counseling centers—Utah and Hawaii

University of British Columbia (Ph.D.)Department of Psychology2316 West MallVancouver, British Columbia V6T 1Z4, Canadaphone#: (604) 822-2755e-mail: [email protected] address: www.psych.ubc.ca/grad-pgm/areasspec.psy?contid=101306171911

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 10%

Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 0%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 90%

Courses required for incoming students prior toenrolling:None

Courses recommended but not mandatory:Statistics, abnormal behavior, and a cross-section of otherpsychology courses

GRE meanVerbal 610 Quantitative 704 Analytical 704

GPA meanOverall GPA M = 86%





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Personal interviewTelephone required




Research areas # Faculty # Grantsanxiety disorders 3 5attention-deficit disorder 1 3behavioral medicine 1 3health psychology 0 0sexual dysfunction 1 1

Clinical opportunitiesassessment forensic psychologybehavioral medicine hospital settingschild and adult

University at Buffalo/State Universityof New York (Ph.D.)Department of PsychologyPark HallBuffalo, NY 14260phone#: (716) 645-3650, ext. #235e-mail: [email protected] address:www.psychology.buffalo.edu/graduate/phd/clinical

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Applied behavioral analysis/Radical behavioral 25%Family systems/Systems 0%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 75%

Courses required for incoming students prior toenrolling:Introductory psychology, research methods, statistics

Courses recommended but not mandatory:Good science background, abnormal psychology, cognitivepsychology, social psychology, developmental psychology

GRE meanVerbal 562 Quantitative 650 Analytical Writing 5.0Advanced Psychology 690

GPA meanData not available







Attrition rate in past 7 years: .08%



Research areas # Faculty # Grantsaddictions 5 8anxiety disorders 3 1attention-deficit disorder 2 10behavioral medicine 2 2childhood risk of psychopathology 3 1depression 2 0assessment/psychometrics 1 0

Clinical opportunitiesADHD depressionanxiety disorders parent trainingchild/adolescent psychological services

externalizing behavior center

University of California–Berkeley(Ph.D.)Department of PsychologyBerkeley, CA 94720-1650phone#: (510) 643-8114e-mail: [email protected] address:psychology.berkeley.edu/graduate/cl_program.html

1 2 3 4 5 6 7




146


Recommended but not mandatory courses:Research design and methods, breadth in psychology

GRE meanVerbal 654 Quantitative 705Advanced psychology not requiredAnalytical Writing 5.5





Approximate percentage of students who areWomen: 72% Ethnic Minority: 28%International: < 1%






Research areas # Faculty # GrantsADHD externalizing behavior 1 2emotion and aging 1 1emotion and marriage 1 1emotion and dementia 1 1emotion, cognition, and schizophrenia 1 2emotion and depression 1 0insomnia 1 1bipolar disorder 1 1temperament, internalizing, and

externalizing behavior 1 1culture and mental health 1 1stigma and mental illness 1 1

Clinical opportunitiesNot reported

University of California–Los Angeles(Ph.D.)Department of Psychology1285 Franz Hall, Box 951563Los Angeles, CA 90095-1563phone#: (310) 825-2617

e-mail: [email protected] address:www.psych.ucla.edu/Grads/Areas/clinical.php

1 2 3 4 5 6 7Practice oriented Equal emphasis Research oriented


Courses required for incoming students prior toenrolling:Elementary statistics; two of the following: learning,physiological, or perception/information processing; two of the following: developmental, social, or personality/abnormal; one course in biology or zoology; two physicalscience courses (physics and/or chemistry) although acourse in anthropology, philosophy, or sociology may besubstituted for one of the physical science courses; at leastone math course, preferably calculus or probability;advanced statistics

Courses recommended but not mandatory:Research design and methods, psychology research labs,independent research courses; a broad background in themathematical, biological and social sciences




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 80%–90%







Formal tracks/concentrations: no formal tracks, butthere is focused training in severe adult psychopathology,


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child/adolescent psychopathology, clinical-healthpsychology, minority mental health, and couples andfamilies

Research areas # Faculty # Grantsanxiety disorders and treatment 1 4family issues 2 2marital and couple relationships 2 3

and treatmentsmedical issues 5 12minority mental and physical

health issues 4 8mood disorders 2 3schizophrenia 3 5school mental health 1 1

Clinical opportunitiesadoptions, familieschild and adult affective disorderschild and adult anxiety disorderscommunity psychology, community mental healthcouples/maritaldevelopmental disabilities/autismfamily/childmajor mental illness, psychosisminority populationspsychotherapy supervisionschool mental health

California Institute of Integral Studies(Psy.D.)Psychology Doctoral Program1453 Mission Street, San Francisco, CA 94103 (MailingAddress)1390 Market Street, Suite 111, San Francisco, CA 94102(Physical Address)phone#: (415)-575-6210e-mail: [email protected] (Admissions Counselor) [email protected] (Psy.D. Program Director)Web address: www.ciis.edu/academics/psyd.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:abnormal psychology, lifespan development, and statistics

Recommended but not mandatory courses: none

GRE meanVerbal 512 Quantitative 551Advanced Psychology not reportedAnalytical Writing 4.4







Personal interview: Preferred in person but telephoneacceptable in extenuating circumstances




Research areas # Faculty # Grantsclinical biofeedback 1 1spirituality and psychospiritualy 4 1music apperception test 1 0

developmenttest development and 1 1

validation (MMPI)therapists’ conceptions of 1 0

their workJungian and feminist topics 1 0relational psychoanalysis 2 0sexuality 1 0

Clinical opportunitiesCommunity mental healthchildren and adolescentsfamiliescrisis screening/evaluationpsychosis, SED, chronic mental illnessaddiction and chemical dependencycollege counselingpsychotherapy with GLBTQ clientspsychotherapy with people living with AIDSgeropsychologyforensics (violent crime offenders and victims)neuropsychologybehavioral medicineSpanish speaking clientsindividuals with physical limitations

Carlos Albizu University–Miami Campus(Psy.D.)2173 NW 99th AvenueMiami, FL 33172-2209phone#: (305) 593-1223, ext. 129


148

e-mail: [email protected] address:mia.albizu.edu/web/academic_programs/psychology/doctor_of_psychology_in_clinical_psychology.asp

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Research methodology, abnormal psychology, and statistics


GRE meannot required for admission

GPA mean3.42




Approximate percentage of students who areWomen: 77% Ethnic Minority: 78% International: 0.5%





Formal tracks/concentrations: child psychology,neuropsychology, forensic psychology

Research areas # Faculty # Grantschildren and adolescents 3 0depression 3 0elderly 1 0forensic psychology 1 0multicultural issues 6 0neuropsychology 2 0positive psychology 1 0psychotherapy 6 0

Clinical opportunitiesIn-house training clinic where students work with multi-ethnic populations of various ages, including children.

Carlos Albizu University–San JuanCampus (Ph.D. Clinical Psychology)P.O. Box 9023711San Juan, PR 00902-3711Phone#: (787) 725-6500, ext. 1129E-mail: [email protected] address: sju.albizu.edu/code/doctoral_programs/phd_in_clinical_psychology.asp

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Experimental psychology and laboratory, physiologicalpsychology and laboratory, abnormal psychology,introductory statistics, personality theories


GRE mean:not reported

GPA mean:not reported

Number of applications/admission offers/incomingstudents in 2007:32 applied/26 admission offers/26 incoming



Approximate percentage of students who are:Women: 76% Ethnic Minority: 99% International: 0%


Personal interview:Required in person




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Research areas # Faculty # Grantsattention-deficit disorder 2 1child abuse and neglect 1 0elderly 2 1high risk children/adolescents 4 1HIV/AIDS 1 0impulsion-aggressive children 3 0instrument validation 2 0social skills 2 1sport psychology 1 0

Clinical opportunities:domestic violence program

Carlos Albizu University–San JuanCampus (Psy.D.)San Juan, PR 00902-3711phone#: (787) 725-6500, ext. 1552e-mail: [email protected] address: sju.albizu.edu/code/doctoral_programs/psyd_in_clinical_psychology.asp

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Experimental psychology and laboratory, physiologicalpsychology and laboratory, abnormal psychology,introductory statistics, personality theories


GRE meannot required for admission

GPA mean3.25



Approximate percentage of incoming students with aB.A./B.S. only: not reported Master’s: not reported

Approximate percentage of students who areWomen: 70% Ethnic Minority: 100% International:






Research areas # Faculty # Grantshealth and well-being in elderly 2 0sexual behavior 2 0sport anxiety 2 0forensic 3 0

Clinical opportunitiesdomestic violence sexual disordersforensic psychology sports psychologyprogram for sexual abuse victims of crime

victims family individualsex abuse therapy for couples

children victims of abuse and their families

Case Western Reserve University(Ph.D.)Department of PsychologyMather Memorial Building11220 Bellflower RoadCleveland, OH 44106phone#: (216) 368-2686e-mail: [email protected] address: www.case.edu/artsci/pscl/clinical.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:General undergraduate psychology courses

Recommended but not mandatory courses:psychology major





150







What percentage of students applying for internshiplast year was accepted into APPIC or APA internships?100%

Formal tracks/concentrations: child/pediatricpsychology, adult psychology

Research areas # Faculty # GrantsAging 2 1behavioral medicine/ 1 1

health psychologychronic mental illness 1 0developmental disabilities 1 1learning disabilities 1 1memory 2 0parent–child interaction 2 0personality disorders 1 6self-psychology 1 0temperament 1 1

Clinical opportunitiesADHD juvenile bipolar disorderaffective disorders obsessive–compulsive aging and dementia disordersanxiety disorders personality disordersgerontology/Alzheimer’s schizophrenia/psychosis

Catholic University of America (Ph.D.)Department of Psychology620 Michigan Avenue, NEWashington, DC 20064phone#: (202) 319-5729e-mail: [email protected] address:psychology.cua.edu/graduate/phdclprog.cfm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:introductory psychology, statistics, research methods

Recommended but not mandatory courses:research experience in psychology; abnormal psychology;personality; developmental psychology; social psychology




% of students receiving:Tuition waiver only: 35%Assistantship/fellowship only: 9%Both tuition waiver & assistantship/fellowship: 56%







Formal tracks/concentrations: adult clinical, children,family, and multicultural

Research areas # Faculty # Grantsadolescence 3 1adult psychopathology 3 1anxiety 1 0anxiety disorders 2 1attachment 2 0child clinical 4 1clinical training 1 0cognition 3 0community context 1 2couples 1 1developmental 4 1developmental psychopathology 4 1emotions 2 0emotion regulation 1 0family 2 1interpersonal processes 2 0language development 1 1mood disorders 2 0parent–child interactions 2 1psychotherapy integration 2 0psychotherapy outcome 3 0psychotherapy practice 3 0


151

psychotherapy process 3 0self-efficacy 1 0social anxiety 2 0sport psychology 1 0stress and coping 3 1suicide 2 1violence 1 1

Clinical opportunitiesadult psychotherapy family therapyassessment batteries group therapychild and adult assessment minority mental healthcouples therapy neuropsychology

University of Central Florida (Ph.D.)4000 Central Florida Blvd, Psychology BuildingOrlando, Florida, 32816-1390phone#: (407) 823-4344e-mail: [email protected] address:www.cas.ucf.edu/psychology/graduate_degrees_clinicalphd.php


Percentage of faculty subscribing to each of thefollowing orientations:100% Equal Emphasis

Courses required for incoming students to havecompleted prior to enrolling:a minimum of 18 semester hours of undergraduatepsychology courses is required prior to matriculation.

Recommended but not mandatory courses:Research experience is heavily weighted during admissions

GRE meanQuantitative 667 Verbal 542Psychology Advanced Test not reportedAnalytical Writing not reported










Formal tracks/concentrations: clinical child, adult

Research areas # Faculty # Grantsalcohol and substance abuse 1child/pediatric psychology 1developmental psychopathology 1ADHD/cognition 1eating behavior and body image 2multicultural 1prevention 1schizophrenia 1

Clinical opportunitieschildren’s learning clinic familyclinical neuroscience substance useeating, appearance, & health

Central Michigan University (Ph.D.)Department of PsychologyMt. Pleasant, MI 48859phone#: (989) 774-6463e-mail: [email protected] address:www.chsbs.cmich.edu/Clinical_psychology/

1 2 3 4 5 6 7




Recommended but not mandatory courses:statistics, experimental psychology, developmentalpsychology, abnormal psychology, personality theory,measurement theory






152




Personal interviewInterview not required




Research areas # Faculty # Grantsanxiety disorders 1 1assessment 1 0children 1 2diversity and sexual deviance 1 0health psychology 1 1neuropsychology 1 1severe psychopathology 1 1violence and agression 1 0

Clinical opportunitiesadult clinical parent–child interaction behavior therapy therapychild clinical psychodynamic therapycognitive-behavioral therapy psychological assessmentforensic psychology school-based interventionsneuropsychology/

rehabilitation

Chestnut Hill College (Psy.D.)Department of Professional Psychology9601 Germantown AvenuePhiladelphia, PA 19118-2693phone#: (215)-248-7020email: [email protected] address:www.chc.edu/page_template.asp?section=3&file=325_psyd

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:General psychology, abnormal psychology, statistics

Recommended but not mandatory courses:Developmental psychology, research design

GRE meanVerbal 602 Quantitative 520Analytical Writing 4.6Advanced Psychology not reported










Formal tracks/concentrations: psychological assessment,family therapy

Research areas # Faculty # Grantsstep-families 1 1

Clinical opportunitiesnot reported

Chicago School of ProfessionalPsychology (Psy.D.)325 N WellsChicago, IL 60610phone#: (312) 329-6666e-mail: [email protected] address:www.thechicagoschool.edu/content.cfm/clinical_psychology_doctoral_program_psyd

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 36%Family systems/Systems 50%Existential/Phenomenological/Humanistic 43%Cognitive/Cognitive-behavioral 46%


153

Courses required for incoming students to havecompleted prior to enrolling:18 hours in psychology, including statistics, lifespan/humandevelopment, abnormal psychology


GRE meanVerbal + Quantitative 1130Analytical Writing Data not available



% of students receiving:Full tuition waiver only: 0Assistantship/fellowship only: 2%Both full tuition waiver & assistantship/fellowship: 0


Approximate percentage of students who areWomen: 74.5% Ethnic Minority: 22.9%International: 4.7%





Formal tracks/concentrations: child/adolescent, health,multicultural/community, forensic

Research areas # Faculty # GrantsBehavioral intervention 1 0Diversity and cultural 9 1

competence trainingForensic psychology 2 0Latino early education 1 0Multigenerational health 1 0Pediatric obesity 1 0Trauma 1 0

Clinical opportunitieschild and adolescent inpatient/outpatient/partialcollege counseling center hospitalizationcommunity mental health mental health administrationcommunity psychology private and group practicecorrectional/forensic settings organizationalcreative and expressive arts school based interventioncross-cultural/international sexual orientation and early education/head start/ gender identity

infants teachingforensic veteranshealthinner city and rural

populations

University of Cincinnati (Ph.D.)Department of Psychology429 Dyer HallCincinnati, OH 45221-0376phone#: (513) 556-5580e-mail: [email protected] address:asweb.artsci.uc.edu/psychology/grad/clinical.cfm

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Preference given to applicants with coursework inpsychology

Courses recommended but not mandatory:Abnormal, statistics and research methods

GRE meanVerbal 523 Quantitative 619Analytical Writing 4.5Advanced Psychology (optional) 670







Personal interviewIn person interview strongly preferred



Formal tracks/concentrations: human factors,neuropsychology, heath psychology, general clinical


154

Research areas # Faculty # Grantsaddictive behaviors 4 4adolescence 5 3adult development 2 0child clinical 3 2health psychology 5 3neuropsychology 6 5serious mental illness 4 3

Clinical opportunitiesaddictive behaviors developmental disorderschild clinical psychology health psychologyclinical neuropsychology serious mental illnesscommunity mental health university counseling center

City University of New York at CityCollege (Ph.D.)Department of Psychology138th Street and Covenant AvenueNew York, NY 10031phone#: (212) 650-5672/5674e-mail: [email protected] address:web.gc.cuny.edu/Psychology/clinical/index.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:15 credits: intro, experimental, statistics, and abnormal


GRE meanVerbal 615 Quantitative 640 Analytic 5.0Advanced Psychology 610Analytical Writing not reported







Personal interviewPreferred in person but telephone acceptable (if student isout of country)



Formal tracks/concentrations: health psychology,psychology and the law, women and gender studies

Research areas # Faculty # GrantsAfrican American adolescents 1 0attachment 3 1object relations 4 1social policies in mental health 1 0racism 1 0psychotherapy outcome 3 0

Clinical opportunitiesadult clinicchild clinicfamily clinic

Clark University (Ph.D.) (2006 data)Frances L. Hiatt School of Psychology950 Main StreetWorcester, MA 01610phone#: (508) 793-7269e-mail: [email protected] address: www.clarku.edu/departments/psychology/grad/gradclinical.cfm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Statistics, research design, abnormal psychology

Recommended but not mandatory courses:Psychology major, substantial research experience




155


% of students receiving:Tuition waiver only: 0%Assistantship/fellowship only: 0%Both tuition waiver & assistantship/fellowship: 100%





Attrition rate in past 7 years:



Research areas # Faculty # Grantsadult psychopathology 2 1affective disorders 1 1assessment/diagnosis/classification 1 0child abuse and children at-risk 1 1child clinical/child psychopathology 2 1family research/therapy 3 2gender roles/sex differences 1 0motivation 1 1parent–child interaction 3 1personality disorders 1 0prevention 3 0psychotherapy process and outcome 1 0social learning 1 0

Clinical opportunitieschild therapy/assessment preventive interventionscouples/family therapy school-based interventions

University of Colorado at Boulder(Ph.D.)Department of Psychology345 UCBBoulder, CO 80309-0345phone#: (303) 492-8805e-mail: [email protected] address: psych.colorado.edu/~clinical/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Psychology or the equivalent (30 semester hours inpsychology)

Recommended but not mandatory courses:Psychopathology/abnormal, statistics, research methods,psychological assessment, psychotherapy, developmental,social/personality, biological psychology

GRE meanVerbal 630 Quantitative 680Psychology Subject 700Analytical Writing 5.3










Formal tracks/concentrations: behavioral geneticscertification, joint clinical psychology/neuroscience Ph.D.

Research areas # Faculty # Grantsadult psychopathology 4 3affective disorders 3 3assessment/diagnosis/classification 2 1child clinical 3 2developmental 3 1eating disorders 0 0family research 2 1genetics 1 1personality disorders 0 0prevention 3 0psychotherapy outcome/process 4 2substance abuse 2 2violence/abuse 2 0


156

Clinical opportunitiesassessment interpersonal psychotherapybehavioral activation therapy marital/couple therapybehavior therapy mindfulnesscognitive therapy psychodynamic family therapy psychotherapygroup therapy substance abuse

Concordia University (Ph.D.)Department of Psychology, PY 119-27141 Sherbrooke Street WestMontreal, Quebec H4B 1R6 Canadaphone#: (514) 848-2424 ext. 2205e-mail: [email protected] address:psychology.concordia.ca/Grads/admissionsPhD.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:honors (B.A./B.S.) in psychology


GRE meanVerbal 496 Quantitative 641Advanced Psychology 697(Note: GRE’s are recommended, but optional.)

GPA meanOverall GPA 3.81(Note: Based on Concordia’s scale of 4.3)




Approximate percentage of students who areWomen: 89% Ethnic Minority: 22% International: Data not available




Formal tracks/concentrations: behavioral neuroscience,clinical health, human development/developmentalprocesses, cognitive science

Research areas # Faculty # Grantsanxiety 2 3behavioral medicine 1 1developmental/infancy 8 10developmental psychopathology 3 5gender roles 2 1health psychology 1 0major mental disorder/ 2 1

psychopathologyneuropsychology 2 5neuroscience/psychobiology 9 12perception/cognition 4 5social competence 1 1

Clinical opportunitiesadult coupleschild/adolescent familycognitive/cognitive-behavioral psychodynamic

University of Connecticut (Ph.D.)Department of Psychology406 Babbidge Road, Unit 1020Storrs, CT 06269-1020phone#: (860) 486-2057 (Admissions information)e-mail: [email protected] address: web.uconn.edu/psychology/

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 8%Applied behavioral analysis/Radical behavioral 17%Family systems/Systems 33%Existential/Phenomenological/Humanistic 0%Cognitive-behavioral 90%


Recommended but not mandatory courses:abnormal, research methods





157







Percentage of students applying for internship lastyear accepted into APPIC or APA internships: APPIC92%; APA 83%

Formal tracks/concentrations: child clinical,neuropsychology, health psychology

Research areas # Faculty # Grantsadult psychopathology 5 2aging 1 0anxiety disorders 2 0autism 3 3child psychopathology 7 3developmental psychopathology 7 3domestic violence 1 0health psychology 3 2multicultural psychology 2 1neuropsychological assessment 4 3trauma 3 0depression 3 2

Clinical opportunitiesautistic children neuropsychological childhood psychopathology assessmentchronic mental illness traumatic brain injuryhealth psychology traumatic stress disordersmulticultural psychology anxiety disordersneuroimaging substance abuse

University of Delaware (Ph.D.)Department of PsychologyNewark, DE 19716phone#: (302) 831-2271e-mail: [email protected] address:psych.udel.edu/graduate/clinical/index.asp

1 2 3 4 5 6 7




Recommended but not mandatory courses:Statistics, biopsychology, abnormal psychology, history andsystems, cognitive, developmental, research design











Formal tracks/concentrations: clinical-developmental

Research areas # Faculty # Grantsanxiety, stress, and coping 3 3attachment theory 2 2child clinical 4 3developmental risk 5 4emotions 2 1foster care 1 2psychophysiology 3 1psychotherapy research 2 2couples research 1 1

Clinical opportunitiesanxiety disorders family therapychild assessment child maltreatmentconduct disorder depressiondevelopmental disabilities/ couple therapy

autism coping with cancer

University of Denver (Ph.D.)Department of PsychologyUniversity ParkDenver, CO 80210phone#: (303) 871-3803e-mail: [email protected]


158

Web address:www.du.edu/psychology/research/child_clinical.htm

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 12Applied behavioral analysis/Radical behavioral 25%Family systems/Systems 25%Existential/Phenomenological/Humanistic 12%Cognitive/Cognitive-behavioral 87%


Courses recommended but not mandatory:Statistics











Formal tracks/concentrations: child clinical

Research areas # Faculty # Grantsadolescent psychopathology 5 2behavioral genetics 1 1child psychopathology 3 0close relationships 3 5community 1 4developmental disabilities 1 1family 2 5marital 2 5multicultural 2 2neuropsychology 1 1poverty 1 1prevention 2 5

psychotherapy 2 4sexual abuse 1 1trauma 3 3

Clinical opportunitiesdevelopmental disorders minority/cross-culturalfamily neuropsychologyinpatient adolescents pediatricsmarital/couples

University of Denver (Psy.D.)Graduate School of Professional Psychology2460 South Vine StreetDenver, CO 80208-0208phone#: (303) 871-3873e-mail: [email protected] address: www.du.edu/gspp

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Statistics, learning, personality, experimental, child,abnormal, history of psychology


GRE meanVerbal 550 Quantitative 550Advanced Psychology 660Analytical 4.5



incoming % of students receiving:Full tuition waiver only: 2%Assistantship/fellowship only: 35%Both full tuition waiver & assistantship/fellowship: 5%






159



Formal tracks/concentrations: child clinical, forensicpsychology, international disaster psychology, sport andperformance psychology, student-chosen specialty

Research areas # Faculty # Grantsbehavioral medicine/therapy 1 0cognitive issues 1 0couples and family therapy 2 0forensic issues 2 0multicultural issues 1 0

Clinical opportunitiesassessment international disaster behavioral medicine psychologycognitive therapy psychodynamic/group therapy psychoanalytic therapyhypnosis psychotherapy supervision

DePaul University (Ph.D.)Department of Psychology2219 North KenmoreChicago, IL 60614phone#: (773) 325-7787e-mail: [email protected] address: condor.depaul.edu/~psych/clwebsite/

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:24 semester hours in psychology, 3 semester hours ofstatistics, and 3 semester hours in experimental psychology

Courses recommended but not mandatory:science, computer, and math courses

GRE meanVerbal 613 Quantitative 690Analytical Writing not reportedPsychology Subject 682










Formal tracks/concentrations: child clinical, community

Research areas # Faculty # Grantsadolescent depression 2 2child abuse and neglect 1 1chronic fatigue syndrome 1 3disability 2 2HIV/AIDS adolescent prevention 1 3minority mental health 3 1parent–child interaction 1 1program evaluation 3 1smoking cessation 1 1social support 1 1teenage pregnancy 2 1violence prevention

Clinical opportunitiesassessment family therapychild and adolescent group therapycommunity psychology minority/diversity

University of Detroit–Mercy (Ph.D.)Department of Psychology4001 W. McNichols RoadDetroit, MI 48221-3038phone#: (313) 578-0570e-mail: [email protected] address:liberalarts.udmercy.edu/psychology/pycphd.html

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Statistics, experimental, research methods, personality,abnormal psychology, research course



160




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 100%Both full tuition waiver & assistantship/fellowship: 100%(all students in first 2 years of program)








Research areas # Faculty # Grantsalcohol abuse 1 1critical incident response 2 0helping behavior 1 0identity development 2 0intellectual assessment using 1 0

human figure drawingsmarital and family relationships 2 0perception and eye movement 1 1posttraumatic stress disorder 2 0psychiatric diagnosis, ethnicity, 1 0and clinical judgmentpsychotherapy process and outcome 4 0self-esteem/body image 2 0spirituality 3 0

Clinical opportunitiesPracticums and internships are completed at one of over 30agencies in the metropolitan area

Drexel University (Ph.D.)Department of PsychologyMain Campus Office3141 Chestnut StreetPhiladelphia, PA 19104phone: (215) 895-1895e-mail: [email protected] address: www.psychology.drexel.edu

1 2 3 4 5 6 7




Recommended but not mandatory courses:foundational courses in psychology

GRE meanVerbal 618 Quantitative 678 Analytical 616Advanced Psychology 703Analytical Writing not reported



% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%(1st-year class)****All students in subsequent years currently receive at leasta tuition waiver and additional support.

Approximate percentage of incoming students with aBA/BS only: 85% Master’s: 15%






Formal tracks/concentrations: health, forensic,neuropsychology

Research areas # Faculty # Grantschild abuse/neglect 1 0childhood illness/family coping 1 2childhood loss 2 2chronic illness and coping (adult) 1 0conscious/unconscious processes 1 0divorce 1 0family systems 2 1family violence 2 2


161

health psychology 2 2 (AIDS, polio, head injury)

homeless families 1 0inner-city children 4 2low birthweight children 1 0neuropsychology 6 4peer relations/social skills in 2 2

childrenpersonality disorders 2 0psychotherapy research 5 1schizophrenia 0 0social competence in children 2 0substance abuse 2 2television violence 0 0

Clinical OpportunitiesForensic CBTHealth adultNeuropsychology child and family

Duke University (Ph.D.)Department of PsychologyDurham, NC 27708phone#: (919) 660-5716e-mail: [email protected] address: pn.aas.duke.edu/graduate/clin/index.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:statistics

Recommended but not mandatory courses:broad background, personality, and research design






Approximate percentage of students who areWomen: 81.9% Ethnic Minority: 33%International: not reported





Formal tracks/concentrations: child clinical, adultclinical, health psychology

Research areas # Faculty # Grantsaffective disorders 4 4behavioral medicine 4 6conduct disorders 2 3eating disorders 1 1developmental psychopathology 5 5neuropsychology 1 1posttraumatic stress disorder 0 0school/educational 2 2sexual abuse 0 0social cognition 3 2social skills 0 0stress and coping 4 4

Clinical opportunitiesadolescents eating disordersaffective disorders neuropsychologybehavioral cardiology pediatric psychologybehavioral medicine public sector impairment behavior disorders of treatment

children school/educationalchild abuse substance abusecognitive/dialectical

behavior therapy

Duquesne University (Ph.D.)Department of PsychologyPittsburgh, PA 15282-1753phone#: (412)-396-6000email: [email protected] address: www.gradpsych.duq.edu/index.html

1 2 3 4 5 6 7





162

Recommended but not mandatory courses:general breadth, development, social, abnormal,personality, research methods

GRE meanVerbal 590 Quantitative 630Analytical Writing not reportedAdvanced Psychology not reported




Approximate percentage of incoming students with aB.A./B.S. only: not reported Master’s: not reported







Research areas # Faculty # GrantsPlease note: our research not reported

is qualitative

Clinical opportunitiesPsychology Clinic (offers psychotherapy to Duquesne’sstudents, faculty and staff as well as the public)

Eastern Michigan University (Ph.D.)Department of PsychologyYpsilanti, MI 48197phone#: (734)-487-1155email: [email protected] address: www.emich.edu/psychology/programs-grad.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Statistics, experimental psychology, abnormal, 20 undergraduate credits in psychology

Recommended but not mandatory courses:Personality, learning, history and systems











Formal tracks/concentrations: Applied BehavioralAnalysis

Research areas # Faculty # Grantsanxiety disorders (PTSD) 2 1child and family 3 0neuropsychology 2 1personality disorders 1 0substance abuse 1 0applied behavioral analysis 2 0behavioral medicine 1 0sexual deviance 1 0multicultural issues 2 0

Clinical opportunitiesanxiety disorders and PTSD behavioral medicine clinic—depression chronic pain and migraineneuropsychology evaluations inpatient hospital for traumatic brain injury children and adolescents

Emory University (Ph.D.)Department of PsychologyKilgo CircleAtlanta, GA 30322phone#: (404) 727-7456


163

e-mail: [email protected] address:psychology.emory.edu/clinical/index.html

1 2 3 4 5 6 7




Recommended but not mandatory courses:Statistics, methodology, psychopathology, personality

GRE meanVerbal 570 Quantitative 650 Analytical 680Analytical Writing 5.5







Personal interviewRequired in person upon invitation from faculty




Research areas # Faculty # Grantsadolescent psychopathology 2 1attention-deficit disorder 1 1behavior control 1 0behavioral genetics 2 1eating disorders 1 0infant development 1 2neuropsychology 1 0personality and personality disorders 3 2schizophrenia 2 1

Clinical opportunitiesassessment interpersonal therapybehavioral medicine neuropsychologybehavior therapy psychodynamic therapycognitive therapy

Fairleigh Dickinson University (Ph.D.)School of Psychology T-WH1-01Teaneck–Hackensack Campus1000 River RoadTeaneck, NJ 07666phone#: (201) 692-2315e-mail: [email protected] address: ucoll.fdu.edu/psychology/psyphd.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:18 credits in psychology including statistics, introductorydevelopmental, experimental, social

Recommended but not mandatory courses:Psychopathology, physiological, assessment

GRE meanVerbal 585 Quantitative 677 Analytical 680Advanced Psychology 686Analytical Writing 5.0



% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 100% (can be taken as tuitionremission)Both full tuition waiver & assistantship/fellowship: 0%







164



Research areas # Faculty # Grantsassessment 6 2behavioral medicine 3 0child clinical 2 0community psychology 3 0depression 0 0eating disorders 0 0ethical issues 2 0forensic 2 1minority issues 2 0relationship 4 0sexual abuse 3 0statistics 2 0stress—disasters 2 0women’s studies 3 0

Clinical opportunitiesanxiety disorders gerontologyassessment minority populationsbehavioral medicine neuropsychologycommunity psychology substance abusefamily therapy

Fielding Graduate University (Ph.D.)School of Psychology2112 Santa Barbara StreetSanta Barbara, CA 93105phone#: (800) 340-1099e-mail: [email protected] address: www.fielding.edu/psy/index.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:A bachelor’s degree is the minimum. Strong psychologicalbackground recommended.

Recommended but not mandatory courses:This is a networked distributed learning organization onlyappropriate for adult students with professional experience.

GRE meanNot used










Formal tracks/concentrations: health psychology,neuropsychology, forensic psychology

Research areashealth psychologyneuropsychologythe prevention and control of violenceparent-infant mental health

Clinical opportunitiesCognitive-behavioral, psychoanalytic/psychodynamic, andTA-Gestalt training tracks

University of Florida (Ph.D.)Department of Clinical and Health PsychologyBox 100165 University of Florida Health Science CenterGainesville, FL 32610phone#: (352) 273-6455e-mail: [email protected] address:chp.phhp.ufl.edu/programs/doctoral/index.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Statistics, abnormal

Recommended but not mandatory courses:Undergraduate courses in experimental, developmental,social, personality, physiological, perception, statistics


165


GPA mean3.78


% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 95% allstudents; 100% incoming







Formal tracks/concentrations: clinical healthpsychology, clinical child/pediatric psychology,neuropsychology, neurorehabilitation, and clinicalneuroscience

Research areas # Faculty # Grantsanxiety disorders and emotions 2 3child clinical psychology 3 3clinical/medical psychology 3 3functional neuroimaging 2 3neuropsychology 6 4obesity treatment 1 1pain 2 3pediatric psychology 2 4rural health 1 2

Clinical opportunitiesanxiety pain and stresschild clinical psychology fear parent trainingforensic psychology pediatric consultationinpatient consultation/liaison rural behavioral healthmedical psychology weight lossneuropsychology

Florida Institute of Technology (Psy.D.)School of Psychology150 West University BoulevardMelbourne, FL 32901phone#: (407) 674-8104e-mail: [email protected] address: cpla.fit.edu//clinical/index.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Statistics, learning, personality, physiological psychology,abnormal psychology, social psychology

Recommended but not mandatory courses:Data not available











Formal tracks/concentrations: family/child psychology,neuropsychology, clinical health psychology, forensicpsychology

Research areas # Faculty # Grantsaging 1 2eating disorders 1 0family psychology 2 0health psychology 3 0neuropsychology 2 1personality assessment 3 0sexual abuse 1 1supervision 1 0PTSD (Vietnam Veterans) 1 0


166

Clinical opportunitiesbehavioral medicine/health sexual abuse (offenders

psychology and victims)eating disorders Vietnam veterans family and marital therapy (posttraumatic stress forensic settings syndrome)neuropsychology

Florida State University (Ph.D.)Department of PsychologyTallahassee, FL 32306-1051phone#: (850) 644-2499e-mail: [email protected] address: www.psy.fsu.edu



Courses required for incoming students to havecompleted prior to enrolling:Undergraduate degree













Research areas # Faculty # Grantsaddictive behavior, 2 1

especially alcohol abuseAnxiety 1 4conduct disorder and anti-social 1 1

behaviordepression, bulimia nervosa, 3 3developmental psychopathology 3 3early intervention and its effects 2 1

on cognitive, behavioral, and social development

epidemiological psychology 1 1prediction of criminal behavior 1 0problematic social interactions 1 1

of childrensuicide 1 0

Clinical opportunitiesadolescent delinquency juvenile felony offendersanxiety disorders migrant workersbehavioral health state psychiatric hospitalchild academic, behavioral

and emotional problems

Fordham University (Ph.D.)Department of PsychologyFordham Road and Southern BoulevardBronx, NY 10458phone#: (718) 817-3782fax#: (718) 817-3785e-mail: [email protected] address:www.fordham.edu/academics/colleges__graduate_s/graduate__profession/arts__sciences/gsas_academics/psychology/clinical_psychology/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Statistics, experimental psychology, introductorypsychology

Recommended but not mandatory courses:An undergraduate background in psychology is expected,but not required.

GRE mean1385

GPA mean3.58


167






Personal interviewNo preference given



Formal tracks/concentrations: child/family,health/neuropsychology, forensic

Research areas # Faculty # Grantsadolescent development 1 0assessment 3 0attachment relationships in 1 0

couplesclinical child psychology 2 0family systems 1 0health psychology/behavioral 2 2

medicineMMPI 3 0neuropsychology 2 1parent–child relationships 2 0personality disorders 2 1prevention 1 0social support 2 0stress and coping 2 1substance abuse 2 1

Clinical opportunitiesClinical externships available at numerous inpatient andoutpatient specialty clinics in the New York metropolitanarea. Appropriate training sites can be found in any areaincluding highly specialized.

Forest Institute of ProfessionalPsychology (Psy.D.)2885 West Battlefield RoadSpringfield, MO 65807phone#: (417) 823-3477 or (800) 424-7793e-mail: [email protected] address: www.forest.edu

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Psy.D.: 18 hours of psychology, abnormal psychology,statistics, development, biological sciencesM.A.: 12 hours of psychology

Recommended but not mandatory courses:General psychology, history and systems, theories ofpersonality


GPA meanNot reported





Average years to complete the doctoral program(including internship): 4–5 years




Formal tracks/concentrations: marriage & familytherapy, child & adolescent psychology, forensicpsychology, neuropsychology

Research areas # Faculty # Grantsautoimmune disorders and 2 1

psychological indicesdepression 2 1electro-stimulation and stress 2 1pain management 2 1

Clinical opportunitiesbiofeedback neuropsychology (adult child therapy and child/adolescent)corrections/forensics pain managementintegrated healthcare psychopharmacologymarriage and family therapy underserved populationsmulticultural center


168

Fuller Theological Seminary (Ph.D. & Psy.D.)(Part of Fuller Theological Seminary)180 North Oakland AvenuePasadena, CA 91101phone#: (626) 584-5500e-mail: [email protected] address:www.fuller.edu/admiss/degrees/phdpsy.asp andhttp://www.fuller.edu/admiss/degrees/psyd.asp

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:6 courses in psychology and a B.A. from an accreditedschool

Recommended but not mandatory courses:Courses in the areas of abnormal, developmental,experimental, physiological, social psychology, statistics,tests and measures, learning, motivation, and personality


GPA meanPsychology GPA 3.6








Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 77% inAPA internships, 92% in APPIC

Formal tracks/concentrations: Family (Ph.D. & Psy.D.),Leadership (Psy.D. only)

Research areas # Faculty # Grantsbiopsychosocial 3 2child clinical 3 1cognition 1 0cross-cultural psychology 2 0depression 1 0developmental 3 1family 2 1group processes 1 0health psychology/behavioral 3 0

medicinemarriages 4 0neuropsychology 2 0posttraumatic stress disorders 2 0relaxation/biofeedback 1 0religion 7 0stress and coping 1 0substance abuse 1 0

Clinical opportunitiesassessment inpatient adult populationchild/adolescent therapy interpersonal psychotherapychronic mental illness marital/couples therapyfamily therapy neuropsychology/forensic population rehabilitationgerontology supervisiongroup therapy victim/battering

Gallaudet University (Ph.D.)Department of Psychology8th and Florida Avenue, NEWashington, DC 20002-3695phone#: (202) 651-5540e-mail: [email protected] address: www.gallaudet.edu/x718.xml

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Major or minor in undergraduate psychology includingstatistics and experimental psychology, abnormal, and childdevelopment

Recommended but not mandatory courses:Social psychology, personality, learning, cognition, perception

GRE meanVerbal 485 Quantitative 512Advanced Psychology is not requiredAnalytical Writing 4.0



169





Deaf or Hard of Hearing: 33% Hearing: 67%






Research areas # Faculty # Grantsadult development issues for 1 0

deaf lesbians and gay menassessment of attachment in 2 1

deaf personsassessment of attention in 1 1

deaf childrenassessment of depression in 1 0

deaf clientscognitive processing and 1 0

memory in deaf personsethics in mental health and 1 0

deafnessneuropsychological assessment 1 0

of deaf clientsparental involvement with 1 1

education of ethnic minority deaf children

Clinical opportunitiesAssessment and therapy with deaf and hard-of-hearingclients through our multidisciplinary mental health clinic.More than 60 externship programs available in Washington,D.C. metropolitan area.

George Fox University (Psy.D.)Graduate Department of Clinical PsychologySchool of Behavioral and Health Sciences414 N Meridian StreetNewberg, OR 97132-2697phone#: 800-631-0921 x2263e-mail: [email protected] address: psyd.georgefox.edu

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:18 semester hours or the equivalent (no specific coursesrequired)

Courses recommended but not mandatory:Psychopathology (abnormal psychology), developmental,statistics, social, experimental, personality, psychobiology

GRE meanVerbal + Quantitative 1180Analytical Writing not used



% of students receiving:Full tuition waiver only: 0%Partial tuition waiver only: 20%Assistantship/fellowship only: 25%Both full tuition waiver & assistantship/fellowship: 0%




Personal interviewPreferred in person but telephone acceptable with specialcircumstances.



Formal tracks/concentrations: None

Research areas # Faculty # Grantsadjudicated youth/adults 1 0child and geriatric memory 1 0clinical supervision 1 0coping skills in high-risk 1 1

junior high studentsmarriage relationships 1 1memory assessment 1 1school consultation 1 1pain management 1 1shame 1 0


170

spirituality and mental health 1 1Stroop effect 1 1values and psychologist training 1 0

Clinical opportunitiesaddictions Native American settingadolescent residential neuropsychologyassessment out-patient hospital child psychopathology consultation/treatmentcommunity mental health pain managementcorrections primary health care settingemergency room consultation public school settinggeriatrics rural psychologyhealth psychology spirituality in psycho-inpatient hospital consultation therapeutic intervention

George Mason University (Ph.D.)Department of Psychology4400 University DriveFairfax, VA 22030-4444phone#: (703) 993-1342e-mail: [email protected] address:www.gmu.edu/departments/psychology/clinical/

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 25%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 15%Existential/Phenomenological/Humanistic 25%Cognitive/Cognitive-behavioral 80%Community 25%(Total is greater than 100% because several facultysubscribe to more than one orientation.)

Courses required for incoming students to havecompleted prior to enrolling:Statistics, abnormal psychology, any laboratory science course

Recommended but not mandatory courses:Tests and measurements/psychometrics, personality

GRE meanVerbal 640 Quantitative 698Analytical Writing not reported







Personal interviewRequired in person (phone interview possible)




Research areas # Faculty # Grantssocial psychological aspects 4 0

of psychological adjustmentcognition and affect 4 0domestic violence 1 0criminal behavior 1 1gay and lesbian issues 1 0personality 1 1positive human functioning 3 1psychotherapy/counseling process 1 0self-efficacy 1 0social anxiety 1 0stress and coping 2 0program evaluation 1 1

Clinical opportunitiesChild and adult assessmentcognitive-behavioral psychotherapycommunity consultation/educationgroup/marriage/family psychotherapyindividual adult psychotherapyprogram evaluation

George Washington University (Ph.D.)Department of Psychology2125 G Street, NWWashington, DC 20052phone#: (202) 994-6320e-mail: [email protected] address: www.gwu.edu/~clinpsyc

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Applied behavioral analysis/Radical behavioral 10%Family systems/Systems 30%Existential/Phenomenological/Humanistic 10%Cognitive/Cognitive-behavioral 60%

Courses required for incoming students to havecompleted prior to enrolling:The equivalent of a major in psychology, statistics, researchmethods (or experimental course), basic psychology theorycourses (from neuropsychology, physiological psychology,abnormal psychology, social psychology, learning andcognition, developmental psychology, communitypsychology)


171













Research areas # Faculty # Grantsadolescence 3 2AIDS 1 2anxiety disorders 1 0behavioral medicine 1 0child 2 1community 6 1depression 2 2family 2 1health 1 0minority mental health 4 3relaxation/biofeedback 1 0stress 3 1

Clinical opportunitiesadolescent problems group therapyAIDS healthadolescent delinquency hyperactivityaffective disorders/ impulse control/aggression

depression marital/couples therapyanxiety disorders minority/cross-culturalassessment neuropsychology/behavioral medicine rehabilitationchild assessment and obsessive–compulsive

therapy disorderconduct disorder personality disordersdevelopmental disabilities/ psychodynamic/

autism psychoanalytic therapydissociative disorder schizophrenia/psychoseseating disorders substance abuse

family therapy victim/battering abuseforensic psychology

George Washington University (Psy.D.)Center for Professional Psychology2300 M Street, NW, Suite 910Washington, DC 20037phone#: (202) 496-6260e-mail: [email protected] address: www.gwu.edu/~psyd/index.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:B.A./B.S.

Recommended but not mandatory courses:Psychodynamic/psychoanalytic theory, personality,development, psychodynamic/psychoanalytic therapy,cognitive development and a course in statistics

GRE meanVerbal 556 Quantitative 626 Analytical 641Analytical Writing 5.2


Number of applications/admission offers/incomingstudents in 2007337 applied/admission offers (not reported)/33 incoming








Formal tracks/concentrations: adult, child, assessment


172

Research areas # Faculty # Grantsadult psychopathology 4 0child clinical 2 1child development 2 2community intervention 3 1group process 3 0infant and early childhood 1 1

researchintellectual assessment 3 0personality assessment 3 0

Clinical opportunitiesassessment family therapyclinical intervention with learning disorders

children psychotherapyclinical outcome studies schizophreniadevelopmental disorders

University of Georgia (Ph.D.)Department of PsychologyAthens, GA 30602phone#: (706) 542-1787e-mail: [email protected] address:www.uga.edu/psychology/graduate/clinical/index.html

1 2 3 4 5 6 7




Recommended but not mandatory courses:Abnormal, statistics

GRE mean1226










Formal tracks/concentrations: child, neuropsychology

Research areas # Faculty # Grantsadolescence 3 0adult psychopathology 3 1affective disorder/depression 1 1aggression 2 1aging/gerontology 1 3alcohol use and stress 1 0anxiety disorders 2 1battering 2 0behavioral medicine 2 0cardiovascular function 1 1child clinical/child psychopathology 3 2depression 1 0developmental psychopathology 2 1emotions 1 0family/therapy/systems 1 0interpersonal processes 1 1marriage/couples 1 1neuropsychology 1 2pain management/control 1 1parent–child interaction 2 0pediatric psychology 3 2prevention 2 1psychology of women 1 0schizophrenia/psychoses 1 0stress and coping 1 1substance abuse 2 0violence/abuse/victim–offender 3 1women’s issues in therapy 1 0

Clinical opportunitiesaffective disorders/ family therapy

depression impulse control/aggressionanxiety disorders marital/couplesassessment neuropsychologybehavior therapy pediatric psychologybehavioral medicine personality disordersdevelopmental disorders/ psychotherapy supervision

autism stress managementdissociative disorders substance abuseeating disorders victim/battering/abuse

Georgia State University (Ph.D.)Department of PsychologyUniversity PlazaP.O. Box 5010Atlanta, GA 30303phone#: (404) 413-6200e-mail: [email protected] address: www2.gsu.edu/~wwwpsy/ClinProg.htm


173

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic/Interpersonal 10%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 20%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 40%Clinical Neuropsychology 30%

Courses required for incoming students to havecompleted prior to enrolling:Research methods, psychological statistics, and twoadditional Junior/Senior-level psychology courses

Recommended but not mandatory courses:Abnormal psychology

GRE meanVerbal 599 (Median) Quantitative 634 (Median)










Formal tracks/concentrations: general clinical,neuropsychology, clinical/community psychology

Research areas # Faculty # GrantsACT 1 0alcohol and aggression 1 1acquired brain injuries 3 1couples therapy 1 0crime and delinquency 2 1early brain injury and visiospatial 1 0and attention skillsemotion and executive functioning 3 0developmental neuropsychology 3 2family traumatology 1 2families and developmental 1 2

disabilities

functional neuroimaging 3 1HIV and families 1 1HIV prevention 1 3gender issues 1 1multicultural issues 3 0male parenting 1 1pediatric psychology 1 1reading/dyslexia 1 4treatment of anxiety disorders 1 1

Clinical opportunitiesadjustment problems of individual, couples, family,

childhood, adolescence, and group therapyand adulthood neuropsychological

anxiety disorders assessmentbehavioral assessment personality assessmentchronic health conditions personality disordersclinical-community psychopathology of

psychology childhoodclinical neuropsychology psychosocial rehabilitation

and treatment psychotherapy supervisiondevelopmental disabilities violence preventionhealth psychologyHIV/AIDS prevention and

therapy

University of Hartford (Psy.D.)Graduate Institute of Professional Psychology200 Bloomfield Ave.West Hartford, CT 06105phone#: (860) 768-4778e-mail for admissions questions: [email protected] address: www.hartford.edu/gipp

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:None specifically required

Courses recommended but not mandatory:Psychology major, abnormal, social, researchmethods/experimental, personality, developmental, statistics

GRE meanVerbal 518 Quantitative 572Advanced Psychology not reportedAnalytical Writing not reported



174





Personal interviewRequired in person (unless international students)



Formal tracks/concentrations: child & adolescentproficiency

Research areas # Faculty # Grantschild/adolescent 2 0community treatment 1 0intimate partner violence 1 0clinical supervision/mentoring 1 0psychological assessment 1 0applied behavior analysis 1 0substance abuse 1 0stigma of mental illness 1 1

Clinical opportunitiesacute psychiatry/mental forensics

health community mental health anxiety disorders centersdepression hospital-based psychologychronic mental illness departmentschildren, adolescents, and counseling centers

families residential schools

University of Hawaii at Manoa (Ph.D.)Clinical Studies ProgramDepartment of Psychology2430 Campus RoadHonolulu, HI 96822phone#: (808) 956-7644e-mail: [email protected] or [email protected] address: www.psychology.hawaii.edu/pages/graduate_programs/clinical.html

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Behavioral 50%Family systems/Systems 15%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 85%

Courses required for incoming students prior toenrolling:Psychology major or approximately 5–10 selectedpsychology courses

Courses recommended but not mandatory:None

GRE meanVerbal 620 Quantitative 730Advanced Psychology not requiredAnalytical Writing 5.5











Research areas # Faculty # Grantsanxiety 1 1assessment 7 2behavioral medicine 1 0childhood clinical 3 4cross-cultural 2 1data-based case management 2 0depression 2 0eating disorders 2 1ethnic minority 2 2health care compliance 2 0mental health systems 5 6neurocognitive assessment 1 0schizophrenia 5 1substance use prevention 1 3treatment outcome 4 4

Clinical opportunitiesassessment dual diagnosesbehavioral medicine eating disorderscase and system consultation neuropsychologychild clinical rehabilitation psychologycross-cultural severely mentally illdevelopmental disabilities substance use prevention


175

University of Houston (Ph.D.)Department of Psychology126 Heyne BuildingHouston, TX 77204-5022phone#: (713) 743-8600e-mail: [email protected] address:www.Psychology.uh.edu/GraduatePrograms/Clinical/

1 2 3 4 5 6 7




Courses recommended but not mandatory:Statistics, introduction, history and systems, physiologicalpsychology, abnormal, experimental, social, developmental,methods

GRE meanVerbal 586 Quantitative 704 Analytical/Writing 615




Approximate percentage of incoming students with aB.A./B.S. only: 80.8% Master’s: 19.2%

Approximate percentage of students who areWomen: 67% Ethnic Minority: 16.7% International: 3%


Personal interview : Preferred in person but telephoneacceptable



Formal tracks/concentrations: clinical neuropsychology,adult behavior disorders, child-family

Research areas # Faculty # Grantsadult psychopathology 6 3affective disorder/depression 3 2anxiety disorder 3 3child clinical 3 2chronic mental illness 3 1cross-cultural 3 2family research/therapy 3 2forensic psychology 2 1marriage/couples 2 1neuropsychology 4 4parent–child interaction 2 1schizophrenia/psychoses 2 1social skills 4 3

Clinical opportunitiesadolescent suicide forensic psychologyAlzheimer’s/dementia health psychologyanxiety disorders interpersonal psychotherapychild custody evaluation learning disabilitieschild depression/anxiety multiculturalchild victimization post traumatic stress clinical assessment disordercognitive therapy rehabilitationconduct disorder neuropsychologycouples therapy schizophrenia/psychosesdomestic violence traumatic brain injuryfamily therapy stroke

Howard University (Ph.D.)Department of Psychology520 Bryant Street, NWWashington, DC 2005phone#: (202) 806-6805e-mail: [email protected] address: www.founders.howard.edu/psychology-dept/Clinical%20Program%2020050412.html & www.founders.howard.edu/psychology-dept/index.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Psychology major, including the following: introductorypsychology, statistics, abnormal psychology, experimentalpsychology, developmental psychology

Recommended but not mandatory courses:Psychological testing or statistics II

GRE mean 2007 admission classVerbal 575 Quantitative 633Analytical Writing not reported


176

GPA mean3.67






Personal interviewrequired in person



Formal tracks/concentrations: adult, child

Research areas # Faculty # Grantsadolescent development 3 1behavioral medicine 3 2clinical training 4 2family therapy 2 0minority mental health 4 3neuropsychology 2 1psychophysiology 1 1suicide prevention 1 0

Clinical opportunitiesanxiety disorders familybehavioral medicine minoritychild violence prevention neuropsychologycommunity psychology schizophreniacrisis intervention victim/batteringsubstance use disorders

Idaho State University (Ph.D.)Psychology DepartmentBox 8112Idaho State UniversityPocatello ID 83209phone#: (208) 282-2462e-mail: [email protected] address:www.isu.edu/psych/clinicalprogram.shtml

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Psychology major or its equivalent. The stronger the major,the better, i.e., methodology courses plus undergraduatecourses in the major areas: history and systems,developmental, cognitive/learning, social, physiological,and personality. The methodology courses are mandatory.


GRE meanVerbal 580 Quantitative 629Analytical Writing 5.5Advanced Psychology 665



% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 58% (all of whom receivenon-resident tuition waivers)Both full tuition waiver & assistantship/fellowship: 35%




Personal interviewPreferred in person, but telephone acceptable




Research areas # Faculty # Grantsaddictions 3 1behavioral pharmocology 1 2developmental psychopathology 1 1mood and decision making 1 0parent–child interaction therapy 1 0sexual assault 1 2trauma 2 1working memory 1 2person perception 1 0


177

Clinical opportunitiescognitive behavioral treatments for anxiety & traumafamily systems therapyparent–child interaction therapyrelapse prevention group therapy (addictions)neuropsychological evaluationssexual dysfunction

University of Illinois at Chicago (Ph.D.)Department of Psychology1007 West HarrisonChicago, IL 60680phone#: (312) 996-1469e-mail: [email protected] address: www.psch.uic.edu/clinicalprog.asp?sm=clinical_program

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied behavioral analysis/Radical behavioral 5%Family systems/Systems 15%Existential/Phenomenological/Humanistic 20%Cognitive/Cognitive-behavioral 80%Community psychology 10%


Courses recommended but not mandatory:Statistics, science courses, independent research (forpsychology majors), other research experience












Research areas # Faculty # GrantsAIDS 2 2alcohol relapse, models of relapse 1 1anxiety 3 1cognitive deficits in schizophrenia 1 4community psychology 1 1depression 2 0eating disorders and obesity 1 0health behavior change 4 1neurobehavioral and genetic 1 4

aspects of autismtobacco use, etiology, 3 5

prevention and cessation

Clinical opportunitiesadjustment reactions preventive intervention anxiety and depression with youthhealth-related behaviors smoking cessationHIV prevention weight reduction

University of Illinois at Urbana–Champaign (Ph.D.)Department of PsychologyPsychology Building603 East Daniel StreetChampaign, IL 61820phone#: (217) 333-2169e-mail: [email protected] address:www.psych.uiuc.edu/divisions/clinicalcommunity.php

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic 100%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 100%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 100%


Recommended but not mandatory courses:Psychology major, undergraduate statistics




178










Research areas # Faculty # Grantsbehavior genetics 2 2clinical neuropsychology 2 4clinical psychophysiology 3 8community psychology 5 4research/program evaluation 4 3cultural-community mental health 2 2electrophysiological and 3 8

hemodynamic neuroimagingintervention research 2 2emotion and psychopathology 5 10minority mental health 5 5indigenous mental health/wellness 2 2psychotherapy/systems 1 1schizophrenia 2 5suicide 1 1women’s issues 3 2

Clinical opportunitiesanxiety human/health care systemschild assessment change assessmentcommunity & economic individual adult

development psychotherapycommunity-based inpatient assessment

organizations consultation minority mental healthcommunity intervention neighborhood/community culturally-competent organization

therapy and consultation neuropsychological depression assessment, children, diverse populations adolescents, adultsfamily interventions school consultationforensic evaluations school and educational group therapy settings and policy

Illinois Institute of Technology (Ph.D.)Department of PsychologyIIT Center, LS252Chicago, IL 60616

phone#: (312) 562-3503, 567-3500e-mail: [email protected] [email protected] address:www.iit.edu/colleges/psych/current/programs/clinical

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:18 credits in psychology including experimental and statistics












Formal tracks/concentrations: general clinical, combinedrehab/clinical

Research areas # Faculty # GrantsADHD 1 0affective disorders 1 1child behavior 2 1family 1 0health 1 1marital 1 1pediatric 2 1


179

severe mental illness 2 1social support 1 0rehabilitation 2 1acceptance and commitment 1 0

therapy

Clinical opportunitiesaffective disorders minority/cross-culturalchild neuropsychologyfamily painhealth/behavioral medicine severe mental illnessmarital/couples

Immaculata University (Psy.D.)Department of Graduate PsychologyImmaculata, PA 19345-0500phone#: (610) 647-4400, ext. 3503e-mail: [email protected] address: www.immaculata.edu/GraduateStudies/Admission/Doctoral%20Clinical%20Psychology.htm

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 20%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 10%Existential/Phenomenological/Humanistic 20%Cognitive/Cognitive-behavioral 20%Integrative/Transtheoretical 30%

Courses required for incoming students to havecompleted prior to enrolling:Currently there are two tracks 1) MA or equivalent postbaccalaureate, or 2) bachelor’s degree


GRE meanA calculated mean is not used.

GPA meanA calculated mean is not used.

GPA meanMA minimum of 3.0; BA minimum of 3.3








Percentage of students applying for internship lastyear accepted into APPIC or APA internships:APPIC = 73%; APA = 20%


Research areas # Faculty # Grantschild, adolescent 2 0Development 3 0Existential-humanistic 2 0Diversity 3 0Psychotherapy process 2 0Family therapy 2 0Positive psychology 2 0Neuropsychology 2 0Personality assessment 2 0School psychology 2 0Geriatric 1 0Ethics 2 0

Clinical opportunities—

Indiana State University (Psy.D.)Department of PsychologyRoot HallTerre Haute, IN 47809phone#: (812) 237-4314e-mail: [email protected] address: www.indstate.edu/psych/36.html

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Courses required for incoming students prior toenrolling:Introductory psychology, abnormal psychology, personality,experimental psychology, statistics, learning or cognition(24 credits in undergraduate psychology)


GRE mean1191

GPA mean3.69


180









Formal tracks/concentrations: Generalist clinicalprogram with opportunities to emphasize child, health,forensics

Research areas # Faculty # Grantsadult psychopathology 2 0affective disorders/depression 2 0anxiety disorders 0 0assessment 2 0behavioral medicine 3 1child clinical psychopathology 1 0clinical judgment 1 0eating disorders 2 1friendship/relationships/intimacy 1 0gender roles 3 0organizational/industrial 1 1personality disorders 1 0professional training 1 0stress and coping 2 0substance abuse 1 1women’s studies 2 0

Clinical opportunitiesADHD assessment/treatment forensic psychologybehavioral medicine rural psychology

Indiana University–Bloomington (Ph.D.)Department of Psychological and Brain Sciences1101 E. 10th StreetBloomington, IN 47405phone#: (812) 855-2311e-mail: [email protected] address: www.indiana.edu/%7Eclinpsy/


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 100%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 100%Note: Our faculty doesn’t really have particular “orientations”apart from an “empirical science” commitment.

Courses required for incoming students to havecompleted prior to enrolling:Psychology major

Recommended but not mandatory courses:Basic sciences, math












Research areas # Faculty # Grantsantisocial behavior 3 2behavioral genetics 3 4childhood/temperament/family 1 2developmental psychopathology 4 4eating disorders 1 0health psychology 2 2internalizing disorders 2 1marital violence 1 1mathematical models of causality 2 1schizophrenia 2 4sexuality and reproduction 1 3social information processing 3 1

and social interactionstress 1 1substance abuse 4 4


181

Clinical opportunitiesanxiety disorders neuropsychologyassessment of health-related obsessive–compulsive

family adjustment disorderproblems schizophrenia

child and family therapy school/Head Start depression consultationmarital violence/marital health psychology

therapy smoking cessation

Indiana University of Pennsylvania(Psy.D.)Department of Psychology201 Uhler HallIndiana, PA 15705phone#: (412) 357-4519e-mail: [email protected] address:www.iup.edu/natsciandmath/grad_psychology.html

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Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, personality, statistics or methods,abnormal psychology, learning, social psychology

Recommended but not mandatory courses:6 credits in other areas of psychology




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%(partial tuition and stipend)







Formal tracks/concentrations: child, family, behavioralmedicine

Research areas # Faculty # GrantsAbortion 0 0aging 0 0behavioral medicine 2 0clinical judgment 1 0cross-cultural 0 0death and dying 1 0ethical issues 2 0family therapy 1 0gender roles 1 0minority mental health 3 0parent–child 4 1prevention 1 0professional issues 5 1psychopathology 3 0psychopharmacology 0 0women’s studies 2 0violence prevention 1 0youth psychopathology 1 0

Clinical opportunitiesAssessment intake interviewsbehavioral medicine stress and habit disordersfamily therapy

Indiana University–Purdue UniversityIndianapolis (Ph.D.)Clinical Rehabilitation Ph.D. Program402 North Blackford Street, LD124Indianapolis, IN 46202-3275phone#: (317) 274-6945e-mail: [email protected] address: www.psynt.iupui.edu/crp/index.aspx

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Courses required for incoming students to havecompleted prior to enrolling:Tests and measurements, statistics, physiology, abnormalpsychology



182


GPA meanOverall GPA greater than 3.2







Attrition rate in past 7 years: Not reported



Research areas # Faculty # Grantshealth psychology 3 1neuropsychology 2 2–3psychobiology 3 5–6severe mental illness 2 3–4

Clinical opportunitiesadaptive educational services (students with disabilities)adult behavioral medicine (community cancer care)crisis intervention unit (Wishard) hospiceneuropsychological assessmentneurorehabilitation interventionpediatric behavioral medicinesevere mental illnesswomen’s prison—female offenders with psychiatric andmedical problems

University of Indianapolis (Psy.D.)School of Psychological Sciences1400 East Hanna AvenueGood Hall Room 109Indianapolis, IN 46227-3697phone#: (317) 788-3353e-mail: [email protected] [email protected] address: psych.uindy.edu/psyd/index.php

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 17.5%Applied behavioral analysis/Radical behavioral 17.5%Family systems/Systems 17.5%Existential/Phenomenological/Humanistic 17.5%Cognitive/Cognitive-behavioral 35%

Courses required for incoming students prior toenrolling:18 credit hours of psychology

Courses recommended but not mandatory:Abnormal, child/development, statistics, personality, brainand behavior











Formal tracks/concentrations: child and adolescentpsychology, health psychology/behavioral medicine, adultand geropsychology

Research areas # Faculty # Grantsadult sibling relationships 1 1child/family treatment outcome 1 1eating disorders/obesity 1 0forensics 1 0geropsychology 2 1multicultural mental health 2 1neuro/health/stress//rehab 3 1parent–child relationships 1 1positive psychology 1 0posttraumatic stress disorders 1 0psychology of women 1 0schizophrenia 1 1


183

Clinical opportunitiespsychotherapy schoolsassessment sheltersbehavioral medicine/health hospitals (VA, psychiatric,

psychology general)neuropsychological community mental health

assessment centerschild psychology correctional facilitiesmedical centers university counseling outpatient practices centers

University of Iowa (Ph.D.)Department of PsychologyE11 Seashore HallIowa City, IA 52242-1407phone#: (319) 335-2406e-mail:[email protected] address:www.psychology.uiowa.edu/training3.html

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied behavioral analysis/Radical behavioral 10%Family systems/Systems 10%Existential/Phenomenological/Humanistic 10%Cognitive/Cognitive-behavioral/Third wave 100%


Courses recommended but not mandatory:Undergraduate psychology major, statistics, abnormal,laboratory research, strong science background

GRE mean (accepted)Verbal 600 Quantitative 700Analytical Writing 5.0Advanced Psychology not reported



% of 2007 incoming students receiving:Full tuition waiver only: 0%Assistantship/fellowship and partial tuition waiver: 67%Assistantship/fellowship and full tuition waiver: 33%

Approximate percentage of 2007 incoming studentswith a B.A./B.S. only: 100% Master’s: 0%






Formal tracks/concentrations: adult psychopathology,child psychopathology, clinical health, neuropsychology,personality

Research areas # Faculty # Grantsassessment 2 2domestic violence/child abuse 2 1depression 2 4eating disorders 1 –health psychology/beh’l medicine 3 4couples therapy 1 0personality disorders 1 1quantitative models of 1 0

psychopathology

Clinical opportunitieschild abuse eating disordersadult psychiatry health psychology/child psychiatry/pediatrics behavioral medicinecognitive-behavioral therapy infancy/postpartumcouples therapy neuropsychologydepression

Jackson State University (Ph.D.)Department of PsychologyClinical Psychology Ph.D. ProgramP.O. Box 17550Jackson, MS 39216-0350phone#: (601) 979-5990e-mail: [email protected] address:www.jsums.edu/~psycdept/grad/index.htm

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Courses required for incoming students to havecompleted prior to enrolling:24 hours of previous coursework in psychology is required

Recommended but not mandatory courses:Experimental, learning, statistics, physiological, abnormal



184

GPA meanUndergraduate GPA 2.28Junior/Senior GPA 3.56Master’s GPA 3.86




Approximate percentage of students who areWomen: 75% Ethnic Minority: 60%International: Not reported






Research areas # Faculty # Grantsalcohol/substance abuse 2 0childhood obesity 1 0chronic pain/headache 3 1depression 1 0health care disparities 3 0HIV/AIDS 3 3posttraumatic stress disorder 1 0psychological assessment 6 0stigma 2 0

Clinical opportunitiesbehavioral medicine inpatient psychiatriccampus counseling center neuropsychiatric rehabforensic outpatient pediatricinpatient pediatric outpatient psychiatric

John F. Kennedy University (Psy.D.)Graduate School of Professional Psychology100 Ellinwood Way, Pleasant Hill, CA 94523phone#: 925-969-3528e-mail: [email protected] address: www.jfku.edu/?a=gspp_psyd&cid=2&spid1=36&spid2=51

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 35%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 25%Existential/Phenomenological/Humanistic 15%Cognitive/Cognitive-behavioral 25%Cultural Diversity Focus 100%

Courses required for incoming students to havecompleted prior to enrolling:Introduction to psychology, theories of personality,statistics, and a diversity related course



GPA meanOverall GPA 3,25








Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 60% (40%were accepted into CAPIC internships)


Research areas # Faculty # GrantsLGBT policy 1 0Psychological Games 1 0Psychology of Immigration 1 0Disability Psychology 1 0Community Psychology 2 0

Clinical opportunitiesWe place our students in dozens of specialty clinics

University of Kansas (Ph.D.)Clinical Child Psychology Program2010 Dole Human Development CenterUniversity of Kansas100 Sunnyside AvenueLawrence, KS 66045


185

Phone #: (785) 864-4226e-mail: [email protected] address: www.ku.edu/~clchild

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Major in psychology or a minimum of 15–18 hoursincluding: research methods, statistics, developmental/childpsychology, developmental psychopathology (abnormalchild psychology) or Advanced Psychology GRE









Personal interviewPreferred in person but telephone acceptable; by invitation



Formal tracks/concentrations: child clinical psychology,pediatrics

Research areas # Faculty # Grantschildren with chronic illness 2 1disasters and children 2 1domestic violence 1 0ethnicity/cultural issues 5 0health promotion 2 1

school-based services for serious 2 1emotional disorders

stress & coping 2 1anxiety in children 1violence and children (bullying) 2 1

Clinical opportunitiescommunity mental health pediatric psychology

center child abuse treatment early in-home intervention agencyintensive services for serious

emotional disorders

University of Kansas (Ph.D.)Department of PsychologyLawrence, KS 66045-7556Phone #: (785) 864-4121e-mail: [email protected] address: www.psych.ku.edu/clinprog/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Bachelor’s degree in psychology or minimum of 15 credithours of psychology coursework

Recommended but not mandatory courses:Psychological research, statistics, experimental design,abnormal psychology, personality, brain & behavior, socialpsychology, cognitive psychology

GRE meanVerbal 617 Quantitative 675Analytical Writing 5.08Advanced Psychology 740







186





Formal tracks/concentrations: general adult, clinical health

Research areas # Faculty # Grantspain & pain managementstress & cardiovascular health 1 0women’s sexuality 1 0outcome assessment in clinical 1 0

settingsgeriatric neuropsychology 1 0anxiety disorders 2 1multiple sclerosis 1 1depression 3 1adult psychopathology 1 0health/pain management 1 0marital & family assessment 1 0

& treatment

Clinical opportunitiesdialectical behavior therapy neuropsychology/behavioral medicine— rehabilitation

pediatrics cognitive-behavior therapybehavioral medicine— weight loss

pain/oncology smoking cessationanxiety disorders general adultforensic evaluation

Kent State University (Ph.D.)Department of PsychologyKent, OH 44242phone#: (330) 672-2166e-mail: [email protected] address:dept.kent.edu/psychology/gradprograms/clinical.htm

1 2 3 4 5 6 7




Recommended but not mandatory courses:Prefer 15–20 hours in psychology, including 1–2 statisticscourses and at least 1 psychology class, which has a labassociated with it

GRE meanVerbal 613 Quantitative 702Analytical Writing not used










Formal tracks/concentrations: assessment, child andfamily clinical, health, general

Research areas # Faculty # GrantsAIDS 2 1aggression 1 1anxiety and depression 2 0eating disorders 1 0family research 2 2gerontology 1 0MMPI 2 2schizophrenia 1 1stress and coping 4 2

Clinical opportunitieschild/family therapy neuropsychologyeating disorders objective personality forensic assessments assessmenthealth psychology schizophreniamarital therapy

University of Kentucky (Ph.D.)Department of PsychologyKastle HallLexington, KY 40506-0044phone#: (859) 257-8662e-mail: [email protected] address:www.uky.edu/AS/Psychology/graduate/clinical.html

1 2 3 4 5 6 7



187


Courses required for incoming students prior toenrolling:Experimental methodology, statistics

Courses recommended but not mandatory:Abnormal psychology, tests & measures, personality

GRE meanVerbal 617 Quantitative 650Analytical 5.0Advanced Psychology not reported



% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%First 4 years in program, in-state tuition is not always waived.







Formal tracks/concentrations: neuropsychology,behavioral medicine

Research areas # Faculty # Grantsadolescent development 2 1adult psychopathology 4 0assessment/diagnosis/classification 3 0behavioral medicine 2 1child clinical 2 1developmental psychopathology 1 1eating disorders 1 1neuropsychology 2 1pain 1 1personality assessment 3 1personality disorders 2 0psychoneuroimmunology 1 1psychophysiology 2 1substance abuse 4 2violence/agression 1 2

Clinical opportunitiesassessment community mental healthbehavioral medicine dialectical behavior therapychild neuropsychologychronic mental illness orofacial paincognitive-behavioral therapies

La Salle University (Psy.D.)Department of PsychologyPhiladelphia, PA 19141phone#: (215) 951-1350e-mail: [email protected] address:www.lasalle.edu/admiss/grad/doc_psych/index.php

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Developmental psychology, personality, statistics, researchmethods, tests and measurements

Recommended but not mandatory courses:Abnormal psychology & physiological psychology











188


Formal tracks/concentrations: general clinical practice,clinical-child and family psychology, clinical healthpsychology, sport-performance psychology

Research areas # Faculty # Grantsmindfulness interventions 2 1adult assessment 1 1anger and violence 1 1sport psychology 1 0anxiety/PSTD 1 0post partum depression 1 1psycho-oncology 1 1child/adolescent internalizing 1 0

disordersemotion regulation/dysregulation 1 0

Clinical opportunitiesanxiety disorders/PSTDanger dyscontrolsexual offenders (intellectually disabled)behavioral medicine—health promotionmood disorders/post partum depressionchild and adolescent servicesadult assessment services

University of La Verne (Psy.D.)Program in Clinical-Community Psychology1950 Third StreetLa Verne, CA 91750phone#: (909) 593-3511 ext. 4181email: [email protected] address: www.ulv.edu/psyd/

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Statistics, research methods, physiological psychology, andabnormal psychology. In addition, one course from: history& systems, social psychology, personality, humandevelopment, and clinical or community psychology.


GRE meanVerbal Quantitative Not reportedAnalytical Writing not reportedAdvanced Psychology not reported







Personal interviewRequired for admission



Formal tracks/concentrations: forensic psychology,geropsychology, multicultural psychology

Research areas # Faculty # Grantsmulticulturalism 7 2clinical forensics 2 0community psychology 12 0psychotherapy services 3 0gender issues & sexuality 2 0values and moral development 2 0

Clinical opportunitieschildren and adolescents familiesclinical forensics HIV/AIDScollege counseling center substance abuse

Loma Linda University (Ph.D.)Department of PsychologyLoma Linda, CA 92350phone#: (909) 558-8577 (Central Office)e-mail: [email protected] address: www.llu.edu/llu/grad/psychology

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Bachelors or masters degree in psychology or related field


189

Recommended but not mandatory courses:computer literacy, math, research methods, sociology,biology, history and systems, learning, personality, statistics,social psychology, developmental psychology, psychobiology






Approximate percentage of students who areWomen: 70% Ethnic Minority: 50%International: Not reported





Formal tracks/concentrations: clinical healthpsychology, pediatric health psychology, neurospychology,forensic psychology

Research areas # Faculty # Grantshealth psychology 6 3clinical neuropsychology 2 0pediatric health psychology 1 2psychobiology 2 2psychology and religion 2 0psychotherapy outcome 1 0statistics methods 3 0

Clinical opportunitiesprimary care obesity treatmentmedical/hospital community outpatientclinical neuropsychology pediatric behavioral medicineadult behavioral medicine forensic

Loma Linda University (Psy.D.)Department of PsychologyLoma Linda, CA 92350phone#: (909) 558-8577 (central office)e-mail: [email protected] address: www.llu.edu/llu/grad/psychology

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Bachelor’s or master’s degree in psychology or relevant field

Recommended but not mandatory courses:computer literacy, math, sociology, biology, History andsystems, learning, personality, statistics, social psychology,developmental psychology, psychobiology










Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 100%Formal tracks/concentrations: clinical health psychology,pediatric health psychology, neuropsychology, forensicpsychology, family, culture psychology

Research areas # Faculty # Grantshealth psychology 6 3clinical neuropsychology 2 0pediatric health psychology 1 2psychobiology 2 2psychology and religion 2 0psychotherapy outcome 1 0statistics methods 3 0

Clinical opportunitiesprimary care community outpatientmedical/hospital pediatric behavioral clinical neuropsychology medicineadult behavioral medicine forensicobesity treatment


190

Long Island University–C.W. PostCampus (Psy.D.) (2006 data)Department of PsychologyCollege of Liberal Arts and SciencesBrookville, NY 11548phone#: (516) 299-2090e-mail: [email protected] address: http://www.cwpost.liu.edu/cwis/cwp/clas/psych/doctoral

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:18 credits of undergraduate psychology

Recommended but not mandatory courses:

GRE meanVerbal 550 Quantitative 598Advanced psychology 608Analytical Writing Data not available











Research areas # Faculty # Grantsanger management 1 0attachment 1 1developmental disabilities 1 0marital violence 2 0parent training 1 0professional discipline 1 0schizophrenia 1 0

Clinical opportunitiesadult difficulties as follows:

behavior modification for habit controlbehavior patternsdepressiondomestic violenceeating disorders and compulsivemarital and relationship therapyphobias and anxiety disorders

child and family difficulties as follows:academic and school-related problemsaggressive behavior/anger managementdevelopmental difficulties (treatment)family conflicts/family therapyfamily violencehyperactivity/low attention spanparent/child conflictssocialization difficulties

group therapy as follows:anger management for children and adultsassertiveness trainingparent trainingsocial skills for childrenstress management

individual psychotherapypsychological assessment as follows:

achievement and intelligence testingemotional and behavioral assessmentneuropsychological assessmentpersonality assessment

short-term and psychodynamic therapy

Long Island University (Ph.D.)(2006 data)Department of PsychologyUniversity PlazaBrooklyn, NY 11201phone#: (718) 488-1164e-mail: [email protected] address:http://www.brooklyn.liu.edu/psych/psy_clin.html

1 2 3 4 5 6 7




191

Courses required for incoming students to havecompleted prior to enrolling:Experimental, statistics, abnormal, developmental,personality

Recommended but not mandatory courses:Social, history and systems, physiological psychology,learning

GRE meanVerbal 630 Quantitative 625 Analytical 635Advanced Psychology 625 Analytical Writing 5.25



% of students receiving:Full tuition waiver only: 0%Both full tuition waiver & assistantship/fellowship: 20%Half tuition waiver & assistantship: 80%








Research areas # Faculty # Grantsaging and mental health 1 1cultural/cross-cultural 4 0developmental issues 4 1developmental psychopathology 2 0forensic issues 3 0health psychology 1 1neuropsychology 1 0projective techniques 1 0psychotherapy process 3 1sociodevelopment 1 1socioemotional development 1 0trauma 1 1

Clinical opportunitiesbehavioral clinics forensic unitschild clinics and child homeless shelters

hospital settings hospital inpatient/college counseling outpatientcommunity mental health neuropsychologyfamily therapy substance abuse

Louisiana State University (Ph.D.)Department of PsychologyAudobon Hall, Room 236Baton Rouge, LA 70803phone#: (225) 578-8745fax#: (225) 578-4125e-mail: [email protected] address:www.lsu.edu/psychology/graduate/Clinical.html

1 2 3 4 5 6 7




Are there courses you recommend that are notmandatory?Introduction to psychology, statistics, experimental,physiological psychology, psychology of learning













192

Research areas # Faculty # Grantsanxiety disorders 1 1autism 1 1depression 1 1eating disorders 1 1mental retardation 1 1neuropsychology 1 0parent skills training 1 0psychophysiology 1 0social skills 2 1stress and coping 1 0

Clinical opportunitiesanxiety disorders mental retardationautism neuropsychologybehavioral medicine obsessive–compulsivedeafness disorder schizophreniaeating disorders school/educationalfamily

University of Louisville (Ph.D.)Department of Psychological and Brain SciencesLouisville, KY 40292phone#: (502) 852-6775e-mail: [email protected] address: www.louisville.edu/a-s/psychology/clinical/

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Interpersonal-ego relations 10%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 0%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 80%Eclectic 10%


Recommended but not mandatory courses:history, abnormal, personality, social, statistics,physiological, learning












Research areas # Faculty # Grantsanxiety disorders 3 0behavioral medicine 3 1chronic mental illness 1 0forensic psychology 1 0gerontology/aging 2 1stress and coping 2 0substance abuse 1 0

Clinical opportunitiesaffective disorders gerontology/aginganxiety disorders health psychologychild clinical psychology interpersonal psychotherapydevelopmental disabilities psychosisforensic psychology

Loyola College in Maryland (Psy.D.)Department of PsychologyBaltimore, MD 21210-2699phone#: (410) 617-2696e-mail: [email protected] address: www.loyola.edu/psychology

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Introductory psychology, social psychology, statistics orresearch methods, abnormal psychology, personalitytheory, tests and measurements, learning theory orcognitive psychology


GRE meanVerbal 554 Quantitative 650 Analytical 650 Writing 5.0


193











Research areas # Faculty # Grantschild psychopathology 5 0domestic violence 1 0ethics and legal issues 2 0gambling 1 0gerontology 2 0health psychology 3 0homophobia 1 0multicultural 3 0neuropsychology 2 0nonverbal communication 1 0posttraumatic stress disorder 4 0psychotherapy outcomes 1 0sexuality 2 0spirituality 2 0social psychology 1 0trichotillomania 1 0women’s issues 2 0

Clinical opportunitiesadult inpatient prison settingsbehavioral medicine stress and anxietychild and family The Loyola Clinics: eating disorders multidisciplinary juvenile forensics assessment centersoutpatient private practice

Loyola University of Chicago (Ph.D.)Department of PsychologyGraduate Enrollment Services820 North Michigan AvenueChicago, IL 60611phone#: (312) 915-8900e-mail: [email protected] address: www.luc.edu/psychology/clinical.shtml

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Research methods/experimental and statistics plus any 6other psychology courses (24 hours, total)












Formal tracks/concentrations: clinical child,neuropsychology

Research areas # Faculty # GrantsAIDS 2 1adolescence 6 4adult psychopathology 2 0affective disorders 0 0African American men 1 0clinical-child/psychopathology 5 4community psychology 3 0death/bereavement 1 0developmental psychopathology 4 3disabilities 1 2emerging adulthood 1 0ethical issues 1 0


194

extracurricular activities 1 1minority mental health 3 3pediatric psychology 1 3personality 2 0prevention 3 2psychotherapy 4 1sexuality/dysfunctions 1 0utilization of health services 1 0

Clinical opportunitiesassessment (child and adult) personality disorderseating disorders psychotherapy (child and family psychology adult)health psychology substance abuseHIV/AIDS victims of abuseneuropsychological

assessment (child and adult)

University of Maine (Ph.D.)Department of Psychology5742 Little HallOrono, ME 04469-5742phone#: (207) 581-2038e-mail: [email protected] address:www.umaine.edu/psychology/dop/clinical.html

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:At least three to four advanced undergraduate psychologycourses; background in natural sciences and mathematics

Courses recommended but not mandatory:Learning, developmental, cognition

GRE meanVerbal 608 Quantitative 690Advanced Psychology 677Analytical Writing Data not available



% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100% for1st-year students, 100% of the 2nd- to 4th-year students




Personal interviewPreferred in person but telephone interviews sometimesarranged



Formal tracks/concentrations: general clinical,developmental

Research areas # Faculty # GrantsADHD 1 0anxiety disorders 2 1behavioral medicine 1 1depression 1 0forensic psychology 2 1psychotherapy outcome 3 0social development 1 0social skills 2 0women’s health 1 0

Clinical opportunitiesADHD clinic community mental healthanxiety disorders clinic crisis services—outpatientautism spectrum disorders health psychologybehavioral-developmental juvenile offenders

pediatrics residential program for behavioral medicine children at riskbody dysmorphic disorder

clinic

University of Manitoba (Ph.D.)Psychology Graduate Office P514Duff Roblin BuildingWinnipeg, Manitoba R3T 2N2, Canadaphone#: (204) 474-6377fax #: (204) 474-7917e-mail: [email protected] address: www.umanitoba.ca/faculties/arts/departments/psychology/media/GradBrochure.pdf

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 10%Applied behavioral analysis/Radical behavioral 20%Clinical neuropsychology 14%Family systems/Systems 20%Existential/Phenomenological/Humanistic 10%Cognitive/Cognitive-behavioral 30%


195

Courses required for incoming students prior toenrolling:eight half (3 credit hour) courses in psychology, whichinclude introductory psychology, research methods, and a second course in either research methods, statistics, orcomputer science

Courses recommended but not mandatory:psychological measurement and assessment; psychologicaltests or design and analysis for psychological experiments;physiological psychology or sensory processes

GRE meanVerbal 550 Quantitative 620GPA mean 4.01 on a 4.50 scale



Approximate percentage of incoming students with aB.A./B.S. only: 25% B.A. Honors: 50% Master’s: 25%







Research areas # Faculty # Grantsanxiety disorders 4 0applied behavioral analysis 3 2childhood psychopathology 1 0chronic illness 1 1chronic pain 1 0clinical supervision 1 0community psychology 1 0compliance issues 2 0developmental disabilities 3 0eating disorders 2 0health psychology 2 1hypnosis 1 0neuropsychology 2 1offender/abuse 2 0psychoneuroimmunology 1 0psychopathology 1 0psychotherapy outcome 3 0schizophrenia 1 0sports psychology 1 1trauma effects 3 0victim/abuse 3 0

Clinical opportunitiesanxiety disorders developmental disabilitiesbehavioral medicine familychild/play therapy health psychologyclinical supervision neuropsychologycognitive behavioral obsessive–compulsive community psychology disorderscouples sports psychologyeating disorders victim/battering/abuse

Marquette University (Ph.D.)Psychology DepartmentP.O. Box 1881Milwaukee, WI 53201-1881phone#: (414) 288-7218e-mail: [email protected] address:www.marquette.edu/psyc/doctoralprogram.html

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Research methods, statistics, developmental, abnormal,personality, social, cognition, neuroscience

Courses recommended but not mandatory:History and systems

GRE meanVerbal 625 Quantitative 650 Analytical Writing N/A









196



Formal tracks/concentrations: child/family, adult

Research areas # Faculty # Grantsadult development 1 0ADHD 1 0Alzheimer’s disease 1 0body esteem 1 0child development 3 1child–parent relationships 3 1depression/anxiety 1 0family conflict 2 1fear conditioning 1 0friendships/relationships 1 0group dynamics 1 0help-seeking for mental illness 1 1Latino mental health 1 0memory problems 1 2mental imagery 1 0minority mental health 1 0multicultural psychology 1 0neuropsychology 2 0organizational behavior 1 0pediatric psychology 1 0psychosocial aspects of medical 1 0

illnesspsychotherapy process 3 0psychotherapy outcomes 3 0social stigmatization 1 1stigma: mental illness 1 0treatment utilization 1 0

Clinical opportunitiesADHD clinic adult psychotherapyadult neuropsychology child psychotherapychild neuropsychology traumapediatric neuropsychology family/couples therapychild and adolescent pain clinic (pediatric)

medical health

Marshall University (Psy.D.)Department of PsychologyHuntington, WV 25755phone#: (304) 696-2774e-mail: Marianna Linz—[email protected], OkeyNapier—[email protected] address: www.marshall.edu/psych/psyd.htm

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Courses required for incoming students to havecompleted prior to enrolling: Introductory psychology, statistics, research methods,personality, psychometrics, and abnormal










Attrition rate in past 7 years: <1%



Research areas # Faculty # GrantsDepression/Suicide 1 0Common Factors in 1 0

PsychotherapyRural mental health 2 1Women’s health 1 0GLBT issues 1 0Learning disabilities 1 0Animal Behavior 1 0Poverty 1 0Meta Analysis 1 0Racial identity development 1 0

Clinical opportunitiesschool-based health centers inpatient psychiatric—adultuniversity training clinic medical school practicejuvenile correctional facility community mental healthadult correctional facility rural community (mandatory)


197

University of Maryland, BaltimoreCounty (Ph.D.)Department of Psychology1000 Hilltop CircleBaltimore, MD 21250phone#: (410) 455-2567e-mail: [email protected] address: www.umbc.edu/psyc/grad/hsp.html

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Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, psychological statistics, abnormalpsychology, experimental psychology

Recommended but not mandatory courses:Personality, physiological, developmental

GRE meanVerbal 600 Quantitative 676Advanced Psychology 655Analytical Writing 4.92(note: we do not require or review the Analytical Writingportion of the GRE. If you still wish to report the score, thevalue of 4.92 is appropriate)










Formal tracks/concentrations: behavioral medicine,community, applied social psychology

Research areas # Faculty # Grantsaddictive disorders 2 2behavioral medicine 4 3cardiovascular/cerebrovascular 1 1

diseasecommunity psychology 4 2delinquency 1 1domestic violence 1 1family therapy 1 1HIV/AIDS 2 1interpersonal processes 1 0psychology of religion 1 0psychoneuroimmunology 1 0suicide 1 0

Clinical opportunitiesaddictive disorders neuropsychologyapplied behavior analysis pediatric psychologydomestic abuse preventionemergency mental health rehabilitation psychology

services school-based mental healthfamily therapy servicesforensic psychology severe and chronic mentalmedical liaison illness

University of Maryland College Park(Ph.D.)Department of PsychologyBiology–Psychology BuildingCollege Park, MD 20742-4411phone#: (301) 405-5890e-mail: [email protected] address:www.bsos.umd.edu/psyc/clinicalpsyc/index.htm

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Courses required for incoming students to havecompleted prior to enrolling:B.A. or B.S. in psychology or related areas

Recommended but not mandatory courses:Statistics, Abnormal Psychology, laboratory courses inpsychology





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Research areas # Faculty # Grantsaddictive behaviors 3 4anxiety disorder 0 0behavioral undercontrol 2 1personality and physiology 1 0psychotherapy outcome 2 2serious mental illnesses 1 2

Clinical opportunitiesMultiple opportunities in in-house training clinic, extern,and intern levels in inpatient, outpatient, and specializedsettings

Marywood University (Psy.D.)Department of Psychology and CounselingScranton, PA 18509phone #: (416) 736-5115e-mail: [email protected] address: www.marywood.edu/departments/psyd/

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Courses required for incoming students to havecompleted prior to enrolling:Statistics, research methods, abnormal psychology; at least18 credits in psychology





% of students receiving:Full tuition waiver only: 0%Full assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 4%96% of students receive a $3,600 scholarship

Percentage of incoming students with a B.A./B.S.only: 78% Master’s: 22%

Percentage of students who areWomen: 80% Ethnic Minority: 5% International: 0%

Average years to complete (including internship):5 years (3 years for post-master’s admission)





Research areas # Faculty # Grantsmalingering 1 0psychology and media 2 0clinical training and supervision 4 0positive psychology 1 0multicultural issues 2 0stress, anxiety and coping 3 0aggression in boys 1 0outcome assessment in mental 1 0

healthcognitive approaches to 1 0

self-esteem changetechnology and education 3 0

Clinical opportunitieson-site outpatient mental outpatient childhood

health disordersinpatient psychiatry university counseling centerinpatient behavioral community mental health

medicine inpatient geriatric

University of Massachusetts atAmherst (Ph.D.)Department of Psychology135 Hicks Way-Tobin HallAmherst, MA 01003phone#: (413) 545-0662e-mail: [email protected] address: www.umass.edu/psychology/div4


199

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Courses required for incoming students to havecompleted prior to enrolling:An undergraduate background in psychology which, at aminimum, consists of: introduction to psychology, statistics,methods, and 3 advanced subjects in psychology






Approximate percentage of incoming students who aB.A./B.S. only: 66% Master’s: 33%

Approximate percentage of students who areWomen: 79.5% Ethnic Minority: 33% (last 7 years)International: 12.8%





Formal tracks/concentrations: child/familyconcentration, adult

Research areas # Faculty # GrantsChild, Adolescent, Family 4 3Aging/Gerontology 2 0Developmental Psychopathology 1 1Stress/Coping 1 1psychotherapy process 3 1psychotherapist’s development 3 0psychological assessment 1 1psychotherapy research 3 1substance abuse 1 0

Clinical opportunitieschild and adolescent therapy psychological/neuro-cognitive-behavior therapy psychological assessmentcultural diversity experience college counselinggerontology outpatient medical settingspsychoanalytic therapy inpatient medical settingspsychotherapy supervision residential treatment

University of Massachusetts at Boston(Ph.D.)Department of PsychologyBoston, MA 02125-3393phone#: (617) 287-6340e-mail: [email protected] address: www.umb.edu/academics/cla/dept/psychology/graduate.html

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Courses required for incoming students to havecompleted prior to enrolling:statistics; 6 courses total in psychology

Recommended but not mandatory courses:development, abnormal, personality, research methods









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Research areas # Faculty # Grantscross-cultural 3 1family 3 1media and psychology 1 0severe psychopathology 1 1social stereotypes 0 0trauma 3 1

Clinical opportunitiesStudents do practice at all the major teaching hospitals andmental health centers in the greater Boston area. They doAPA approved clinical internships in Boston and across thecountry.

Massachusetts School of ProfessionalPsychology (Psy.D.)221 Rivermoor StreetBoston, MA 02132phone#: (617) 327-6777toll free (888) 664-MSPPe-mail: [email protected] address: www.mspp.edu

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Courses required for incoming students prior toenrolling:Introduction to psychology, abnormal and two out of thefollowing six courses: developmental psychology, socialpsychology, personality theories, behavioral statistics, testsand measurements, physiological psychology

Courses recommended but not mandatory:All psychology related











Formal tracks/concentrations: health psychology,forensic psychology, childhood, adolescence and family

Research areas: a wide variety; # Faculty: 38;# Grants: 97

Clinical opportunitiesWe have 190 sites per year in diverse areas. If your area isnot covered, we will find a site. Optional specialty tracks inhealth and forensic psychology are available.

McGill University (Ph.D.)Department of Psychology1205 Avenue Docteur PenfieldMontreal, Quebec H3A 1B1, Canadaphone#: (514) 398-6124e-mail: [email protected] address: www.psych.mcgill.ca/grad/clnprg.htm

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Clinically oriented Equal emphasis Research oriented


Courses required for incoming students to havecompleted prior to enrolling:Courses in the biological, cognitive and social bases ofbehavior as well as statistics.


GRE meanVerbal and Quantitative 660; Do not require GREs fornon-native speakers of EnglishAnalytical Writing Data not available


201











Research areas # Faculty # Grantsaggression 1 1aging (including Alzheimer’s) 2 1assessment/diagnosis 2 0attention-deficit disorder 1 1behavior therapy 1 0behavioral genetics 1 1behavioral medicine 2 2child 1 1child psychopathology 1 1cognitive information processing 1 0depression 2 2developmental 1 1eating disorders 1 1emotion 1 1family 2 1gender 1 1health psychology 2 2interpersonal relations 2 2memory 2 1neuropsychology 1 1olfaction 1 1personality 1 1personality assessment 2 0psychopathology 2 2psychopharmacology 2 1psychophysiology 2 1psychotherapy process/outcome 1 1sexual dysfunction 1 1stress 1 1substance abuse 1 1

Clinical opportunitiesThe McGill University Psychology Internship Consortium isclosely associated with our graduate program in clinical

psychology. The Consortium consists of departments ofpsychology in 3 university teaching hospitals, a children’shospital, and a psychiatric hospital.

The University of Memphis (Ph.D.)Department of PsychologyMemphis, TN 38152phone#: (901) 678-3015e-mail: [email protected] address: www.psyc.memphis.edu/programs/grad/clinical/clinicalhome.shtml

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Courses required for incoming students to havecompleted prior to enrolling:A minimum of 18 semester hours in undergraduatepsychology courses, including courses in QuantitativeMethods (psychological statistics), and experimental design.Students lacking some or all of these prerequisite courses,but presenting an exceptional undergraduate record, maynevertheless be granted graduate admission. However,students may be asked to remove such deficiencies beforeor during their first academic year.









Personal interviewInterview required



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Formal tracks/concentrations: behavioral medicine,psychotherapy research, child clinical

Research areas # Faculty # Grantsbehavioral medicine 4 1child clinical 2 0psychotherapy research 3 0

Clinical opportunitiesaddiction eating disordersaffective disorders family therapyanxiety disorders gamblingbehavioral medicine inpatient psychologycancer and emotional minority/cross-cultural

adjustment school/educationaldevelopmental disabilities/

autism

University of Miami (Ph.D.)Department of PsychologyP.O. Box 249229Coral Gables, FL 33124phone#: (305) 284-2814e-mail: [email protected] address: www.psy.miami.edu/

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Courses required for incoming students to havecompleted prior to enrolling:statistics, experimental psychology

Recommended but not mandatory courses:strong science background, especially biology, andmathematics











Formal tracks/concentrations: adult clinical, childclinical, health clinical, pediatric health

Research areas # Faculty # GrantsAIDS 6 2adult psychopathology 6 2affective disorders 3 1cancer 4 1cardiovascular disease 4 2child clinical psychology 6 2child psychopathology 5 2diabetes 3 2family therapy 2 1health psychology 14 2hypertension 3 1pediatric psychology 3 2psychoneuroimmunology 6 2stress and coping 9 2trauma 4 2

Clinical opportunitiesabuse family therapyAIDS group therapybehavioral medicine long-term careconduct disorder marital therapydevelopmental disabilities/ minority/cross-cultural

autism neuropsychologydiabetes pediatricseating disorders substance abuse

Miami University (Ph.D.)Department of PsychologyOxford, OH 45056phone#: (513) 529-2400e-mail: [email protected] address:www.units.muohio.edu/psychology/clinical/index.html

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 8%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 17%Existential/Phenomenological/Humanistic 25%Cognitive/Cognitive-behavioral 17%Developmental/Developmental Psychopathology 33%


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Courses required for incoming students prior toenrolling:1 course in statistics


GRE meanVerbal 600 Quantitative 660 Analytical 670Analytical Writing 5.5/6








Attrition rate in past 7 years: .075%


Formal tracks/concentrations: trauma and resilience,child, family, and school-based mental health, adultpsychotherapy research

Research areas # Faculty # Grantsaction research 2 1anxiety disorders 3 1bullying youth 3 2child psychopathology 6 4consultation/school improvement 3 2dating violence 3 1dating violence prevention 1 1dreams 1 0early childhood mental health 1 1eating disorders 1 0family research 3 1fetal alcohol spectrum disorders 1 0immigration/acculturation 2 0interparental conflict & violence 3 2narrative methodologies 2 0parent–child boundary dissolution 1 1personality disorders 3 0program development/ 2 2

program evaluationpsychotherapy process 3 0PTSD and juvenile delinquency 1 1school-based mental health 4 3

school–family community partnership 4 3training/technical assistance 2 1trauma recovery 4 1

Clinical opportunitiesadult psychotherapy group psychotherapy withanxiety disorders adultsassessment with adults group psychotherapy with assessment with children childrenattachment disorders hyperactivityattention-deficit/ juvenile delinquency

hyperactivity disorder inpatient mental healthchild psychotherapy parent-child therapycollege student counseling posttraumatic stresscommunity mental health disorder in adultsconduct disorder posttraumatic stress consultation disorder in childrencross-cultural psychology preventiondepression rural mental healthdevelopmental disabilities school-based mental healthfamily therapy

University of Michigan (Ph.D.)Department of Psychology530 Church StreetAnn Arbor, MI 48109-1109phone#: (734) 764-6332e-mail: [email protected] address: www.lsa.umich.edu/psych/areas/clinical/

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Recommended but not mandatory courses:Basic course work in psychology





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Research areas # Faculty # Grantschild abuse/neglect 1 0childhood illness/family coping 1 1childhood loss 2 2chronic illness and coping (adult) 1 0conscious/unconscious processes 1 0divorce 1 1family systems 4 1family violence 2 2health psychology (AIDS, polio, 2 0

head injury)homeless families 1 0inner city children 4 2low birthweight children 1 0neuropsychology 6 0peer relations/social skills 2 2

in childrenpersonality disorders 2 0psychotherapy research 5 0schizophrenia 1 0social competence in children 2 0substance abuse 2 2television violence 1 1

Clinical opportunitiesadultchild and family

Michigan State University (Ph.D.)Department of PsychologyEast Lansing, MI 48824phone#: (517) 432-9953e-mail: [email protected] address:psychology.msu.edu/academic/clinical/index.htm

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 40%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 40%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 40%Feminist 10%

Courses required for incoming students prior toenrolling:12 hours of psychology courses at the bachelor’s level

Courses recommended but not mandatory:Quantitative methods, research design, advancedcompetence with the use of computer programs (SPSS,SYSTAT, etc.)




% of incoming students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%








Research areas # Faculty # GrantsADHD 1 3aging/gerontology 1 0antisocial behavior 1 1eating disorders 1 2family research/systems 3 1family violence 2 1intimate partner violence 2 1neuropsychology of alchoholism 1 1neuroscience of anxiety 1 2racial harassment/gendered 1 2

bullying


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Clinical opportunitiesassessment (child, adult, gerontology/aging

aging, ADHD, clinical intimate partner violenceneuropsychology) loss and trauma group

couples therapy therapydepression and anxiety minority/cross-culturaleating disorders play therapyfamily therapy

University of Minnesota (Ph.D.)Department of PsychologyN218 Elliot Hall, 75 East River RoadMinneapolis, MN 55455phone#: (612) 625-2546e-mail: [email protected] address:www.psych.umn.edu/areas/clinical/index.htm

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Courses required for incoming students to havecompleted prior to enrolling:statistics, abnormal psychology







Approximate percentage of students who areWomen: 70% Ethnic Minority: 24%International: 10.8%





Formal tracks/concentrations: adult psychopathology,developmental psychopathology

Research areasaffective disorders molecular geneticsantisocial/psychopathic personality assessment

personality personality disordersanxiety disorders psychopharmacologybehavioral genetics psychophysiology/cross-cultural psychology neuroimagingdevelopmental responses to extreme stress

psychopathology schizophreniaeating disorders substance abuse

Clinical opportunitiesADHD forensic psychologyaffective disorders long-term psychodynamic antisocial personality psychotherapy

disorders neuropsychologyanxiety disorders obsessive–compulsive behavior therapy disorderchildhood disorders and panic disorder

therapy post-traumatic stress cognitive therapy disordercommunity psychology psychopathic personalityconduct disorder psychotic disorderscrisis intervention schizophreniaeating disorders substance abusefamily therapy

University of Mississippi (Ph.D.)Department of PsychologyUniversity, MS 38677phone#: (662) 915-7383e-mail: [email protected] address: www.olemiss.edu/depts/psychology/Clinical/index.html

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Applied behavioral analysis/Radical behavioral 29%Family systems/Systems 14%Existential/Phenomenological/Humanistic 14%Cognitive/Cognitive-behavioral 71%(some faculty not easily categorized, e.g. appliedbehavioral/behavioral)

Courses required for incoming students prior toenrolling:introductory psychology, statistics, lab course

Courses recommended but not mandatory:physiological psychology, abnormal psychology,developmental psychology, and some grounding inbiology/physiology/chemistry


206

GRE meanVerbal 554 Quantitative 674Verbal + Quantitative 1228Advanced Psychology 635Analytical Writing N/A


Number of applications/admission offers/incomingstudents in 2007applied not reported/15 admission offers/8 incoming









Research areas # Faculty # Grantsbehavior problems in children 3 0community psychology 2 0compliance 1 0computer-based research 1 1emotion 2 1posttraumatic stress disorder 1 0psychological assessment 2 0race relations 1 0rape 2 0rural mental health 2 0smoking cessation/addiction/ 1 1

substance abusesocial skills/competence 2 0

Clinical opportunitieschild/adolescent health psychologychildren’s social skills mental retardationchronic mental illness posttraumatic stress clinical assessment disordercommunity mental health sexual aggressionconsultation smoking cessationeating disorders substance abuse/alcohol family/marital therapy abuse

University of Missouri–Columbia (Ph.D.)Department of Psychology210 McAlester HallColumbia, MO 65211

phone#: (573) 882-6860e-mail: [email protected] address: psychology.missouri.edu/clinical.php

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Recommended but not mandatory courses:Other sciences, statistics/mathematics

GRE meanVerbal + Quantitative 1375Analytical Writing 5.5Advanced Psychology not reported



Percent of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%







Formal tracks/concentrations: clinical adult, clinical child

Research areas # Faculty # Grantsaddictions 5 ~10anxiety disorders (child) 2 1autism/devel. disorders 1 0eating disorders 1 1multisystemic therapy 1 1personality disorders 1 2schizophrenia 1 1treatment dissemination 1 1


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Clinical opportunitiesadult, outpatient and rehabilitation psychology

inpatient research protocol child, outpatient and assessment and

inpatient preventionhealth psychology state hospitalmedical center VA hospital

University of Missouri–Kansas City(Ph.D.)Department of Psychology5100 Rockhill RoadKansas City, MO 64110phone#: (816)-235-1073e-mail: [email protected] address: cas.umkc.edu/psyc/grad/clinical.htm



Courses required for incoming students to havecompleted prior to enrolling:A B.A./B.S. in psychology is preferred but not required. At least 9 credits of psychology, including introductory,research methods, and statistics

Recommended but not mandatory courses:At least two of the following: abnormal, biopsychology,child, cognitive, learning, motivation, personality, sensationand perception, social psychology




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100% (if enrolled at least 9 credit hours)







Formal tracks/concentrations: health and life sciences

Research areas # Faculty # Grantsemotional social development 2 1eating disorders/obesity 1 0smoking cessation/Cardiovascular 2 2

diseaseHIV 1 3serious mental illness 1 1social attitudes and ideology 1 0health and gender 1 0attention and emotion 1 0sensory and cognitive neuroscience 1 1

Clinical Opportunitieschronic painpsychiatry

University of Missouri–St. Louis (Ph.D.)Department of PsychologyOne University Blvd.St. Louis, MO 63121phone#: (314) 516-5391e-mail: [email protected] address: www.umsl.edu/divisions/artscience/psychology/clinical/index.html

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Courses required for incoming students to havecompleted prior to enrolling:A total of 24 undergraduate credits: introductory, statistics,research methods

Recommended but not mandatory courses:Personality, social psychology, learning and motivation,history and systems, physiological psychology,developmental




208


% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100% infirst 2 years







Formal tracks/concentrations: behavioral medicine,child clinical, trauma studies, women and gender studies

Research areas # Faculty # Grantsbehavioral medicine 1 1child & adol issues 2 1clinical geropsychology 1 2multicultural issues 1 0women & sexuality 1 0trauma studies 2 2

Clinical opportunitiesadults behavioral medicine children/adolescents & interventions

families treatment of PTSD/traumaolder adults neuropsychological anxiety disorders assessment

University of Montana (Ph.D.)Department of PsychologyMissoula, MT 59812-1584phone#: (406) 243-4521e-mail: [email protected] address: psychweb.psy.umt.edu/www/graduate_clinical_about.asp

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Recommended but not mandatory courses:Research methods, statistics, abnormal psychology,personality, physiological psychology

GRE mean (for current entering class)Verbal 510 Quantitative 625Advanced Psychology (Required) 596Analytical Writing not reported

GPA meanOverall GPA 3.24 Graduate GPA for students entering withM.A.: 3.87









Formal tracks/concentrations: child, adolescent, familyclinical emphasis, neuropsychology emphasis

Research areas # Faculty # Grantsassessment 2 1attention-deficit disorder 0 0behavioral medicine/health 3 0

psychologychild psychopathology 2 1closed-head injury 1 0cross-cultural (Native American) 2 1depression 1 0emotion regulation 0 0gender issues 1 1malingering 1 0neuropsychology 1 0nonlinear dynamic systems 1 0psychotherapy process and 3 0

outcomeschizophrenia 1 0sexuality 0 0substance abuse 2 1health care systems 1 0LGBT health 1 0elderly 1 1


209

intimate partner violence 2 1resilience 2 0PTSD 3 1mindfulness 1 0

Clinical opportunitiesadolescent and child functional analytic therapyanxiety disorders motivational interviewingassessment neuropsychologyattachment disorder pain managementborderline personality prison populations

disorder rural psychologycommunity health schizophrenia/psychosescouples/family substance abusedepression traumadomestic violence

University of Nebraska–Lincoln (Ph.D.)Department of Psychology209 Burnett HallLincoln, NE 68588-0311phone#: (402) 472-3229e-mail: [email protected] address: psycweb.unl.edu

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Courses required for incoming students to havecompleted prior to enrolling:Psychology major preferred

Recommended but not mandatory courses:Methodology and quantitative courses

GRE meanVerbal 610 Quantitative 660Analytical Writing Data not availableAdvanced Psychology not reported










Formal tracks/concentrations: adult/general, child andfamily, forensic

Research areas # Faculty # Grantsanxiety disorders 2 2child abuse/family violence 2 2child/adolescence 2 1serious mental illness 1 1forensic 2 2psychology and law 3 2psychopathology 3 2trauma/PTSD 2 2

Clinical opportunitiesanxiety disorders minority issueschild abuse/family violence neuropsychologyserious mental illness substance abuseforensic

University of Nevada–Las Vegas (Ph.D.)Department of PsychologyLas Vegas, NV 89154phone#: (702) 895-0183e-mail: [email protected] address: psychology.unlv.edu

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Courses required for incoming students to havecompleted prior to enrolling:Statistics, abnormal psychology, experimental psychology

Recommended but not mandatory courses:Standardized testing, child behavior disorders, motivationand learning, history of psychology

GRE meanVerbal 566 Quantitative 604Analytical Writing not reportedAdvanced Psychology 620



210










Research areas # Faculty # Grantschild externalizing disorders 1 1child internalizing disorders 1 0descriptive experience sampling 2 0women’s health/sexuality 1 0eating disorders/multicultural 1 0

issuessocial skills 1 0psychopharmacology 1 0neuropsychology 1 1statistics 1 0

Clinical opportunitiesAchievement Center (childhood externalizing disorders)UNLV School Refusal and Anxiety Disorders ClinicCenter for Individual, Couple, and Family Counseling

(university-based counseling)Student counseling and psychological services

University of Nevada–Reno (Ph.D.)Department of PsychologyMSS 298Reno, NV 89557e-mail: [email protected] address: www.psyc.unr.edu

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Courses required for incoming students to havecompleted prior to enrolling:not reported

Recommended but not mandatory courses:personality, abnormal/psychopathology, statistics,experimental design, history of psychology, behaviorprinciples, behavior analysis

GRE meanVerbal 645 Quantitative 660Advanced Psychology 700Analytical Writing not reported











Research areas # Faculty # Grantsaging 1 2anxiety disorders 2 0behavior analysis 3 0behavioral assessment 3 0behavioral health 2 0couples 2 0drug and alcohol abuse 2 1gerontology 1 2health care administration 1 1incest survivors 2 0minority mental health 1 0mood disorders 1 0prevention 4 2sexual offenders 1 1social skills 3 0suicide 1 0treatment development 3 1verbal behavior 4 0


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Clinical opportunitiesAIDS gerontologyanxiety disorders health care administrationbehavioral health care incest survivorscouples personality disordersdepression posttraumatic stress drug and alcohol abuse disorder

University of New Brunswick (Ph.D.)Department of PsychologyFredericton, New Brunswick E3B 6E4 Canadaphone#: (506) 453-4707e-mail: [email protected] address:www.unbf.ca/arts//psychology/graduate.html

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied behavioral analysis/Radical behavioral 40%Family systems/Systems 20%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive behavioral 100%Acceptance and Commitment Based Therapy 20%Feminist 20%

Courses required for incoming students to havecompleted prior to enrolling:Honor’s degree or equivalent in psychology, honor’s thesis,history and systems, biological psychology, cognitive-affective bases of behavior, developmental, social













Research areas # Faculty # Grantshealth & rehabilitation 1 1human sexuality 3 2anxiety/depression 3 1infant development 1 1cognitive neuroscience 3 3feminist approaches 2 1adolescent help seeking 1 0neuropsychology 1 0addiction 1 1forensic psychology 1 1adult attachment/social 1 0

adjustment

Clinical opportunitieshealth psychology inpatient mental healthrehabilitation psychology First Nations community neuropsychology mental healthcommunity mental health student counseling

University of New Mexico (Ph.D.)Department of PsychologyMSCO3 2220Albuquerque, NM 87131-0001phone#: (505) 277-4121e-mail: [email protected] (director),[email protected] (graduate office) [email protected] (coordinator)Web address: psych.unm.edu/clinical.html

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Courses required for incoming students to havecompleted prior to enrolling:Statistics, research methods, psychology major or equivalentcourse work

Recommended but not mandatory courses:Basic science courses, laboratory courses, supervisedresearch

GRE meanVerbal + Quantitative 1281Analytical Writing note reportedAdvanced Psychology not reported


212











Research areas # Faculty # Grantseating disorders 1 1family interactions 2 3minority/cultural issues 3 1health psychology 3 0human learning/language 1 0neuropsychology 2 4pediatric psychology 1 0substance abuse 6 8

Clinical opportunitiesbehavioral medicine neuropsychological forensic settings/domestic assessment

violence pediatricsinpatient/outpatient personality assessment

psychotherapy school settingmulticultural substance abuseneuroimaging

The New School (Ph.D.)(formerly listed as New School University)New School for Social Research, Department ofPsychology65 Fifth Avenue, F 330New York, NY 10003phone#: (212) 229-5727e-mail: [email protected] address:www.socialresearch.newschool.edu/psy/index.htm

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Courses required for incoming students to havecompleted prior to enrolling:1 course in each of the following: personality, social,developmental; psychopathology; 1 course in assessment of individual differences; 1 course in statistics; 1 researchmethods course

Recommended but not mandatory courses:Undergraduate major in psychology recommended, but notmandatory


GPA meanGPA 3.63

Number of applications/admission offers/incomingstudents in 200721 applied/16 admission offers/15 incomingNote: Only applications from New School Universitymaster’s students in psychology are considered forenrollment.

% of students receiving:Full tuition waiver only: 7%Assistantship/fellowship only: 6%Both full tuition waiver & assistantship/fellowship: 2%(33% of students receive a partial tuition waiver)








Research areas # Faculty # Grantsassessment/diagnosis 2 1child clinical 1 1developmental 1 0emotions 1 0memory 2 1moral development 1 0narrative methodologies 2 0personality assessment 1 0


213

prevention 2 1psychoanalysis 2 0psychopathology 2 0psychotherapy process 3 1

& outcome

Clinical opportunitiesNew School–Beth Israel Centervariety of clinical settings

University of North Carolina at Chapel Hill (Ph.D.)Department of PsychologyDavie Hall 013AChapel Hill, NC 27514phone#: (919) 962-5082fax#: (919) 962-2537e-mail: [email protected] address: www.unc.edu/depts/clinpsy/

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 0%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 100%

Courses required for incoming students to havecompleted prior to enrolling:A psychology major or its equivalent (8 or more courses).


GRE meanVerbal + Quantitative 1350Analytical Writing not reportedAdvanced Psychology not reported

GPA meanPsychology GPA 3.5 Junior/Senior GPA 3.5


% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0Both full tuition waiver & assistantship/fellowship: 100%







Formal tracks/concentrations: adult clinical, clinicalchild and adolescent

Research areas # Faculty # Grantsschizophrenia 1 2anxiety disorders 1 0couples therapy/research 1 2behavioral medicine/health 1 2

psychologypediatric bipolar disorder 1 2adolescent substance use 1 1adolescent peer relationships 1 1adolescent depression and 1 1

suicidalityethnic minority youth; 2 0

health disparitiesfamily functioning and health 1 0

riskbehaviors

Clinical opportunitiescouples therapy child bipolar treatmentanxiety disorders child assessmentadult therapy and assessment health/pediatric psychologychild behavior therapy developmental disabilities

University of North Carolina atGreensboro (Ph.D.)Department of Psychology296 Eberhart BuildingGreensboro, NC 27402-6170phone#: (336) 256-0006e-mail: [email protected] address: www.uncg.edu/psy/areas_clinical.htm

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Courses required for incoming students to havecompleted prior to enrolling:Equivalent of undergraduate major in psychology, whichshould include statistics and 4 other courses in psychology

Recommended but not mandatory courses:Physiological psychology, abnormal psychology, statistics,learning, cognitive psychology


214











Formal tracks/concentrations: clinical childspecialization, ADHD specialization

Research areas # Faculty # GrantsADHD 1 2adolescents’ externalizing disorder 0 0behavioral analysis 1 0behavioral assessment 1 0children’s internalizing disorder 1 0children’s social relationships 2 2depression 1 0personality disorders 1 0schizophrenia 1 1

Clinical opportunitiespreschool intervention programUniversity-based community clinicUniversity counseling center

University of North Dakota (Ph.D.)Department of PsychologyBox 8380Grand Forks, ND 58202phone#: (701) 777-3451e-mail: [email protected] address:ndwild.psych.und.nodak.edu/dept/clinical.html

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Courses required for incoming students to havecompleted prior to enrolling:Psychology courses (at least 18 hours) in developmental,abnormal, statistics, experimental or research methods.One semester of college algebra and a year of biologicalscience.

Recommended but not mandatory courses:A background in social and natural sciences

GRE meanVerbal + Quantitative 1074Analytical Writing 4.9Advanced Psychology not reported





Approximate percentage of students who areWomen: 75% Ethnic Minority: 36% International: <1%






Research areas # Faculty # Grantsadult psychopathology 6 0self-harm behavior 1 1suicidality 1 1anxiety disorders 1 0applied behavioral analysis 2 0behavioral medicine 2 0community psychology 2 0cross-cultural psychology 2 1friendship/relationships 2 0gender roles 2 0minority mental health 2 0pain management/control 1 0personality assessment 2 0


215

personality disorders 3 0psychophysiology 1 0relaxation/biofeedback 1 0rural psychology 2 2stress and coping 6 0substance abuse 1 0women’s studies 2 0

Clinical opportunitiesaffective disorders minority/cross-culturalanxiety disorders obsessive–compulsive assessment disorderbehavioral medicine personality disorderscommunity psychology rural psychologyinterpersonal psychotherapy substance abusemarital/couples therapy victim/battering abuse

University of North Texas (Ph.D.)Clinical Psychology ProgramDepartment of PsychologyBox 311280Denton, TX 76203-1280phone#: (940) 565-2652e-mail: [email protected] address: www.psyc.unt.edu/gradclinical.shtml

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Courses required for incoming students to havecompleted prior to enrolling:statistics, plus three of the following: experimentalpsychology or research methods, learning, perception,motivation, cognition, psychological measurement,physiological psychology, research thesis

Are there courses you recommend that are notmandatory?See above

GRE meanVerbal 590 Quantitative 703Analytical Writing note reportedAdvanced Psychology not reported

GPA mean3.83










Research areas # Faculty # Grantsabuse 2 0AIDS 2 0affect management 1 0aging 1 1children 1 1disaster intervention 2 0forensics 3 1malingering 2 0neuropsychology 1 0posttraumatic stress disorder 2 0schizophrenia 2 0stress 2 1

Clinical opportunitieschildren psychopathydepression posttraumatic stress forensic psychology disorder

Northern Illinois University (Ph.D.)Department of PsychologyDeKalb, IL 60115phone#: (815) 753-0772e-mail: [email protected] address:www.niu.edu/psyc/grad_clinical/clinical_index.shtml

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Courses recommended but not mandatory:Statistics, research methods, laboratory course, history


216












Research areas # Faculty # Grantsadolescents 3 0adult psychopathology 3 0anxiety disorders 3 0child sexual abuse 1 1couples 1 0developmental psychopathology 3 1diversity 1 1eating disorders 1 0mood disorders 3 0parenting 3 1personality disorders 1 0physical abuse 1 0prevention 1 0psychometrics 3 0sexual aggression 1 0

Clinical opportunitiesADHD clinic forensic evaluationsanxiety disorders individual psychotherapyassessment parent trainingchild psychotherapy personality and cognitivedevelopmental disabilities assessmentfamily therapy victim/battering/abuse

Northwestern University (Ph.D.)Department of Psychology102 Swift Hall, 2029 Sheridan RoadEvanston, IL 60208-2710phone#: (847) 491-5190e-mail: [email protected]

Web address: www.wcas.northwestern.edu/psych/programs/clinical.html




Recommended but not mandatory courses:Psychology major, undergraduate statistics


GPA meanOverall GPA 3.83 Junior/Senior GPA 3.88






Personal interviewnot reported


Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 50% (1 of 2 applicants, 74% in past 7 years)


Research areas # Faculty # Grantsanxiety 2 1behavioral genetics 1 0cognitive functioning 2 1depression 2 0personality 4 2psychotherapy 1 0


217

Clinical opportunitiesanxiety disorders depressionbehavioral medicine familycouples neuropsychologycrisis intervention psychosis

Northwestern University, FeinbergSchool of Medicine (Ph.D.)Department of Psychiatry and Behavioral SciencesDivision of PsychologyAbbott Hall, Suite 1205710 North Lakeshore DriveChicago, IL 60611phone#: (312) 908-8262e-mail: [email protected] address:www.clinpsych.northwestern.edu/doc_prog.htm

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Courses required for incoming students to havecompleted prior to enrolling:Statistics and research designs, experimental, abnormal





% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 0%(Note: Half or 3/4 tuition: 100%)







Formal tracks/concentrations: neuropsychology, generaladult clinical, child clinical

Research areas # Faculty # GrantsAdolescent/adult depression 3 2child mental health 3 1mental health services and policy 2 1neuropsychology 3 1psycholegal studies (youth in 2 1

criminal justice system)

Clinical opportunitiesadult, adolescent, and child neuropsychology (adult

outpatient clinics and pediatric)chronic mental illness student mental health

Nova Southeastern University (Ph.D.)Dean, Center for Psychological Studies3301 College AvenueFort Lauderdale, FL 33314phone#: (954) 262-5790e-mail: [email protected] address: www.cps.nova.edu

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Courses required for incoming students to havecompleted prior to enrolling:18 credits in psychology and 3 credits in statistics

Recommended but not mandatory courses:Courses in statistics, psychology, biology


GPA mean3.51





218






Formal tracks/concentrations: forensic psychology,health psychology, neuropsychology, psychodynamicpsychotherapy, child, adolescent, and family psychology,multicultural/diversity, trauma

Research areas # Faculty # GrantsADHD 3 1alcohol/substance abuse 3 5anxiety disorders 2 0behavior therapy 12 0biofeedback 1 0child/adolescent depression 4 0child/adolescent psychotherapy 8 1child neuropsychology 4 0community mental health 3 0cross-cultural counseling 2 0domestic/interpersonal violence 2 1forensic psychology 3 2gerontology 1 0health psychology 7 2long-term mental illness 2 0MMPI-2 1 0neuropsychology 5 2posttraumatic stress disorder 5 0psychoanalysis 3 0survivors of sexual abuse/assault 2 0trauma and victimization 7 0

Clinical opportunitiesanxiety disorders interpersonal violencebehavioral modification multilingual servicesbiofeedback neuropsychologicalchild/adolescent assessment assessment and

and treatment evaluationchild/adolescent depression pain managementcommunity support services parenting skills trainingcrisis assessment and psychodynamic

intervention psychotherapydepression psychological consultationfamily and multifamily psychological testing

therapy serious emotional forensic evaluation and disturbance

testimony stress managementgroup therapy substance abuse

Nova Southeastern University (Psy.D.)Dean, Center for Psychological Studies3301 College AvenueFort Lauderdale, FL 33314phone#: (954) 262-5790

e-mail: [email protected] address: www.cps.nova.edu

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Courses required for incoming students to havecompleted prior to enrolling:18 credits in psychology and 3 credits in statistics

Recommended but not mandatory courses:Courses in statistics, psychology, biology











Formal tracks/concentrations: forensic psychology,health psychology, neuropsychology, psychodynamicpsychotherapy, child, adolescent, and family psychology,multicultural/diversity, trauma

Research areas # Faculty # GrantsADHD 3 1alcohol/substance abuse 3 5anxiety disorders 2 0behavior therapy 12 0biofeedback 1 0child/adolescent depression 4 0child/adolescent psychotherapy 8 1


219

child neuropsychology 4 0community mental health 3 0cross-cultural counseling 2 0domestic/interpersonal violence 2 1forensic psychology 3 2gerontology 1 0health psychology 7 2long-term mental illness 2 0MMPI-2 1 0neuropsychology 5 2posttraumatic stress disorder 5 0psychoanalysis 3 0survivors of sexual abuse/assault 2 0trauma and victimization 7 0

Clinical opportunitiesanxiety disorders interpersonal violencebehavioral modification multilingual servicesbiofeedback neuropsychological child/adolescent assessment assessment and

and treatment evaluationchild/adolescent traumatic pain management

stress and depression parenting skills and trainingcommunity support services psychodynamic crisis assessment and psychotherapy

intervention psychological consultationdepression psychological testingfamily and multifamily serious emotional

treatment disturbanceforensic evaluation and stress management

testimony substance abusegroup therapy

The Ohio State University (Ph.D.)Department of Psychology108 Psychology Building1835 Neil Avenue MallColumbus, OH 43210phone#: (614) 292-4112e-mail: [email protected] address: www2.psy.ohio-state.edu/programs/clinical/

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Courses required for incoming students prior toenrolling:Experimental psychology, abnormal psychology, statistics,personality












Formal tracks/concentrations: adult clinical, childclinical, health

Research areas # Faculty # Grantsanxiety disorders 2 1cardiovascular health 3 4child psychopathology 3 4childhood mood disorders 2 4depression 3 1oncology 1 3pediatric neuropsychology 2 3personality 1 0psychoneuroimmunology 2 5psychosocial aspects of 2 3

pediatric oncology

Clinical opportunitiesanxiety disorder gerontologychild and adolescent health psychology

psychopathology neuropsychologychildhood mood disorders oncologycrisis intervention psycho-education depressive disorders evaluationseating disorders sex therapyfamily

Ohio University (Ph.D.)Department of PsychologyAthens, OH 45701-2979phone#: (740) 593-1707e-mail: [email protected] address: www.psych.ohiou.edu/academics/grad_studies/clinical.html


220

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Courses required for incoming students to havecompleted prior to enrolling:27 quarter hours of undergraduate psychology, introductorypsychology, experimental psychology, statistics

Recommended but not mandatory courses:Computer science, abnormal psychology, personality

GRE mean:Verbal 556 Quantitative 639 Psychology 637

GPA mean3.60


% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0Both full tuition waiver & assistantship/fellowship: 100%







Formal tracks/concentrations: child clinical, clinical health

Research areas # Faculty # Grantsadult psychopathology and 2 0

psychotherapyfamily and child 2 2health psychology 4 6sexual assault 1 1neuropsychology 1 1

Clinical opportunitiesadult inpatient and pain management and

outpatient cardiac rehabilitationchild and family (including substance abuse

school-based mental primary care patientshealth) pediatric

neuropsychological assessment

Oklahoma State University (Ph.D.)Department of Psychology116 North Murray HallStillwater, OK 74078phone#: (405) 744-7494e-mail: [email protected] address: psychology.okstate.edu/grad/index.html

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Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, statistics, experimental psychology

Recommended but not mandatory courses:Abnormal psychology, history and systems










What percentage of students applying for internshiplast year was accepted into APPIC or APA internships?50% (92% in last six years)

Formal tracks/concentrations: child clinical, behavioralmedicine/health psychology


221

Research areas # Faculty # GrantsAnxiety disorders 1 0Health psychology 2 0Pediatric psychology 0 0Sexual abuse 0 0Substance abuse 1 0Depression 1 0

Clinical opportunitiesAnxiety disorder Marital therapyBehavioral medicine Pediatric psychologyFamily therapy Substance abuse

University of Oregon (Ph.D.)Department of PsychologyEugene, OR 97403phone#: (541) 346-5060e-mail: [email protected] address: psychweb.uoregon.edu/

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Courses required for incoming students to havecompleted prior to enrolling:Good background in psychology

Recommended but not mandatory courses:Research, statistics or math background

GRE meanhigh 600 or 700 range or higherAnalytical Writing 5.23Advanced Psychology not reported

GPA meanCumulative undergraduate GPA should be above 3.0






Personal interviewPreferred in person but telephone acceptable under specialcircumstances



Formal tracks/concentrations: please visit departmentalwebsite at http://psychweb.uoregon.edu

Research areas # Faculty # Grantsaffective disorders 3 2anxiety disorders 2 2cultural psychology 1 1developmental psychopathology 2 1life stress 1 0neuropsychology 2 2

Clinical opportunitiesanxiety disorders cognitive therapybehavioral genetics depressionchild, family, and adult marital

assessment neuropsychology

University of Ottawa (Ph.D.)School of PsychologyLamoureux Hall145 Jean-Jacques LussierOttawa, Ontario K1N 6N5, Canadaphone#: (613) 562-5801e-mail: [email protected] address: www.grad.uottawa.ca/programs/doctorates/psychology/program_objective.html

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Courses required for incoming students to havecompleted prior to enrolling:Canadian Honors B.A. degree or its equivalent (60 creditsin psychology, plus research experience similar to honorsthesis)

Recommended but not mandatory courses:History and systems

GRE meanGRE is not required for admission

GPA meanOverall GPA 8 on a scale of 10



222



Approximate percentage of students who areWomen: 90% Ethnic Minority: not reportedInternational: 2%

Average years to complete the doctoral program(including internship): 6.6 years after BA; 6.1 years after MA




Formal tracks/concentrations: neurosciencespecialization

Research areas # Faculty # Grantsaging 1 1child psychopathology 4 1community psychology 2 3evaluation of psychotherapy 1 0family functioning 1 1forensic psychology 1 0health psychology 2 1immigrants’ adaptation 1 0marital therapy 2 1sexual functioning 1 1social development of children 2 2

Clinical opportunitiesanxiety groupscommunity psychology pain managementcouples therapy parent trainingdepression posttraumatic stress family therapy disordersgeropsychology sex therapy

Pacific Graduate School of Psychology(Ph.D.)Department of Clinical Psychology935 East MeadowPalo Alto, CA 94303phone#: (650) 843-3419e-mail: [email protected] address: www.pgsp.edu/

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Recommended but not mandatory courses:Statistics, personality or abnormal, developmentalpsychology, physiological psychology; a solid academicbackground


GPA meanUndergraduate GPA 3.43









Formal tracks/concentrations: neuropsychology,forensics, child and family, LGBTQ, health, psychology andthe Law ( J.D./Ph.D.), meditation, joint MBA/Ph.D.

Research areas # Faculty # Grantsadult psychopathology 1 1aging 1 1assessment 3 0bereavement 2 0children 3 0culture 5 0forensics 2 0health psychology 4 1LGBT 1 1minority aging 2 0neuropsychology 3 1neuropsychology & aging 1 0psychology & law 2 0psychotherapy 5 2substance abuse 2 0


223

Clinical opportunitiesAIDS forensicsassessment VA Palo Altochild psychology Inpatient servicesfamily Older adults programhealth psychology Shyness Programminority LGBTQneuropsychology

Pacific Graduate School of Psychology/Stanford University Medical SchoolConsortium (Psy.D.)935 E. Meadow Dr.,Palo Alto, CA, 94303phone#: (800)-818-6136 or (650) 843-3536e-mail: Bruce Arnow, Ph.D. ([email protected]) orJim Breckenridge, Ph.D. ([email protected])Web address:www.pgsp.edu/program_stanford_psyd_home.php

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Courses required for incoming students to havecompleted prior to enrolling:abnormal, statistics, biopsychology, developmental (Theserequirements can be waived if students obtain a score of650 or higher on the Psych GRE)













Research areas # Faculty # Grantsanxiety disorders 6 4depression 2 2eating disorders 2 1terrorism 2 2medical illness/comorbidity 2 1substance abuse 2 0trauma & abused children 2 0cultural diversity 2 1

Clinical opportunitiesanxiety clinic cross-cultural counselingbehavioral medicine borderline personality spinal cord rehab inpatient disorders (DBT)child psychotherapy neuropsychological college counseling assessmentpost traumatic stress geropsychology

disorder substance abuseHIV pain managementdomestic violence depressionLGBT community mental healthveterans (VA Palo Alto homeless

healthcare system) family

Pacific University (Psy.D.)Department of Clinical PsychologySchool of Professional Psychology2004 Pacific AvenueForest Grove, OR 97116phone#: (503) 352-2240e-mail: [email protected] (Admissions)Web address: www.pacificu.edu/spp/clinical/index.cfm

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 18%Applied behavioral analysis 0%Family systems/Systems 6%Existential/Phenomenological/Humanistic 11%Cognitive/Cognitive-behavioral 65%

Courses required for incoming students to havecompleted prior to enrolling:A strong undergraduate background in psychology

Recommended but not mandatory courses:4 of the 7 following courses: introduction, personality,abnormal, experimental, physiological, social, behavioralstatistics


224











Formal tracks/concentrations: Latina/bilingual; forensic;neuropsychology; child/adolescent;organizational/consulting

Research areas # Faculty # Grantsanxiety disorders 2 0behavioral health 1 0behavior therapy 7 0child psychopathology 4 6dynamic psychotherapy 2 0forensic psychology 2 0gestalt therapy 1 0integrative approaches 2 0neuropsychology 1 1organizational behavior 4 0posttraumatic stress disorders 1 0psychology of women 2 0psychotherapy with minorities 4 0single case research 1 0training, supervision and 3 2

consultation

Clinical opportunitiesPsychological service center in downtown Portland38 community sites

University of Pennsylvania (Ph.D.)Department of Psychology3720 Walnut StreetPhiladelphia, PA 19104-6241phone#: (215) 898-4712e-mail: [email protected]

Web address: www.psych.upenn.edu/grad/clinprog.htm




Recommended but not mandatory courses:Statistics












Research areas # Faculty # Grantsanxiety disorders 2 5depression 3 4family/community 1 0psychodynamic treatment 2 2psychopharmacology 3 3substance abuse 1 1

Clinical opportunitiesassessment and diagnostic cognitive-behavioral therapy

interviewing psychodynamic therapybehavioral therapy


225

Pennsylvania State University (Ph.D.)Department of Psychology417 Bruce V. Moore BuildingUniversity Park, PA 16802phone#: (814) 863-1751e-mail: [email protected] address: psych.la.psu.edu/Clinical/index.html

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Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 20%Existential/Phenomenological/Humanistic 10%Cognitive/Cognitive-behavioral 50%

Courses required for incoming students prior toenrolling:No course requirements. Broad psychology backgroundpreferred.

Courses recommended but not mandatory:Statistics and methodology












Research areas # Faculty # Grantsadult psychopathology 5 1affective disorders 2 0

anxiety disorders 7 3behavioral medicine 2 0child clinical/child 3 2

psychopathologycognition/information processing 2 0cross-cultural psychology 1 1developmental/childhood and 2 1

adolescencedevelopmental disabilities 3 1emotions 5 1family research/therapy 2 1hypnosis 1 0neuropsychology 2 1parent–child interactions 3 2personality assessment 3 1personality development 1 0personality disorders 2 0psychoanalysis/psychodynamics 2 0psychophysiology 2 0psychotherapy process and 4 3

outcomerelaxation/biofeedback 2 1rural psychology 1 1violence/abuse 2 0

Clinical opportunitiesSince we serve as a mental health center for this area, weoffer a broad range of clinical experiences involving avariety of psychopathologies. The only significant area inwhich we do not offer experience in our clinic is with drugand alcohol dependence.

Pepperdine University (Psy.D.)Department of PsychologyGraduate School of Education and Psychology6100 Center DriveLos Angeles, CA 90045phone#: (310) 568-5600e-mail: [email protected] address: gsep.pepperdine.edu/psychology/psyd-clinical-psychology/

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Courses required for incoming students prior toenrolling:Applicants for doctoral study should possess a master’sdegree in psychology or a closely related field that reflectsa master’s-level foundation of knowledge in the followingdomains: biological aspects of behavior; cognitive andaffective aspects of behavior; social aspects of behavior;psychological measurement; research methodology; andtechniques of data analysis.


226



GPA meanOverall GPA 3.37 Master’s GPA 3.91


% of students receiving:Full tuition waiver only:Partial scholarship: 70%Assistantship/fellowship only: 10%Both tuition waiver & assistantship/fellowship: 0%


Approximate percentage of students who areWomen: 92% Ethnic Minority: 20% International: 0



Attrition rate in past 7 years: < 3%


Formal tracks/concentrations: psychodynamicpsychotherapy, family systems, cultural-ecological andcommunity-clinical interventions, forensic assessment(subspecialty)

Research areas # Faculty # GrantsADHD 1 2clinical supervision 1 0clinical application of neuroscience 2 0

(theoretical scholarship)ethnic minority trauma recovery 1 1forensic psychology 1 0positive psychology 2 1posttraumatic stress disorder 1 2program evaluation 1 1psychiatric diagnosis 1 1psychology, religion& spirituality 4 0psychotherapy training, process, 6 1

outcome, clinic-based researchpsychotherapy effectiveness 1 0

with Latinos

Clinical opportunitiesadolescence forensicADHD groupAIDS inpatientadoption marital/family/systemic aging psychothrapyassessment multicultural/crosscultural behavior therapy psychology

behavioral medicine neuropsychology(general medical & posttraumatic stress disorderoncology) psychodynamic

child clinical psychotherapycognitive behavioral therapy rehabilitationcommunity psychology religion and spiritualitychronically mentally ill schizophreniaeating disorders school psychologyexistential-humanistic substance abuse

psychotherapy veteran population

Philadelphia College of OsteopathicMedicine (Psy.D.)Department of Psychology4190 City AvenuePhiladelphia, PA 19131-1695phone#: 215-871-6442e-mail: [email protected] address: www.pcom.edu/Academic_Programs/aca_psych/PsyD_in_Clinical_Psychology/psyd_in_clinical_psychology.html

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Courses required for incoming students to havecompleted prior to enrolling:personality, psychopathology or abnormal psychology,statistics/research, and developmental psychology


GRE meanGRE not required for admission








227





Research areas # Faculty # Grantsanxiety disorders 7 0cognitive distortions 1 0critical incident stress management 1 0

and debriefingcognitive behavioral treatment of 3 0

stress-related medical disorderspatient non-adherence to medical 1 0

adviceanger 1 0coping with chronic medical 2 1

illnessespersonality disorders 1 0pain management 1 0somatization disorder 1 0child and adolescent anxiety 1 0

disorderspsychotherapy outcome & 1 0

process researchmemory and aging 1 0psychological assessment 3 0cognitive behavioral therapy 1 0

for adult ADHDsubstance use disorders 1 0motivation and change in 1 0

addictionspersonality assessment 3 0social information processing 1 0

in the developmentof children’s aggressive behavior

impact of parental psychopathology 1 1on children

CBT treatment of mood & anxiety 7 0multicultural issues 4 0crisis/trauma 1 0childhood sexual abuse 1 0supervision/clinical training 1 0eating disorders 1 0

Clinical opportunitiesculturally diverse, internal medicine

underserved primary care family medicineoutpatient cognitive geriatric medicine

behavior therapy clinic

University of Pittsburgh (Ph.D.)Department of PsychologyPsychology Graduate OfficeSennott Square, 3rd Floor210 South Bouquet StreetPittsburgh, PA 15260phone#: (412) 624-4502e-mail: [email protected]

Web address:www.psychology.pitt.edu/graduate/clinical/index.php

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Recommended but not mandatory courses:Basic psychology courses, including research methods andstatistics; background in biology, math, & computer science











Formal tracks/concentrations: adult psychopathology,developmental psychopathology, health psychology

Research areas # Faculty # Grantsadult psychopathology 7 19mood disorders/depression 6 22at-risk adolescents 8 28attention-deficit disorder 1 2autism 3 16behavioral genetics 4 11behavioral medicine/health 14 38

psychology


228

cancer/behavioral oncology 1 3cardiovascular behavioral 4 13

medicinechild & family psychopathology 14 45chronic disease 2 6emotion 5 19eating disorders 1 4neuroimaging 7 27neuropsychology 7 27prevention 3 9program evaluation 2 3psychoneuroimmunology 3 9psychopharmacology 3 8psychophysiology 5 16schizophrenia 1 1social cognition/cognition 4 10social support 1 4statistics 2 2stress and coping 4 15substance abuse/addictions 8 21weight management 1 4

Clinical opportunitiesadolescent treatment group therapyaffective disorders/ inpatient

depression minority populationsanxiety disorders neuropsychological assessment assessmentattention-deficit disorder obsessive-compulsiveautism pain managementbehavioral medicine parent trainingchild treatment pediatriccognitive-behavioral personality disorders

therapy schizophreniaconduct disorder smoking cessationchronic severe mental substance abuse

illness suicide preventioneating disorders veterans medical centeremergency room victim/violence/sexual

assessment abusefamily therapy weight managementgay/lesbian

Ponce School of Medicine (Psy.D.)Clinical Psychology Doctoral ProgramP.O. Box 7004Ponce, PR 00732phone#: (787) 813-5700e-mail: [email protected] address: www.psm.edu/Academic%20Affair%20&%20Programs/programs/PsyD/index.htm

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Courses required for incoming students to havecompleted prior to enrolling:developmental psychology, statistics, experimentalpsychology or research methods, abnormal

Recommended but not mandatory courses:personality psychology, physiological psychology

GRE meanMost of our students take the Spanish version of the GRE—EXADEP


Number of applications/admission offers/incomingstudents in 200791 applied/33 mission offers/30 incoming




Average years to complete the doctoral program(including internship): not reported

Personal interview

Required in person



Formal tracks/concentrations: health psychology,neuropsychology

Research areas # Faculty # Grantsadaptation and normalization 4 1

of testsHIV Stigma and health disparities 3 2fear conditioning and extinction 1 1

Clinical opportunitiesgeneral community hospitalcommunity mental health clinics

Purdue University (Ph.D.)Department of Psychological Sciences703 Third StreetWest Lafayette, IN 47907-2081phone#: (765) 494-6977e-mail: (secretary) [email protected],(director) [email protected] address: www.psych.purdue.edu/ [Use pull-downmenu under “Areas” to click on “Clinical”]

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229


Courses required for incoming students to havecompleted prior to enrolling:While no specific courses are absolutely required, the mostcompetitive students have solid, broad coursework inpsychology, especially methodology and statistics, as wellas undergraduate research experience (e.g., researchassistantship or undergraduate independent thesis research;preferably, though not necessarily, in psychologicalsciences).

Recommended but not mandatory courses:The most competitive students also show a strong record of coursework in mathematics (calculus preferable), naturalsciences, other social sciences

GRE meanPreference is given to students with a combined 1200 GREVerbal and Quantitative.Verbal: 593Quantitative: 666

GPA mean3.47




Approximate percentage of students who are (of all 34 students during 2006–07):Women: 70.6% Ethnic Minority: 26.5% International: 2.9%


Personal interviewA small number of the most promising applicants areinvited to take part in a day-long series face-to-facepersonal interviews and tours during a Program-designatedInterview Day typically held in late January or February.Telephone interviews are acceptable under extenuatingcircumstances.



Formal tracks/concentrations: adult track, child track

Research areas # Faculty # Grantsadolescence 1 0anger, aggression, & antisocial 3 1

behavioranxiety disorders 1 0ethnicity minority/cultural issues 2 0family processes & child/adolescent 2 2

developmentmarital/intimate partner violence 2 0personality and psychopathology 3 0personality assessment (adult) 1 0social skills deficits and pathology 2 0

(adult)

Clinical opportunitiesADHD, Oppositional Defiant Disorders (ODD), Conduct

Disorders (CD) and other disruptive behavior problems(child)

Anxiety (adult & child)Assessment (neuropsychological; adult & child)Assessment (general clinical; child & adult)Depression (adult & child)Family and adolescenceProject HeadStart consultationsPersonality disorders (adult)Other opportunities specific to individual student clinical

and research interests can be developed from a variety ofother local and regional service providers.

Regent University (Ph.D.)Doctoral Program in Clinical PsychologyCRB 1541000 Regent University DriveVirginia Beach, VA 23464phone#: (800) 373-5504 ext. 4498e-mail: [email protected] address: www.regent.edu/psyd

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Courses required for incoming students to havecompleted prior to enrolling:18 hours of psychology (undergraduate)

Recommended but not mandatory courses:Statistics, research methods, personality theories, humangrowth and development, abnormal psychology, socialpsychology, physiological psychology

GRE meanVerbal and Quantitative: 1080Analytical Writing 3.5


230

GPA mean3.69


% of students receiving:Full tuition waiver only: 0%(100% of incoming students received Partial tuition waiver)Assistantship/fellowship only: 13%Both full tuition waiver & assistantship/fellowship: 13%

Approximate percentage of incoming students with aB.A./B.S. (Honors) only: 79% Master’s: 21%






Formal tracks/concentrations: marital & familypsychology, clinical child psychology, health psychology,religion

Research areas # Faculty # GrantsADHD 1 1consultation to religious and 4 3

community organizationsby clinicians

diversity issues in the military 1 0personality, religion, and 1 1

adjustmentmarital functioning and 2 1

spiritualitysexual and religious identity 1 3God image & emotional 1 1

adjustment

Clinical opportunitiesbehavioral medicine military mental health child mental health settings and VAChristian counseling centers neuropsychologyforensic settings psychiatric hospitals

University of Rhode Island (Ph.D.)Department of PsychologyChafee CenterKingston, RI 02881phone#: (401) 874-2193e-mail: [email protected] address:www.uri.edu/artsci/psy/clinical/index.html

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Courses required for incoming students to havecompleted prior to enrolling:Background in undergraduate psychology

Recommended but not mandatory courses:Psychological tests and measurements











Formal tracks/concentrations: neuropsychology,child/family, applied methodology

Research areas # Faculty # Grantsbehavioral medicine/health 3 10

psychologychild clinical 1 0clinical judgment 1 0community psychology 1 4family research 1 0multicultural issues 1 0

Clinical opportunitieschild therapy individual psychotherapycommunity psychology marriage and couples family therapy therapyhealth psychology sex therapy


231

University of Rochester (Ph.D.)Department of PsychologyMeliora HallRochester, NY 14627-0266phone#: (585) 275-8704e-mail: [email protected] address:www.psych.rochester.edu/graduate/clinical/

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Courses required for incoming students to havecompleted prior to enrolling:Equivalent of psychology major











Formal tracks/concentrations: developmentalpsychopathology

Research areas # Faculty # Grantsattention-deficit disorder 1 1autism 2 2child abuse 1 2depression 1 1marriage 1 0motivation 1 3

Clinical opportunitiesattention-deficit disorder neuropsychologyautism psychodynamic therapychild maltreatment/abuse smoking prevention

Roosevelt University (Psy.D.)School of PsychologyChicago, IL 60605phone#: (312)-341-3760e-mail: [email protected] address: www.roosevelt.edu/cas/sp/psyd.htm

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Courses required for incoming students to havecompleted prior to enrolling:Introductory, abnormal, research methods or statistics

Recommended but not mandatory courses:Personality theory, tests and measurement




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 3%(4 students each year receive waiver of 1/2 tuition and 1/2of the yearly stipend)








232


Research areas # Faculty # Grantsassessment 3 0children and adolescents 4 1health psychology 4 1neuropsychology 3 0group psychotherapy/psychodrama 1 0social cognition 1 0learning theory/clinical applications 1 0college teaching 1 0

Clinical opportunitieschildren and families therapeutic day schoolsadult chronic psychiatric veteran’s administration

hospitals hospitalsbehavioral medicine jail/prison populationstorture survivors anxiety disordersneuropsychology (child, eating disorders

adolescent, adult)

Rosalind Franklin University ofMedicine and Science (Ph.D.)Department of Psychology3333 Green Bay RoadNorth Chicago, IL 60064phone#: (847) 578-3305e-mail: [email protected] address:www.rosalindfranklin.edu/srhs/psychology/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Statistics and biological/physiological psychology

Recommended but not mandatory courses:abnormal psychology, developmental psychology, socialpsychology











Formal tracks/concentrations: neuropsychology, healthpsychology, psychopathology

Research areas # Faculty # Grantsaging 1 1anxiety disorders 1 1cancer 1 0diabetes 1 0epilepsy/neuropsychology 1 2pain 1 1psychopathy 1 0risk behaviors in adolescents 1 0schizophrenia 1 0sports concussion 1 0

Clinical opportunitiesanxiety disorders neuropsychiatricbehavioral medicine neuropsychological

Rutgers, The State University of New Jersey (Ph.D.)Department of PsychologyGraduate School of Arts and SciencesNew Brunswick, NJ 08903e-mail: [email protected] address:psych.rutgers.edu/program_areas/clin/clin.html

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Courses required for incoming students to havecompleted prior to enrolling:A major in psychology or equivalent courses


233













Research areas # Faculty # Grantsapplied behavioral analysis 2 0autism 1 1behavioral medicine 5 1depression 0 0developmental psychopathology 1 1eating disorders 1 1ethical issues 0 0marriage/couples 2 1philosophical issues 1 0prevention 2 1program design and evaluation 1 1psychopathology 1 1psychotherapy process and 5 3

outcomesomatization disorders 1 1substance abuse 3 2

Clinical opportunitiesadolescent delinquency eating disordersaffective disorders family therapyalcohol use disorders minorityanxiety disorders obsessive–compulsive assessment disorderbehavioral medicine personality disorderscommunity psychology sex therapyconduct disorder somatization disordersdepression substance abusedevelopmental disabilities

Rutgers, The State University of New Jersey (Psy.D.)Graduate School of Applied and ProfessionalPsychology152 Frelinghuysen RoadPiscataway, NJ 08854-8085phone#: (732) 445-2000 x 117e-mail: [email protected] address: gsappweb.rutgers.edu

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Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, statistics, abnormal psychology,and the biological bases of psychology

Recommended but not mandatory courses:Students also should have taken 1 and preferably 2 coursesin 1 of the following: cognitive psychology, psychology ofperception, conditioning and learning, developmentalpsychology, psychology of personality and social psychology.We prefer that 1 of the above have a laboratory component.

GRE meanVerbal 630Quantitative 690Advanced Psychology 700



% of students receiving:Full tuition waiver only: 0%Scholarships: 100%Both full tuition waiver & assistantship/fellowship: 53%



Average years to complete the doctoral program(including internship) 5.8 years





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Formal tracks/concentrations: community psychology,sports psychology

Research areas # Faculty # Grantsadolescence 3 1adoption 1 1anxiety depressive disorders 3 1applied and behavioral analysis 1 1autism 1 1community 2 1developmental disabilities 3 2diagnosis and classification 2 0dissociative disorders 1 0eating disorders 1 1empirically supported treatment 2 1

researchethical issues 1 0family/marriage/couples 3 1feminist theory and psychology 1 0mental health policy 2 1mind/body/health 1 1multicultural issues 2 0organizational psychology 1 0personality disorders 2 0philosophy and psychology 2 0program design and evaluation 1 0psychiatric disabilities 1 1psychoanalytic theory 4 1psychology and the arts 1 0psychophysiological disorders 1 0psychotherapy process and 3 1

outcomesevere mental illness 2 1social learning theory 1 1substance abuse 4 2

Clinical opportunities (see website for listing ofpracticum sites)AIDS infancy/postpartumadolescent delinquency interpersonal psychotherapyaffective disorders marital/couples therapyanxiety disorders minorityassessment neuropsychologybehavioral medicine obsessive–compulsive community psychology disorderconduct disorder organizational psychologydevelopmental disabilities personality disordersdissociative disorder psychodynamic/eating disorders psychoanalytic therapyfamily therapy rational-emotive forensic psychology psychotherapygerontology schizophreniagroup therapy school psychologyhyperactivity sex therapyhypnosis substance abuseimpulse control victim/abuse

St. John’s University (Ph.D.)Department of Psychology8000 Utopia ParkwayJamaica, NY 11439phone#: (718) 990-6369e-mail: [email protected]

Web address:www.stjohns.edu/academics/graduate/liberalarts/departments/psychology/programs/phd_cp

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Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, statistics, experimental laboratory


GRE meanVerbal 638 Quantitative 677Advanced Psychology 688.8Analytical Writing 4.9



% of incoming students receiving:Full tuition waiver only: 8%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 0%(92% of students are given partial support)








Research areas # Faculty # Grantsanxiety disorders 2 0autism 1 1bilingualism 2 0bullying behavior/victimization 1 0child abuse 1 2gender issues 2 0health psychology 2 1


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minority mental health 5 1moral development 3 0intervention 1 1schizophrenia 1 0smoking cessation 1 0stress management 1 1

Clinical opportunitiesclinical child psychology psychodynamic/cognitive-behavioral psychoanalytic therapy

therapy medical centersgroup therapy municipal hospitalsneuropsychological outpatient clinics

assessment research institutes

Saint Louis University (Ph.D.)Department of Psychology221 North Grand BoulevardSt. Louis, MO 63103phone#: (314) 977-2284e-mail: [email protected] address: www.slu.edu/graduate/

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Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, statistics, abnormal psychology,and 6 upper division psychology courses

Recommended but not mandatory courses:Personality, learning, social psychology, physiologicalpsychology, developmental psychology, tests andmeasurement




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Tuition full waiver & assistantship/fellowship: 100% for firstyear








Research areas # Faculty # Grantsabuse/violence 2 1adjustment 2 0anxiety 2 0assessment 2 0child/adolescent 2 1community 1 0depression 2 0eating disorders 1 1ethical issues 2 0family 3 0minority issues 1 0neuropsychology 1 0personality disorders 2 0professional issues 2 0sport psychology 1 0stress and coping 2 0

Clinical opportunitiesanxiety hyperactivityassessment learning disabilitiesclinical neuropsychology maritaleating disorders and obesity parent skills trainingethnic diversity personality disordersfamily therapy psychodynamic therapyhealth psychology victims of abuse and assault

Sam Houston State University (Ph.D.)Department of Psychology and PhilosophyHuntsville, TX 77341-2210phone#: (936) 294-1210e-mail: [email protected] address: www.shsu.edu/clinpsy

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Formal tracks/concentrations: forensic

Research areas # Faculty # Grantsjuvenile justice 2 2violence risk 2 1witness preparation/testimony 1 1family psychology 1 1criminal justice system 1 1addictive behavior 1 1advanced data analytic 1 0

methodologytrauma 1 2body image/eating disorders 1 0mental health and pregnancy 1 0behavioral medicine 1 0health psychology: chronic 1 1

pain, fatigueneurobehavioral functioning 1 1person perception 1 0jury decision making 1 0social influences 1 0group dynamics 1 0relationship commitment and 1 0

success


San Diego State University/Universityof California–San Diego (Ph.D.)Joint doctoral program in clinical psychologySan Diego, CA 92182phone#: (619) 594-2246e-mail: [email protected] address: www.psychology.sdsu.edu/doctoral/

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Courses required for incoming students to havecompleted prior to enrolling:psychology major or 18 semester hours in psychologyincluding: personality, abnormal, social, statistics, testing,experimental with lab, physiological.

Recommended but not mandatory courses:advanced courses in perception and learning, biology,mathematics, linguistics, computer science, medical physics

GRE meanVerbal 637 Quantitative 671Advanced Psychology 3.73Analytical Writing not reported



% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Tuition full waiver & assistantship/fellowship: 100%







Formal tracks/concentrations: behavioral medicine/health psychology, experimental psychopathology,neuropsychology


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Research areas # Faculty # GrantsAIDS 7 1aging 8 1Alzheimer’s/dementia 6 0anxiety 4 1applied behavioral analysis 4 0autism 2 0bereavement 2 0biofeedback 1 0cancer disparities 4 0cancer prevention 2 2cardiovascular disease 4 1child, marriage, and family 5 0childhood brain damage 2 0chronic disease 4 1cognition and memory 13 0cognitive psychology/therapy 2 0community psychology 1 0cross-cultural psychology 10 0decision making 1 0depression 3 2developmental neuropsychology 7 0developmental psychopathology 3 0ethnicity and health 2 0exercise 2 1gender and health 2 0gender issues 2 0information processing 4 0interpersonal psychology 1 0neuropsychological testing 2 1nutrition 3 0pain 2 0posttraumatic stress disorder 1 0problem solving 1 0psychological testing 4 0psychology of humor 1 0psychopathology 3 0psychopharmacology 6 2psychophysiology 5 0psychotherapy process and 4 0

outcomeschizophrenia/psychosis 7 2sexuality 1 0sleep 4 0smoking 7 1social skills training 1 0social support 2 0statistics 4 0stress and coping 13 0substance abuse 12 5women’s health 3 0

Clinical opportunitiesanxiety disorders cognitive therapybehavioral medicine neuropsychologychild and family therapy school psychology

University of Saskatchewan (Ph.D.)Department of PsychologyDoctoral Program in Clinical PsychologySaskatoon, Saskatchewan S7N 5A5, Canadae-mail: [email protected]

Web address: www.usask.ca/psychology/programs/clinprog/welcome/index.html

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 12.5%Applied behavioral analysis/Radical behavioral 12.5%Family systems/Systems 12.5%Existential/Phenomenological/Humanistic 25%Cognitive/Cognitive-behavioral 50%

Courses required for incoming students prior toenrolling:An honors B.A. or B.Sc. degree in psychology or itsequivalent, including statistics, research methods, and anhonors thesis

Courses recommended but not mandatory:Basic area courses, for example, biological, cognitive, andsocial bases of behavior

GRE meanVerbal 75 Quantitative 43 Advanced Psychology 84Analytical Writing 60

GPA meanOverall GPA 86%










Research areas # Faculty # Grantsbereavement 1 0child trauma and violence 1 1forensic/psychopathy 4 2health psychology 3 2metaphor/narrative 1 1neuropsychology 1 1psychotherapy process 2 1


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Clinical opportunitiesadult psychotherapy inpatient forensicchild clinical psychology neuropsychologybehavioral medicine young offendersdevelopmental disabilities

Seattle Pacific University (Ph.D.)Department of Graduate Psychology3307 Third Avenue West, Suite 107Seattle, WA 98119phone#: (206) 281-2987e-mail: [email protected] address: www.spu.edu/clinpsych

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Courses required for incoming students to havecompleted prior to enrolling:Statistics and 5 from among: abnormal, developmental,experimental, physiological, social, learning, motivation,personality, cognitive, tests and measurement

Recommended but not mandatory courses:See above










Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 44%(Note this is prior to APA accreditation)


Research areas # Faculty # Grantsgender and psychology 3 1developmental psychopathology 3 3psychology of religion 3 1child and adolescent development 3 1health psychology 2 0family psychology 2 0ethnicity and psychology 2 0career and life development 2 0treatment program evaluation 2 1mental disorder in women 2 1program and policy development 2 1hypnosis 2 0biofeedback 1 1child social and emotional 1 1

developmentconduct problems in young 1 1

childrenattention and self-regulation 1 1severe mental disorders 1 1cognitive models of 1 1

psychopathologyaddictive behavior 1 1evaluation of career interventions 1 0counseling process and outcome 1 0relationships in ministry 1 0disaster psychology 1 0relationship between couples 1 0multisystemic interventions 1 0interventions for chronic pain 1 0gender differences in health 2 0

and illnesspsychodynamic psychotherapy 1 0supervision/ethics 1 0psychophysiology of stress 1 0exercise and quality of life 1 0self-psychology and self-esteem 1 0prejudice and intergroup relations 1 0leadership and executive 1 0

developmentdevelopmental disabilities 1 0psychologies of peace and war 1 0ethnic identity, ethnic memories, 1 0

and ethnic conflictPacific NW Native American 1 0

communities

Clinical opportunitiesbehavioral medicine/consult juvenile rehabilitationneuropsychology serious mental illnessrehabilitation medicine latino/a mental healthchild and adolescent mental autism/autism spectrum

health Christian counselinguniversity counseling center foster carecancer care family therapycorrections community mental health


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Simon Fraser University (Ph.D.)Department of PsychologyBurnaby, British Columbia V5A 1S6, CanadaPhone#: (778) 782-3354e-mail: [email protected] address:www.psyc.sfu.ca/grad/index.php?topic=clin_overview

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 15%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 35%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-Behavioral 85%

Courses required for incoming students to havecompleted prior to enrolling:Undergraduate degree (BA, BSc or equivalent) with anhonor’s or major in psychology

Recommended but not mandatory courses:Psychology honors program; advanced undergraduatecourses across all substantive areas of psychology


GPA meanOverall GPA 4.04Psychology GPA 4.07




Approximate percentage of students who areWomen: 81% Ethnic Minority: not reportedInternational: not reported





Formal tracks/concentrations: clinical program (general),child clinical, clinical forensic, clinical neuropsychology

Research areas # Faculty # Grantsbehavioral medicine 1 1child clinical 3 6child psychopathology 3 5cognition 5 6depression 2 1developmental 6 6family 3 3forensic 3 8gender 0 0neuropsychology 3 5psychopathology 8 8sex offenders 2 2stress and coping 1 1violence and abuse 5 5

University of South Carolina (Ph.D.)Department of PsychologyColumbia, SC 29208Phone#: (803) 777-2312E-mail: [email protected] address:www.cas.sc.edu/psyc/grad_psyccc/ccprog.html

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Courses required for incoming students to havecompleted prior to enrolling:18 hours in psychology, including statistics

Recommended but not mandatory courses:Research methods, learning, biopsychology, abnormal,social, developmental, personality







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Formal tracks/concentrations: children, adolescents, andfamilies

Research areas # Faculty # Grantscitizen participation 1 0community coalition development 1 1conduct disorders 1 1marital relationships 4 0neuropsychology 2 1prevention (racism/cross-cultural) 5 3self-perception in minority youth 1 1violence/rape/battering 2 1

Clinical opportunitiescommunity psychologyfamily therapyneuropsychology

University of South Dakota (Ph.D.)Department of PsychologyVermillion, SD 57069phone#: (605) 677-5353e-mail: [email protected] address: www.usd.edu/psyc/ctp

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Courses required for incoming students to havecompleted prior to enrolling:18 semester hours in psychology within a distributionamong standard coursework in general and experimental

Recommended but not mandatory courses:Research design, statistics, history/systems,learning/memory, abnormal, physiological


GPA mean3.86


% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 100%Both full tuition waiver & assistantship/fellowship: 0%(all students on assistantships also receive tuition reductionto 1/3 of in-state tuition costs)




Personal interviewInterviews are by invitation and are required.



Formal tracks/concentrations: clinical disaster psychology

Research areas # Faculty # Grantschild clinical 3 0cross-cultural 7 2depression 2 0disaster mental health 4 1ethics 1 0family violence 2 0health psychology 2 0psychosis/serious mental illness 2 0rural community psychology 6 0substance abuse 2 1

Clinical opportunitiescrisis intervention/disaster mental healthminority/cross-cultural (specific emphasis in American

Indian mental health)rural/community mental healthsubstance abusesevere and persistent mental illnessforensic/sex offenders

University of South Florida (Ph.D.)Department of Psychology4202 Fowler Avenue, PCP 4118GTampa, FL 33620phone#: (813) 974-2492e-mail: [email protected] address:www.cas.usf.edu/psychology/gra_cli_stud_index.htm

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Courses recommended but not mandatory:Research design, statistics, abnormal psychology











Specializations: health psychology, personality/psychopathology, clinical neuropsychology, addictivebehaviors, clinical child psychology

Research areas # Faculty # Grantschild/adolescent 4 2depression 1 0eating disorders 2 1emotions 2 0family dysfunction 1 0health psychology 5 5neuropsychology 1 0personality assessment 1 0psychosocial oncology 2 5substance abuse/addictions 2 5suicidality 1 2

Clinical opportunitiesADHD intellectual assessmentadult and child clinical learning disorders

assessment assessmentadult neuropsychology oppositional defiant anxiety—child and adult disorderchild and adolescent psychosocial oncology

disorders selective mutismdepression/anxiety substance abuseeating disorders survivors of torturefamily dysfunction weight managementhealth psychology

University of Southern California(Ph.D.)Doctoral Program in Psychological Clinical ScienceDepartment of Psychology3620 McClintock, SGM 501Los Angeles, CA 90089-1061phone#: (213) 821-2407e-mail: [email protected] address: www.usc.edu/schools/college/psyc/graduate/clinical_program_ove.shtml

1 2 3 4 5 6 7




Recommended but not mandatory courses:Introductory psychology, elementary statistics, researchmethods or experimental psychology, and courses inbiology, physical and social sciences mathematics







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Personal interviewStrongly preferred



Formal tracks/concentrations: child and family,clinical/aging

Research areas # Faculty # Grantsadolescent substance abuse 2 0alcohol use/abuse 2 2behavioral medicine 3 5child psychopathology 3 3childhood victimization 3 2clinical neuroscience/experimental 1 0cognitive behavioral therapy/ 3 1

assessmentgerontology 4 13marital and family research/abuse 4 3

Clinical opportunitiescommunity marital/familygerontology minority mental healthindividual adult

Southern Illinois University (Ph.D.)Department of PsychologyLife Science Building II, Room 281Carbondale, IL 62901phone#: (618) 453-3564 (graduate program secretary)e-mail: [email protected] address: www.psychology.siu.edu/clinical.htm

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied behavioral analysis/Radical behavioral 0%Family systems 10%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 90%


Courses recommended but not mandatory:History and systems, tests and measurements, abnormalpsychology, personality, learning, developmental,physiological, statistics, social psychology

GRE meanV 567, Q 638 (over last 5 years of incoming students)

GPA mean3.89 over last 5 years



Approximate percentage of incoming students with aB.A./B.S. only: 85% Master’s: 15% (average overmultiple years)



Personal interviewNo preference given(Note: Short-listed applicants are invited to an open housein February.)



Formal tracks/concentrations: child and adult

Research areas # Faculty # Grantsabortion issues 1 0abuse 1 0AIDS attitudes 1 0adolescent issues 2 0anxiety disorders 3 0assessment 8 0behavioral genetics 1 0behavioral medicine 2 0child clinical 3 0child sexual abuse 1 0clinical judgment 1 0community psychology 1 0delinquency 1 1depression 2 0family systems 1 0gender roles 1 0learning disabilities 2 1marital 1 0pediatric psychology 1 0personality (five-factor model) 3 0personality assessment 4 0psychology of religion 1 0relationships 2 0sleep (child) 1 0smoking 1 manystress, coping, and social support 1 0

Clinical opportunitiesfamily therapy severe psychopathologyforensic psychology sexual abusejuvenile corrections substance abuseneuropsychology/

rehabilitation


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University of Southern Mississippi(Ph.D.)Department of PsychologyBox 5025 Southern StationHattiesburg, MS 39406-5025phone#: (601) 266-4588e-mail: [email protected] address: www.usm.edu/psy/clinical/home.htm

1 2 3 4 5 6 7




Recommended but not mandatory courses:Research methods, statistics, history and systems








Personal interviewRequired in person or phone interviews



Formal tracks/concentrations: adult, child

Research areas # Faculty # Grantsadult clinical 5 1child clinical 3 0

Clinical opportunitiesadult clinicalchild clinical

Spalding University (Psy.D.)School of Professional Psychology851 South Fourth StreetLouisville, KY 40203phone#: (502) 585-7127e-mail: [email protected] address:www.spalding.edu/content.aspx?id=1938&cid=1086

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:18 hours of undergraduate work.

Recommended but not mandatory courses:Undergraduate research, physiological psychology

GRE meanVerbal 550 Quantitative 590Advanced Psychology not reported










Formal tracks/concentrations: forensic psychology,health psychology, adult psychology, child, adolescent, andfamily psychology


244

Research areas # Faculty # Grantschild development 1 0clinical supervision 1 0health psychology 2 1program evaluation 1 0sports psychology 1 0

Clinical opportunitiesfamily/systems psychologyhealth psychology

Stony Brook University/State Universityof New York (Ph.D.)Department of PsychologyStony Brook, NY 11794-2500phone#: (631) 632-7830e-mail: [email protected] address: www.psychology.sunysb.edu/psychology/graduate/areasofstudy/clinical

1 2 3 4 5 6 7




Recommended but not mandatory courses:Statistics, introductory psychology, experimental with lab,abnormal psychology, research methods

GRE mean Applicants Accepted for Academic Year2006–2007Verbal 640 Quantitative 737 Analytical Writing 5.8


Number of applications/admission offers/incomingstudents in 2006–2007305 applied/13 admission offers/6 incoming


Approximate percentage of incoming students with aB.A./B.S. only: 100% Master’s: 16.6%



Personal interviewPrefer in person but telephone acceptable



Formal tracks/concentrations: close relationshipconcentration

Research areas # Faculty # Grantsaffective disorders 1 4attachment/close relationships/ 1 3psychopathology/self mutilation 1 1developmental disabilities 1 2marriage/spousal abuse 3 5parent–child interactions 1 1problem solving 1 0psychotherapy outcome/integration 2 2

Clinical opportunitiespsychological center student counseling centermarital clinic various community agenciesuniversity hospital

Suffolk University (Ph.D.)Department of Psychology41 Temple St., 6th FloorBoston, MA 02114-4280phone#: (617) 573-8293e-mail: [email protected] address: www.suffolk.edu/college/7093.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:5 courses in psychology including statistics, researchmethods

Recommended but not mandatory courses:Not reported

GRE meanVerbal 582 Quantitative 665 Analytical 620Advanced Psychology 637Analytical Writing 5.1




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Approximate percentage of incoming students with aB.A./B.S. only: 69% Master’s: 31% (include Ph.D.s)



Personal interviewRequired; may occur in person or by telephone



Formal tracks/concentrations: child, neuropsychology,general

Research areasSee web site for specific research areas

Clinical opportunitiesadult inpatient and outpatientchild and adolescent inpatient and outpatientcollege/university counseling centerforensicneuropsychological assessmentschools

Syracuse University (Ph.D.)Department of Psychology430 Huntington HallSyracuse, NY 13244-2340phone#: (315) 443-2760e-mail: [email protected] address: psychweb.syr.edu/GPClinical.htm

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Courses required for incoming students prior toenrolling:15 credits of psychology courses, statistics, laboratorycourse

Courses recommended but not mandatory:Numerous laboratory courses, research experience, sciencecourses











Formal tracks/concentrations: health psychology withspecial research emphasizes on cardiovascular disorders,HIV/AIDS, and addictions

Research areas # Faculty # Grantsfamily 1 2psychophysiology 3 2sexual health, AIDS prevention 2 4substance abuse 3 6

Clinical opportunitiesaddictions crisis interventionanxiety disorders familybehavioral medicine neuropsychologycommunity psychology school/educationalcouples

Teachers College–Columbia University(Ph.D.)Department of Clinical Psychology525 West 120th StreetNew York, NY 10027phone#: (212) 678-3267fax#: (212) 678-4048e-mail: [email protected] address:www.tc.columbia.edu/academic/ccp/clinical/

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Courses required for incoming students prior toenrolling:Statistics and 9 credits from among: experimentalpsychology, personality, history and systems,developmental psychology, or social psychology

Courses recommended but not mandatory:Abnormal psychology




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 10%(87.5% of students receive a partial tuition wavier)








Research areas # Faculty # Grantsaltruism 1 0child abuse 1 1geriatrics 1 1psychotherapy research 3 1risk and resilience 2 2spirituality 1 1trauma, stress and coping 2 1

Clinical opportunitieschild therapypsychodynamic/psychoanalytic therapy

Temple University (Ph.D.)Department of PsychologyBroad and Montgomery StreetsPhiladelphia, PA 19122-6085phone#: (215) 204-7326e-mail: [email protected] address:www.temple.edu/psychology/Clinical/index.html

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Courses required for incoming students prior toenrolling:B.A. or B.S. degree and at least 4 minimally 3-credit coursesin psychology (including 1 laboratory course), a naturalsciences lab, and statistics



GPA meanGPA 3.73










Research areas # Faculty # Grantsadult anxiety disorders/treatment 1 2child anxiety disorders/treatment 1 3childhood externalizing problems 1 3


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vulnerability to mood disorders 1 1resilience among low-income 1 1

minority childrenneuropsychology of everyday 1 2

actionrelationship difficulties/couples 1 0

therapy

Clinical opportunitiesanxiety disorders in childrenadult social phobia and generalized anxiety disorderbipolar spectrum disordersconduct disorder and depressionclinical neuropsychologyspecialty clinics in a large urban area

University of Tennessee (Ph.D.)Department of PsychologyAustin Peay Psychology BuildingKnoxville, TN 37996-0900phone#: (865) 974-3328e-mail: [email protected] address: web.utk.edu/~welsh/clinical/

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Research areas # Faculty # GrantsFamily/relationship 6 2Adult psychopathology 4 1Developmental psychopathology 3 1Therapy 4 1Health 3 1

Clinical opportunitiesRomantic relationships (adolescent and adult)HypnosisBorderline personality disorder developmentTherapy with cancer patientsSubstance abuse (adolescents and adults)Conduct disorder

Texas A&M University (Ph.D.)Department of PsychologyCollege Station, TX 77843-4235phone#: (979) 845-2581e-mail: [email protected] address: psychology.tamu.edu/AOS.php?ID=1

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:Introductory statistics, abnormal , and at least 3 otherpsychology courses including a course in a core basicexperimental area

Courses recommended but not mandatory:Advanced research-based seminars

GRE meanVerbal 600 Quantitative 650Analytical Writing not required




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Research areas # Faculty # Grantsaddictive disorders 1 1aging 2 1anxiety disorders 3 1assessment 3 0child behavior disorders 4 3health psychology 2 1marital/family studies 5 3psychopathology 2 1psychotherapy 7 2

Clinical opportunitiescommunity neuropsychologyfamily rural psychologyforensic substance abuse

University of Texas at Austin (Ph.D.)Department of Psychology1 University Station A8000Austin, TX 78712phone#: (512) 471-3393e-mail: [email protected] address:www.psy.utexas.edu/psy/clinical/index.html

1 2 3 4 5 6 7




Recommended but not mandatory courses:Abnormal, biopsychology, research methods, statistics












Research areas # Faculty # Grantsaddictions 1 1ADHD 1 1anxiety 1 0depression 1 1developmental disabilities 1 1epidemiology 1 0health psychology 1 1neurological disorders 1 1

(animal models)neuropsychology 1 0sexual dysfunction 1 1stress and coping 1 1

Clinical opportunitiesanxiety disorders maritalbehavioral medicine neuropsychologychild/family obsessive–compulsivechild/adolescent severe disorder

mental illness personality disorderscommunity sleep psychologycrisis intervention student counseling centerdepression survivors of torturediverse student populations

University of Texas SouthwesternMedical Center at Dallas (Ph.D.)Division of Psychology5323 Harry Hines BoulevardDallas, Texas 75390-9044phone#: (214) 648-5277


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e-mail:[email protected] address:www.utsouthwestern.edu/graduateschool/clinicalpsychology.html

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Courses required for incoming students to havecompleted prior to enrolling:Introduction to psychology, learning, statistics

Recommended but not mandatory courses:Developmental, physiological, experimental




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship: 100% (in 1st semester of 2nd yearthrough end of 4th year)Both full tuition waiver & assistantship/fellowship: 0%







Formal tracks/concentrations: health psychology, child,neuropsychology

Research areas # Faculty # GrantsAlzheimer’s 1 1child depression 2 1community mental health 1 0cultural issues in psychology 2 0depression 3 3

developmental psychology 1 1health psychology 3 3health services research 1 1learning disabilities 1 0neurobiological aspects 2 2

of psychological disordersneuropsychological profiles 2 2pain management 1 1pediatric psychology 1 0rehabilitation psychology 1 1sleep disorders 1 1

Clinical opportunitiesaffective disorders neuropsychologybehavioral psychology outpatient psychotherapyclinical child personality disorderscommunity mental health primary care clinicdeafness consultationdevelopmental disabilities psychiatric emergency carefamily therapy rehabilitation psychologyforensic psychology sleep disordershealth/medical psychology vocational assessment/inpatient psychiatry counseling

Texas Tech University (Ph.D.)Department of PsychologyP.O. Box 42501Lubbock, TX 79409phone#: (806) 742-3711fax#: (806) 742-0818e-mail: [email protected] or [email protected] address: http://www.depts.ttu.edu/psy/psy.php?page=graduate/clinical/clinical

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Percentage of faculty subscribing to each of thefollowing orientations:Behavioral 87.5%Cognitive-Behavioral 87.5%Cognitive 12.5%Cognitive–Interpersonal 25%Existential//Humanistic/Phenomenological 25%Family systems/Systems 37.5%Interpersonal 25%Personal Construct/Narrative 12.5%Psychodynamic/Psychoanalytic 12.5%

Courses required for incoming students prior toenrolling:18 semester hours of psychology

Courses recommended but not mandatory:Statistics, abnormal, developmental, physiologicalpsychology, and a research course such as experimentaldesign or independent research with a faculty member




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Personal interviewIn-person interviews strongly encouraged but telephoneinterviews acceptable




Research areas # Faculty # Grantsaddictions 1 1behavioral assessment 1 0behavioral medicine 1 1behavioral parent training 1 0child depression and anxiety 1 0child maltreatment and abuse 1 0cognitive-behavioral therapies 3 0community interventions 1 0eating disorders 1 0ethics/regulatory issues 1 0ethnic minority/cultural issues 1 2health psychology 2 0high-risk patients/suicide 2 3high-risk youth 1 0informant discrepancies/rater 1 0

biases in child assessmentMMPI/MMPI-2 1 0neuropsychological assessment 1 0nicotine dependence/withdrawal 1 1personal meaning-making 1 0

processessingle subject design, time series 2 0

regression, dynamic factor analysis

Spanish-speaking families 1 1suicide 2 0teachers’ evaluations of 2 0

children’s problemstrauma 2 0

Clinical opportunitiesExtensive opportunities with diverse populations areavailable

University of Toledo (Ph.D.)Department of Psychology2801 West Bancroft StreetToledo, OH 43606-3390phone#: (419) 530-2721e-mail: [email protected] address: www.psychology.utoledo.edu/

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 67%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 17%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 67%Neuropsychology 0%

Courses required for incoming students to havecompleted prior to enrolling:Psychology major including statistics and research methods


GRE meanVerbal 559 Quantitative 645Analytic Writing 5.1Advanced Psychology not reported







Personal interviewIn person (although international students can interview bytelephone)



Formal tracks/concentrations: cognitive-behavioral,psychodynamic, family and systems, or child andadolescent


251

Research areas # Faculty # Grantschild/adolescent psychopathology 3 0public mental health 2 1program evaluation 2 1psychotherapy research 3 1anxiety and depression 2 0cognitive behavioral therapy 2 0psychological assessment 2 0media violence 1 0children and violence 1 0diversity & Multicultural Issues 2 0

Clinical opportunitiescognitive behavioral psychological assessment

therapy chronic mental illnesschild & adolescent therapy anxiety and depressionpsychodynamic therapy in-house clinic and family & couple therapy externships

University of Tulsa (Ph.D.)Department of PsychologyTulsa, OK 74104phone#: (918) 631-2248e-mail: [email protected] address: www.cas.utulsa.edu/psych/

1 2 3 4 5 6 7



Courses required for incoming students prior toenrolling:18 hours of psychology including abnormal psychology,statistics or research methods, and basic core psychologycourses

Courses recommended but not mandatory:Advanced courses in psychology core


GPA meanGPA 3.81

Number of applications/admission offers/incomingstudents in 200749 applied/10 admission offers/5 incomingMasters—21 applications/9 offers/1 incoming

% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship 100%(50% for all enrolled clinical students)




Personal interviewHeld on interview day for all candidates



Formal tracks/concentrations: clinical

Research areas # Faculty # Grantsclinical gerontology 0 0life-span development 2 1neuropsychology 1 1personality disorders 2 0posttraumatic stress disorder 2 0stress 3 0

Clinical opportunitiesPracticum program is community-based with access to over22 general and specialty clinics

Uniformed Services University ofHealth Sciences (Ph.D.)4301 Jones Bridge RoadBethesda, MD 20814-4799phone#: (301) 295-3270e-mail: [email protected] address: www.usuhs.mil/mps/clinindex.html

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Courses required for incoming students prior toenrolling:experimental, abnormal, statistics; biological psychologypreferred not required

Courses recommended but not mandatory:Basic undergraduate sequence of courses in psychology,and some course work related to the biological sciences(e.g. biology, chemistry) and research design/statistics


GPA meanGPA 3.5


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Approximate percentage of students who areWomen: 54% Ethnic Minority: 27% International: none—must be a United States citizen

Average years to complete the doctoral program(including internship): 5 years (includes 1 year internship)




Formal tracks/concentrations: military clinicalpsychology, medical clinical psychology

Research areas # Faculty # Grantscancer survivorship 1 0drug abuse and behavioral toxicology 1 3mood disorders 1 2neuropsychology 1 1obesity and eating disorders 1 1occupational health psychology 1 3stress and pain in the workplace – –sexual dysfunction 1 0stress and animal models 1 3stress and cardiovascular disease 2 4

Clinical opportunitieschildren and adolescent substance abusemedical centers VA hospitalsmilitary teaching hospitals unique military settings

University of Utah (Ph.D.)Department of Psychology380 S 1530 E, Room 502Salt Lake City, UT 84112phone#: (801) 581-6126e-mail: [email protected] address:www.psych.utah.edu/researchareas/clinical/

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Courses required for incoming students to havecompleted prior to enrolling:Undergraduate degree in psychology or its equivalent,including statistics, research design and abnormal

Recommended but not mandatory courses:Advanced statistics and research design











Formal tracks/concentrations: adult clinical,child/adolescent/family, health psychology/behavioralmedicine, clinical neuropsychology

Research areas # Faculty # Grantsadolescent/child psychology 1 0adult psychopathology 4 0behavioral medicine/health 2 1

psychologydevelopmental issues 1 0family/couple research 4 1forensic 1 1minority mental health 1 1neuropsychology 1 2personality assessment 3 0personality disorders 1 0sexuality 1 0stress and coping 2 0

Clinical opportunitiesadolescent/child assessment homeless/disadvantaged

and psychotherapy populationbehavioral medicine/health inpatient psychiatry

psychology interpersonal psychotherapyanxiety disorders minority mental healthCBT pediatric psychology


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clinical neuropsychology personality disordersdepression rational-emotive therapyfamily therapy sex therapy/sexualityforensic psychology substance abuse treatment

Vanderbilt University—Departments of Psychology and Psychology andHuman Development (Ph.D.)111 21st Avenue SouthNashville, TN 37203phone#: (615) 322-0080e-mail: [email protected] [email protected] address: www.vanderbilt.edu/psychological_sciences/doctoral/clinical

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Recommended but not mandatory courses:Introduction to psychology; abnormal or psychopathology;biological bases of behavior; research methods; statistics








Personal interviewOn invitation only



Formal tracks/concentrations: child, adolescent, andfamily, adult psychopathology

Research areas # Faculty # GrantsAnxiety 7 2autism 2 1depression 8 5eating 3 2emotion 9 2ethics and professional practice 1 0gender issues 2 0health disparities 2 2health psychology 5 3imaging 5 5intervention 4 3neuropsychology 3 3personality 1 1prevention 3 2psychopathology 12 5psychopathy 1 0psychopharmacology 2 2psychophysiology 6 2schizophrenia 2 2statistics 2 1substance abuse 3 0vocal communication 1 0

Clinical opportunitiesaffective disorders neuropsychologyaggression/conduct pediatric psychologyanxiety disorders personality disordersbehavioral medicine schizophreniachild and family substance abusedevelopmental disabilities

University of Vermont (Ph.D.)Department of PsychologyJohn Dewey HallBurlington, VT 05405phone#: (802) 656-2670e-mail: [email protected] address: www.uvm.edu/~psych/?Page=programs/graduate/clinical/clinical_overview.html&SM=gradmenu.html

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Practice oriented Equal emphasisResearch oriented



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Courses required for incoming students to havecompleted prior to enrolling:Psychology major or equivalent including generalpsychology, statistics, research design, and at least 3 other psychology courses









Personal interviewIn person interview required




Research areas # Faculty # Grantsadolescent treatment 2 1anxiety disorders 1 3child psychopathology 4 2health psychology 3 2lesbian/gay issues 1 1prevention 2 1sex offenders/abuse 2 0

Clinical opportunitiesadolescent psychotherapy family therapyanxiety disorders HIV/AIDSbehavioral medicine mental retardationchildhood disorders neuropsychologychronically mentally ill preventiondepression substance abuseeating disorders

University of Victoria (Ph.D.)Department of PsychologyVictoria, British Columbia V8W 3P5, Canadaphone#: (250) 721-7525

e-mail: [email protected] address: www.uvic.ca/psyc/clinical/

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 12%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 25%Existential/Phenomenological/Humanistic 12%Cognitive/Cognitive-behavioral 100%Interpersonal 25%

Courses required for incoming students to havecompleted prior to enrolling:“A”-level grades for 1 full year of course work in at least4 areas: social psychology, biological psychology, cognitivepsychology, developmental, cultural psychology, abnormal

Recommended but not mandatory courses:Additional special topics in clinical psychology selections





Approximate percentage of incoming students with aB.A./B.S. only: 100% Master’s: 0






Formal tracks/concentrations: clinical life spanpsychology emphasis, clinical neuropsychology emphasis

Research areas # Faculty # Grantsaddictions 1 1attention-deficit disorder 1 1couples treatment 1 1childhood sexual abuse 1 1cognitive disorders in the elderly 1 1cross-cultural psych 1 1epilepsy 1 1


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families and disabilities 1 1families and divorce 1 1fetal alcohol syndrome 1 1traumatic brain injury 2 2

Clinical opportunitiesadolescent and adult child and adult inpatient

forensic pediatric and adult adult psychiatric neuropsychologyadult rehabilitation young adult counsellingchild and adult mental couples, family and group

health treatment

University of Virginia–Department ofHuman Services (Ph.D.)Curry School of EducationP.O. Box 400270Charlottesville, VA 22904-4270phone#: (434) 924-7472e-mail: [email protected] address: curry.edschool.virginia.edu/clinpsych/

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Recommended but not mandatory courses:Undergraduate statistics, child development, learning,abnormal, physiological psychology/biopsychology, social





Approximate percentage of incoming student with aB.A./B.S. only: 88% Master’s: 12%






Formal tracks/concentrations: forensic psychology,family therapy, child clinical

Research areas # Faculty # Grantsadolescent suicide 2 0child clinical 1 0cognitive/learning disorders 1 0forensic psychology 2 2incarcerated populations 2 1multicultural 3 1multiproblem families 1 0parenting behavior 3 1school interventions 4 1test development 3 0youth mentoring 4 6youth violence 2 1

Clinical opportunitiesadult psychotherapy neuropsychologychild and family assessment parenting/parent–child

and intervention interactioncouples therapy school interventionscrisis intervention school psychologydevelopmental systems consultation

psychopathology youth and adult family therapy correctional facilitiesforensic psychology youth and adult inpatient medical consultation facilities

University of Virginia–Department ofPsychologyCollege of Arts and SciencesP.O. Box 400400Charlottesville, VA 22904-4477phone#: (434) 982-4750e-mail: [email protected] address: www.virginia.edu/psychology/research/areas.php#clinical

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Courses required for incoming students prior toenrolling:B.A. in psychology or equivalent


256

Courses recommended but not mandatory:Abnormal psychology, statistics












Research areas # Faculty # Grantsadult psychopathology 3 3anxiety/obsessive–compulsive 1 0

disordersbehavioral genetics 2 1child clinical/psychopathology 5 5community psychology 3 3developmental adolescence 3 3epidemiology 2 1family research/systems 2 2minority mental health 2 2neuropsychology 1 0personality disorders 2 1prevention 3 2schizophrenia/psychosis 2 0violence/abuse/victim–offender 4 2

Clinical opportunitiesanxiety disorders neuropsychologybehavioral medicine obsessive–compulsivecommunity psychology disorderdepression pediatric psychologyfamily therapy psychology/lawforensic psychology schizophrenia/psychosismarital/couples therapy victim/battering/abuse

Virginia Commonwealth University(Ph.D.)Department of Psychology806 West Franklin StreetRichmond, VA 23284-2018phone#: (804) 828-1158 (admissions)e-mail: [email protected] address:http://www.has.vcu.edu/psy/clinical/index.html

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 15%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 30%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 100%Interpersonal 20%

Courses required for incoming students to havecompleted prior to enrolling:18 hours of psychology including general psychology,experimental psychology, statistics

Recommended but not mandatory courses:We recommend additional courses in psychology, statistics,and science, as well as having substantial researchexperience in an identified area of clinical/research interest

GRE meanVerbal 615 Quantitative 672Advanced Psychology not requiredAnalytical Writing not reported







Personal interviewIn person interview strongly recommended, telephoneinterview may be acceptable in extenuating circumstances




257

Formal tracks/concentrations: child/adolescent,behavioral medicine

Research areas # Faculty # Grantsadolescent 5 4anxiety 2 1behavioral medicine 5 3child clinical/pediatric 5 4community 5 3divorce 1 0forensic psychology 1 1minority/cross-cultural 2 1pregnancy issues 1 1psychopathology 1 1psychophysiology 2 0psychotherapy 3 3stress and coping 2 0substance abuse 1 1

Clinical opportunitiesassessment and testing inpatientbehavioral medicine neuropsychological child and adult anxiety assessmentschild pediatric poly-trauma treatment children of divorce, and treatment of

intensive co-parenting psychological aspects therapy, child custody of spinal cord injuryevaluations pain management

chronic mental illness schoolcommunity psychology substance abusecorrectional psychology unipolar mood disorder

Virginia Consortium Program in Clinical Psychology (Psy.D.)(College of William & Mary, Eastern Virginia Medical School, Norfolk State University, & Old Dominion University)Higher Education Center1881 University Drive, Suite 239Virginia Beach, VA 23453phone#: (757) 368-1820e-mail: [email protected] address: www.sci.odu.edu/vcpcp

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Courses required for incoming students prior toenrolling:B.A. in psychology or equivalent

Courses recommended but not mandatory:Strong background in psychology




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both tuition waiver & assistantship/fellowship: 100%(significant tuition reduction but not a complete waiver)




Personal interview:Required in person



Formal tracks/concentrations: neuropsychology

Research areas # Faculty # GrantsADHD 1 0attribution 1 0behavioral pharmacology 1 0biofeedback 1 0body image 2 0cardiovascular behavioral medicine 1 1child/adolescent psychotherapy 2 0chronic illness 1 0clinical neuropsychology 2 0cognitive-behavioral therapy 4 0community psychology 1 0depression 4 0developmental psychopathology 1 0drug abuse and prevention 1 1eating disorders 3 1emotional regulation in children 1 0family systems and therapy 4 0feminism 1 0gender issues 4 0GL issues 1 0health-risk behaviors 1 0high risk infants 1 0HIV 1 0humor in therapy 1 0interpersonal therapy 2 0judgment and decision-making 1 0learning disabilities 1 0MMPI-2 2 2moral development 2 0


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multicultural 6 0multimodal behavior therapy 1 0parent-child interactions 3 1pediatric psychology 3 0personal relationships 5 0personality constructs 1 0professional issues 1 0rehabilitation 1 0schizophrenia 1 0sleep disorders 1 1special education 1 0trauma 2 0women’s issues 4 0

Clinical opportunitiesOver 30 public and private agencies that serve adults,adolescents, and children

Virginia Polytechnic Institute and State University (Ph.D.)Department of Psychology5088 Derring HallBlacksburg, VA 24061-0436phone#: (540) 231-6275e-mail: [email protected] address: www.psyc.vt.edu/graduate/clinical



Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, research methods, statistics,learning, electives

Recommended but not mandatory courses:Abnormal psychology, social psychology, developmentalpsychology, personality












Research areas # Faculty # GrantsAIDS 2 0affective disorders/depression 2 0anxiety disorders 3 1attention-deficit disorder 1 0autism 1 0behavioral medicine 3 2child clinical 3 2eating disorders 1 0gender roles 1 0hypnosis 1 1marriage/couples 1 0minority mental health 2 1neuropsychology 2 0pain management 2 0parent–child interaction 2 1pediatric psychology 1 1prevention 4 3psychotherapy outcome 2 1shyness 1 0social skills 3 0stress and coping 1 0substance abuse 2 3

Clinical opportunitiesADHD data management systemsAIDS gerontologyaffective disorders marital/couples therapyanxiety disorders neuropsychologybehavioral medicine prevention in the child clinical communityconduct disorder substance abuseconsultation systems management

University of Washington (Ph.D.)Department of PsychologySeattle, WA 98195e-mail: [email protected] address:web.psych.washington.edu/graduate/apply.html

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Recommended but not mandatory courses:Abnormal/psychopathology, biological bases of behavior,developmental, statistics, learning & motivation, social

GRE medianVerbal 645 Quantitative 620Analytical Writing not requiredAdvanced Psychology not reported










Formal tracks/concentrations: adult clinical, childclinical

Research areas # Faculty # Grantsanxiety disorders 3 1autism 1 1child emotional development 3 3cognitive therapy 4 2depression 3 1minority 5 4psychology process 1 1spouse abuse 2 1substance abuse 3 3suicide 1 1

Clinical opportunitiesanxiety disorders pediatric psychologyautism personality disorderscommunity psychology psychoeducational (coping couples skills) trainingfamily rehabilitation medicineminority substance abuseneuropsychology

Washington State University (Ph.D.)Department of PsychologyP.O. Box 644820Pullman, WA 99164-4820phone#: (509) 335-2631e-mail: [email protected] address:www.wsu.edu/psychology/graduateprograms/clinical

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Recommended but not mandatory courses:Abnormal, social, developmental, personality, statistics,research methods

GRE meanVerbal + Quantitative 1159Analytical Writing not required









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Research areas # Faculty # Grantsadult psychopathology 5 6behavioral medicine/health 5 8

psychologychild clinical 4 4neuropsychology 1 1

Clinical opportunitiesadult and child inpatientadult and child neuropsychological assessmentadult and child psychotherapyhealth psychology

Washington University in St. Louis(Ph.D.)Department of PsychologyCampus Box 1125One Brookings DriveSt. Louis, MO 63130-4899phone#: (314) 935-6520e-mail: [email protected] address: www.psych.wustl.edu/clinical/

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Courses required for incoming students to havecompleted prior to enrolling:24 credits of psychology and 30 credits in the physical,biological, and social sciences; experimental (withlaboratory), and quantitative methods

Recommended but not mandatory courses:History and systems












Research areas # Faculty # Grantsaging/gerontology 3 3neuropsychology 4 5psychopathology 4 3psychological treatment 4 2

Clinical opportunitiespsychological services centerpracticum agencies in St. Louis area

University of WaterlooDepartment of PsychologyWaterloo, Ontario N2L 3G1 Canadaphone#: (519) 888-4567, ext. #33659e-mail: [email protected] address: www.psychology.uwaterloo.ca/gradprog/programs/phd/clinical/index.html

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Courses required for incoming students prior toenrolling:Basic statistics, research design, research courses,undergraduate thesis or equivalent

Courses recommended but not mandatory:History of psychology



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GPA mean3.51






Personal interviewPreferred in person, but telephone acceptable




Research areas # Faculty # Grantssocial anxiety 2 2human sexuality 1 1obsessive–compulsive disorder 3 2self-determination theory 1 1depression 1 1interpersonal circumplex 2 1anxiety disorders 3 1reading 3 1cognitive development 1 1culture 1 1

Clinical opportunitieschild/adolescent/adult neuropsychologyhypnosis school/educational

Wayne State University (Ph.D.)Department of Psychology5057 Woodward Avenue, 7th FloorDetroit, MI 48202phone#: (313) 577-2800e-mail: [email protected] address: www.psych.wayne.edu

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Courses required for incoming students to havecompleted prior to enrolling:12 semester hour) in psychology, including experimental(with laboratory) and statistical methods

Recommended but not mandatory courses:Undergraduate courses in mathematics and life sciences




% of students receiving:Full tuition waiver only: 10%Assistantship/fellowship only: 30%Both full tuition waiver & assistantship/fellowship: 50%(1st-year students: 100%)







Formal tracks/concentrations: health, child clinical,clinical neuropsychology, community

Research areas # Faculty # Grantsnot reported not reported

Clinical opportunitiesbehavioral medicine early interventioncommunity psychology gerontologyneuropsychology substance abusecross-cultural mental health rehabilitation

West Virginia University (Ph.D.)Department of Psychology1124 Life Sciences BuildingMorgantown, WV 26506-6040phone#: (304) 293-2001, ext. # 31628e-mail: [email protected] address: www.wvu.edu/~psychology/graduateprogram/index.htm

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Recommended but not mandatory courses:Psychology major or related field, research, clinicalexperience

GRE meanVerbal + Quantitative 1169Advanced Psychology 634Analytical Writing 4.6










Formal tracks/concentrations: clinical, clinical child,clinical health psychology, developmental, behavioranalysis

Research areas # Faculty # Grantsanxiety disorders 2 0behavioral dentistry 1 1behavioral medicine 3 0cardiovascular reactivity 1 0child behavior disorders 1 0developmental psychopathology 1 0ethnic minority issues 1 0forensics 2 0gerontology 2 0pain 1 0posttraumatic stress disorder 1 0suicide 1 1

Clinical opportunitiesanxiety disorders (adults gerontology

and children) parent trainingbehavioral dentistry primary care service behavioral medicine (adults provision

and adolescents) school interventionsforensic psychology

Western Michigan University (Ph.D.)Department of PsychologyKalamazoo, MI 49008phone#: (269) 387-4330e-mail: [email protected] address:www.wmich.edu/psychology/grad/clinical.html

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Courses required for incoming students to havecompleted prior to enrolling:Psychology major at an accredited institution

Recommended but not mandatory courses:Basic course in behavioral principles/theory


GPA meanUndergraduate GPA not reportedPsychology GPA 3.69









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Research areas # Faculty # Grantsaging 1 1AIDS prevention/education 1 1anxiety disorders/PTSD 1 0autism/developmental disabilities 1 1behavioral medicine 1 1behavioral neuroscience 1 0conceptual analysis of behavior 2 0

therapydepression 2 1habit behaviors (tics, 1 0

trichotilamania)interpersonal victimization 1 0program evaluation 1 0psychotherapy outcome 4 0sexual deviations and 1 1

dysfunctions

Clinical opportunitiesforensic mental health refugee mental healthfunction-based treatment school refusalposttraumatic stress disorder

Wheaton College (Psy.D.)Department of PsychologyWheaton, IL 60187-5593phone#: (630) 752-7053e-mail: [email protected] address: www.wheaton.edu/psychology/graduate/overview/index.html

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Courses required for incoming students to havecompleted prior to enrolling:personality, physiological psychology, abnormalpsychology, research methods, statistics

Recommended but not mandatory coursesdevelopmental, cognition, social












Research areas # Faculty # Grantsspirituality/psychology integration 4 0marriage & family 4 0gender & sexuality 2 0older adult and aging 1 1meta-analysis 1 0parent training (multicultural) 3 0rural psychology 2 0child & adolescent 3 0

Clinical opportunitiesChicago and the suburban area have a great variety ofofferings including hospitals, public and private agencies,community-based services, school-based services andprivate practice.

Wichita State University (Ph.D.)Department of PsychologyWichita, KS 67260-0034phone#: (316) 978-3170e-mail: [email protected] address: psychology.wichita.edu/cc/default.htm

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Courses required for incoming students to havecompleted prior to enrolling:Most successful applicants have an undergraduate degree in psychology with course work in statistics, researchmethods, and history and systems in psychology





% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 0%(All of our students receive a Teaching Assistantship andpartial tuition remission)








Research areas # Faculty # Grantsantisocial behavior in children 1 2personal relationships 1 0teen pregnancy prevention 1 2acceptance commitment therapy 1 0MMPI-2 1 0self help 1 5teaching excellence 1 1

Clinical opportunitiesanxiety disordersdepression

Widener University (Psy.D.)Institute for Graduate Clinical PsychologyOne University PlaceGraduate Clinical PsychologyChester, PA 19013phone#: (610) 499-1208e-mail: [email protected]

Web address: www3.widener.edu/Academics/Schools_amp_Colleges/School_of_Human_Service_Professions_/Institute_for_Graduate_Clinical_Psychology/Welcome/391/

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Courses required for incoming students to havecompleted prior to enrolling:abnormal psychology, developmental psychology, researchmethods, statistics

Recommended but not mandatory courses:Personality











Formal tracks/concentrations: cross cultural/diversitypsychology, family therapy, forensic psychology, grouppsychology, health psychology, neuropsychology,organizational psychology, psychoanalytic psychology,school psychology

Research areas # Faculty # Grantsassessment/diagnosis 5 0early childhood 4 1learning disabilities 3 0


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problem solving 2 0stress and coping 2 2

Clinical opportunitiesassessment forensic psychologybiofeedback health psychologybrief intervention group therapycognitive behavioral neuropsychologycouples therapy psychoanalytic psychologycross-cultural & diversity sex therapyfamily therapy

University of Windsor (Ph.D.)Department of PsychologyWindsor, Ontario N9B 3P4, Canadaphone#: (519) 253-3000fax#: (519) 973-7021e-mail: [email protected] address: web4.uwindsor.ca/units/psychology/clinical.nsf/831fc2c71873e46285256d6e006c367a/76637c78d4470b818525691a0063cdfc!OpenDocument

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Courses required for incoming students to havecompleted prior to enrolling:Honor’s B.A. in psychology or its equivalent:18-20 semesterpsychology courses including introductory psychology,basic and intermediate statistics, and laboratory courses inlearning and experimental methods; Honor’s B.A. thesis orits equivalent


GRE meanVerbal—72nd percentileQuantitative—60th percentileAnalytical Writing—72nd percentilePsychology—86th percentile

GPA mean3.5




Approximate percentage of students who areWomen: 86% Ethnic Minority: not reportedInternational: 0%


Personal interviewTelephone interview required



Formal tracks/concentrations: adult clinical, childclinical, clinical neruopsychology

Research areas # Faculty # GrantsAddiction 2 1child research 4 3community psychology 2 2eating disorders 2 1gambling behavior 1 3health psychology 3 5neuropsychological 4 4psychotherapy research 3 2

Clinical opportunitiesPsychological Service CenterStudent Counseling Centrepractica and internships in the Detroit area

University of Wisconsin–Madison(Ph.D.)Department of PsychologyW. J. Brogden Psychology Building1202 West Johnson StreetMadison, WI 53706phone#: (608) 262-2079e-mail: [email protected] address: psych.wisc.edu/gradstudies/clinical.html


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 20%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 8%Existential/Phenomenological/Humanistic 8%Cognitive/Cognitive-behavioral 92%Motivational/Interviewing 25%Child 25%

Courses required for incoming students prior toenrolling:Psychology major or related field training



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GPA meanGPA 3.73


% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition remission (out of state portion only) &assistantship/fellowship: 100%







Formal tracks/concentrations: adult psychopathology

Research areas # Faculty # Grantsaffective disorders 4 –developmental psychopathology 4 –health 3 –personality disorders: psychopathy 1 –schizophrenia and other psychotic 2 –

disorderssubstance abuse 2 –(Note: The UW-Madison Psychology faculty ranks amongthe top 3 in terms of grant funding)

Clinical opportunitiesaddictive disordersassessment (IQ, objective, psychophysiological,neuropsychological)assessment of forensic populationsassessment of schizophrenia and at-risk populationsassessment of childhood psychopathologyaffective neurosciencecognitive therapy for affective and anxiety disordersfamilies/couples therapybrief dynamic psychotherapytherapy with criminal offenders

University of Wisconsin–Milwaukee(Ph.D.)Department of PsychologyP.O. Box 413Milwaukee, WI 53201

phone#: (414) 224-5521e-mail: [email protected] address:www.uwm.edu/Dept/Psychology/clinical/index.html

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Courses required for incoming students to havecompleted prior to enrolling:B.A.or B.S. in psychology or equivalent

Recommended but not mandatory courses:B.A.or B.S. in psychology or undergraduate courses inpsychological statistics, a laboratory course in researchmethodology, and an advanced laboratory course inpsychology

GRE meanVerbal 585 Quantitative 669Verbal + Quantitative 1254Advanced Psychology 661Analytical Writing not reported








Attrition rate in past 7 years: <5%




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Research areas # Faculty # Grantsalcohol and substance abuse 1 0anxiety/impulse control disorders 3 3attachment 2 0child psychology 4 3developmental disabilities 1 1emotion regulation 2 0health psychology/behavioral 2 0

medicinelearning disabilities 1 0mood disorders 1 2multicultural issues 1 0neuropsychology 2 1psychotherapy/behavior therapy 2 4

research

Clinical opportunitiesacceptance and family violence

commitment therapy functional analytic behavior therapy psychotherapybehavioral medicine inpatient psychiatricchild and adult learning disability

neuropsychology OC spectrum disorderschild development premature infants and theircouples therapy families—stressdevelopmental disabilities/

autism

The Wright Institute (Psy.D.)2728 Durant AvenueBerkeley, CA 94704phone#: (510) 841-9230e-mail: [email protected] address:www.wrightinst.edu/program_program.html

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Recommended but not mandatory courses:Human development or personality, abnormal, statistics

GRE meanGRE scores not used in admission decisions











Research areas # Faculty # Grantschronic illness 1 0cross-cultural psychology 3 0evolutionary psychology 1 1gender studies 3 0infant/parent psychotherapy 3 0

outcomejail and prison facilities 1 0neurogerontology 1 0parenting 3 0step-families 1 0stress-related somatic difficulties 1 0substance abuse 2 0

Clinical opportunitiesAIDS/HIV GLBTaffect disorders group therapyassessment men’s issuesbrief and long-term therapy neuropsychologychild/adolescent assessment pediatric/developmentalchild/adolescent personality disorders

psychopathology program development/couples therapy evaluationcrisis intervention psychodynamicempirically supported public policy/advocacy

treatments rehabilitation psychologyethnic minority schizophreniafamily therapy substance abuseforensic populations university counselinggeropsychology women’s issues

Wright State University (Psy.D.)School of Professional Psychology3640 Colonel Glenn HighwayDayton, OH 45435phone#: (937) 775-3492e-mail: [email protected] address: www.wright.edu/sopp/


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Courses required for incoming students to havecompleted prior to enrolling:Statistics

Recommended but not mandatory courses:Human development, personality, abnormal

GRE meannot used in admissions decisions

GPA meanOverall GPA 3.3Psychology GPA 3.3




Approximate percentage of students who areWomen: 75% Ethnic Minority: 25% Disabled: 5%International: 7%






Research areas # Faculty # Grantschronic illness 1 0cross-cultural psychology 3 0evolutionary psychology 1 1gender studies 3 0infant/parent psychotherapy 3 0

outcomejail and prison facilities 1 0neurogerontology 1 0parenting 3 0step-families 1 0stress-related somatic difficulties 1 0substance abuse 2 0

Clinical opportunitiesAIDS/HIV GLBTaffect disorders group therapyassessment men’s issuesbrief and long-term therapy neuropsychologychild/adolescent assessment pediatric/developmentalchild/adolescent personality disorders

psychopathology program development/couples therapy evaluationcrisis intervention psychodynamicempirically supported public policy/advocacy

treatments rehabilitation psychologyethnic minority schizophreniafamily therapy substance abuseforensic populations university counselinggeropsychology women’s issues

University of Wyoming (Ph.D.)Department of PsychologyBox 3415 University StationLaramie, WY 82071phone#: (307) 766-6303e-mail: [email protected] address: uwadmnweb.uwyo.edu/psychology/clinicalpsychology.asp

1 2 3 4 5 6 7




Recommended but not mandatory courses:Statistics, 30–45 psychology credits, research experience

GRE meanVerbal + Quantitative 1250Advanced Psychology 655Analytical Writing 5.2






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Formal tracks/concentrations: integrated behavioralhealth focus

Research areas # Faculty # Grantsanxiety 2 1depression 3 2HIV/AIDS prevention 1 1mental retardation 2 1Native American mental health 2 1primary care 4 1psychology and the law 2 1substance abuse 1 1trauma/posttraumatic stress 1 1

disorderADHD 1 0Schizophrenia 1 0

Clinical opportunitiesadult/child inpatient and mood/anxiety disorders

residential primary/interdisciplinary bereavement caredevelopmental disabilities rural/community health empirically supported care

psychotherapies

Xavier University (Psy.D.)Department of Psychology3800 Victory ParkwayCincinnati, OH 45207-6511phone#: (513) 745-3533e-mail: [email protected] address: www.xavier.edu/psychology_doctorate/

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Courses required for incoming students prior toenrolling:Minimum 18 semester hours including the following:introductory psychology, statistics, research methods,abnormal, testing, social

Courses recommended but not mandatory:Anatomy and physical science, calculus



Number of applications/admission offers/incomingstudents in 2007218 applied/49 offers/17 incoming

% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 42% (includes partial tuitionremission)Both full tuition waiver & assistantship/fellowship: 0%







Formal tracks/concentrations: children/adolescents &their families, older adults, individuals with severe mentalillness

Research areas # Faculty # Grantscognitive/behavioral 5 0geropsychology 2 0psychoanalytic 4 0social/experimental 1 0statistician 2 0

Clinical opportunitiescollege-related concernsXavier University Psychology Services Center

Yale University (Ph.D.)Department of PsychologyP.O. Box 208205New Haven, CT 06520-8205Phone #: (203) 432-4505E-mail: [email protected] address: www.yale.edu/psychology/clinical.html



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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied Behavioral Analysis/Radical Behavioral 0%Family Systems/Systems 0%Existential/Phenomenological/Humanistic 14%Cognitive/Cognitive-behavioral 100%

Courses required for incoming students prior toenrolling: none

Courses recommended but not mandatory:broad psychology background, undergraduate psychology

GRE Mean:Verbal: 653 Quantitative: 707Analytical Writing 5.6Advanced Psychology not reported

GPA Mean:Overall GPA: 3.82




Approximate percentage of students who are:Women: 86% Ethnic minority: 18% International: not reported


Personal interview: No preference given




Research areas # Faculty # Grantsadult psychopathology 5 0alcohol use/dependence 1 2anxiety disorders 2 0behavior genetics 1 0cognitive processes 3 0depression/suicidality 3 0disruptive behavior disorders 1 0developmental psychopathology 2 0eating disorders 2 0health psychology 2 2longitudinal epidemiology 1 0public health/social policy 1 0

Clinical Opportunitiesadolescents eating and weight disordersanxiety and mood disorders health psychologychild psychotherapy substance abuseconduct disorders

Yeshiva University (Ph.D.)Ferkauf Graduate School of PsychologyJack and Pearl Resnick Campus1300 Morris Park AveBronx, NY 10461phone#: (718) 430-3856e-mail: [email protected] address: www.yu.edu/Ferkauf/page.aspx?id=705&ekmensel=242_submenu_282_btnlink

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Courses required for incoming students to havecompleted prior to enrolling:Minimum of 15 credits in psych, introductory psychology,statistics, abnormal, experimental, personality, orphysiological psychology

Recommended but not mandatory courses:Courses in related fields such as mathematics, naturalsciences, and social sciences













271

Research areas # Faculty # Grantscardiovascular psychology 1 0acculturation and global health 2 3neuropsychology 2 2multiple sclerosis 1 3obesity 1 0asthma 1 1psychosocial oncology 1 2migraines 1 3diabetes 1 1

Clinical opportunitiesbehavioral medicine asthma and anxietycardiovascular psychology neuropsychologyweight management and geropsychology

related disorders

Yeshiva University (Psy.D.)Department of PsychologyFerkauf Graduate School of Psychology1300 Morris Park AvenueBronx, NY 10461phone#: (718) 430-3850e-mail: [email protected] address: www.yu.edu/ferkauf/index_sub.asp?504

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, statistics, abnormal, experimental,physiological psychology, personality












Formal tracks/concentrations: geropsychology,psychodynamics, CBT, mental health counseling

Research areas # Faculty # Grantsanxiety disorders 1 0depression 2 0early childhood intervention 1 0ethnicity and identity 2 0family therapy 1 0forensics 1 0gero-psychology 1 1parenting styles 1 0psychoanalytic therapy 5 0psychotherapy process and 3 0

outcomesleep disorders/nightmares 1 0stress and coping 4 1trauma 2 0

Clinical opportunitiesanxiety disorders marital/couplescognitive behavior therapy parent trainingdepression psychodynamic therapyfamily therapy psychoeducational geriatrics assessmentinterpersonal therapy

York University–Adult Clinical Program(Ph.D.)Department of PsychologyToronto, Ontario M3J 1P3, Canadaphone#: (416) 736-5115e-mail: [email protected] address:www.yorku.ca/health/psyc/graduate/clinical.htm

1 2 3 4 5 6 7




272

Courses required for incoming students to havecompleted prior to enrolling:Introductory psychology, physical/neuropsychology,organizational/social/groups, research design and statisticsanalysis, learning/perception/emotion/motivation,personality/abnormal/individual differences

Recommended but not mandatory courses:Multicultural psychology, sex-roles, tests andmeasurements, health psychology


GPA meanOverall GPA A


% of students receiving:Full tuition waiver only: N/AAssistantship/fellowship only: 100% incoming students; 36% all otherBoth full tuition waiver & assistantship/fellowship: N/A


Approximate percentage of students who areWomen: 90% Ethnic Minority: not reportedInternational: not reported





Formal tracks/concentrations: adult clinical psychology,diploma in health psychology

Research areas # Faculty # Grantsalcohol and substance abuse 1 0anxiety/stress/coping 1 1major depression 1 1eating disorders & body image 1 1grief and trauma 1 0psychopathology/psychotherapy 1 2health—cardiovascular disease 1 2relationship research, couples 1 1

therapy, and psychotherapeuticprocess

cognitive neuropsychology of 2 1memory and aging

narrative processes 1 1clinical neuropsychology 1 1cognitive rehabilitation 1 1motivation, expectations, 1 1

psychotherapy

pain 1 1personality factors in mental 1 0psychotherapy process and 3 3

outcomeschizophrenia and 2 1

neuropsychology

Clinical opportunitiesalcohol and substance abuse geriatricanxiety disorders health psychologydepression neuropsychological eating disorders assessment/rehabforensic

York University—Program in Clinical-Developmental Psychology (Ph.D.)Department of PsychologyToronto, Ontario M3J 1P3, Canadaphone#: (416) 736-5290e-mail: [email protected] address: www.yorku.ca/health/psyc/graduate/clinical_development.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Honors degree in psychology

Recommended but not mandatory courses:developmental, atypical development








273





Formal tracks/concentrations: clinical-developmentalpsychology

Research areas # Faculty # Grantsadolescent peer relations 3 3aggression—child and 3 3

adolescenceautism, developmental disability 2 3bullying and victimization 2 1child abuse 3 2child testimony 1 2cognitive and language 2 1

developmentinterpersonal support 1 0pediatric/child health 2 2problem-solving/emotion 1 0stress and coping 1 0teen violence 2 2

Clinical opportunitieschildren’s rehabilitation learning disability/ADHD

center clinicdevelopmental disabilities mental health centers

center psychiatric clinicsdual diagnosis clinic regional hospital clinicsgender disorder clinic school boards

Clinical Psychology Program That HasBeen Discontinued

New York University (accredited, inactive)

Clinical Psychology ProgramsWithdrawing from APA Accreditation

Dalhousie University

University of Western Ontario

Clinical Psychology Programs NotReporting Information

Argosy University–Tampa Campus

University of North Texas and University of NorthTexas Health Sciences Center


274

REPORTS ON INDIVIDUALCOUNSELINGPSYCHOLOGY PROGRAMS

University of Akron (Ph.D.)Department of Counseling and Department ofPsychologyAkron, OH 44325-4301phone#: (330) 972-7280 or (330) 972-7777e-mail: [email protected] address:www3.uakron.edu/psychology/counseling

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:The program has 2 tracks: 1 track (Department ofPsychology) admits students with a bachelor’s degree inpsychology; the other track (Department of Counseling)admits students with a master’s degree in counseling orrelated field.

Recommended but not mandatory courses:Psychology research, quantitative methods, personality

GRE mean1100 recommendedAnalytical Writing not reported











Research areas # Faculty # Grantsmulticultural issues 2 0personality assessment 2 0suicide 2 0vocational counseling 2 0women’s issues 3 0

Clinical opportunitiesclinic for child study and family therapycommunity mental health centercollege counseling center

University at Albany/State University ofNew York (Ph.D.)Department of Educational and CounselingPsychologyED 220Albany, NY 12222phone#: (518) 442-5040e-mail: [email protected] address: www.albany.edu/counseling_psych

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 15%Family systems/Systems 15%Existential/Phenomenological/Humanistic 20%Cognitive/Cognitive-behavioral 50%

Courses required for incoming students to havecompleted prior to enrolling:Undergraduate/graduate preparation in basic psychology(18 credits minimum including statistics)

Recommended but not mandatory courses: Abnormal,developmental or personality

GRE meanVerbal + Quantitative 1150Advanced Psychology not consideredAnalytical Writing not considered







REPORTS ON INDIVIDUAL COUNSELING PSYCHOLOGY PROGRAMS

277





Research areas # Faculty # Grantscareer development 2 1cross-cultural 3 2family dynamics 1 0family therapy 1 1methodology 2 2prevention 1 0psychotherapyprocess 1 1social justice 1 0spirituality 1 0supervision 2 0women’s issues 2 0

Clinical opportunitiesadolescent residential treatment centerscollege and university counseling centers (large and small,

public and private) community agenciescounty mental health clinics including general and substance

abuse clinics and adolescent units inpatient and outpatientunits at state psychiatric center and private hospitals

neuropsychology rehabilitation centervarious units at VA hospitals, including neuropsychology,

outpatient, day treatment, substance abuse

Arizona State University (Ph.D.)Division of Psychology and EducationArizona State UniversityTempe, AZ 85287-0611phone#: (480) 965-6339e-mail: [email protected] address: coe.asu.edu/psyched/

1 2 3 4 5 6 7




Recommended but not mandatory courses:Psychology or related background


GPA meanOverall GPA 3.26 Junior/Senior GPA 3.67






Personal interviewFinalists are requested to come for a personal interview




Research areas # Faculty # Grantscareer development and 3 1

counselingcognitive appraisal 1 0cognitive-behavioral interventions 1 1consultation 2 0counseling process 4 0counseling the gifted and talented 2 1counseling women and minorities 5 1culture sensitivity training and 4 0

counselor’s race ethicsexperimental methodology 2 0family enrichment 1 0gender issues in counseling 2 0group counseling 1 0health psychology 1 0HIV 1 0international issues 1 0interpersonal models of personality 3 0

and therapypsychology of women 2 0retention 4 1social psychological approaches to 2 0

counselingtraining and supervision 4 0values and decision making 1 0

Clinical opportunitiesVaried

Auburn University (Ph.D.)Department of Counselor Education, CounselingPsychology, and School PsychologyAuburn, AL 36849-5218phone#: (334) 844-5160


278

e-mail: [email protected] address: www.auburn.edu/coun

1 2 3 4 5 6 7




Recommended but not mandatory courses: None

GRE meanCases considered individuallyAdvanced Psychology not requiredAnalytical Writing not required











Research areas # Faculty # Grantsalternative methods 1 0gay/lesbian/bisexual themes 2 0professional issues/ethics 3 0psychometrics 2 0substance abuse prevention 3 1

Clinical opportunitiesmental health center (outpatient)substance abuse unit (inpatient and outpatient)university counseling centerrehabilitation

Ball State University (Ph.D.)Department of Counseling PsychologyMuncie, IN 47306phone#: (765) 285-8040fax#: (765) 285-2067e-mail: [email protected] address: www.bsu.edu/counselingpsychology

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Counseling theories, counseling techniques (pre-practicum),practicum, one other counseling course


GRE meanVerbal + Quantitative 1123Analytical Writing not required

GPA meanOverall master’s GPA 3.8









Formal tracks/concentrations: marriage and family,multicultural issues/social justice

Research areas # Faculty # Grantsbehavioral medicine/wellness 2 0career/vocational 4 0child/adolescent 2 0clinical judgment 1 0


279

multicultural 4 1organizational/EAP 1 0social psychology applications 3 0rehabilitation 1 1women’s identity 2 0

Clinical opportunitiesBSU Practicum ClinicCancer Centeruniversity counseling center

Boston College (Ph.D.)Department of Counseling, Developmental andEducational PsychologySchool of EducationChestnut Hill, MA 02167phone#: (617) 552-4710 or (617) 552-4214e-mail: [email protected] address: www.bc.edu/schools/lsoe/academics/graduate/phd/counsel.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:For applicants without a master’s degree (i.e., directadmits), we require that students complete at least 18 credithours of undergraduate psychology, including courses such as statistics, abnormal psychology, developmentalpsychology, theories of personality. These courses arestrongly recommended, but not necessarily required.

Recommended but not mandatory courses:See comments above





Approximate percentage of incoming students with aB.A./B.S. only: 0% Master’s: 100%Note. We are now expanding our applicant pool to includestudents without a master’s degree as well as students with

Master’s degrees in counseling or related areas. Therefore,the statistics represented above will change in subsequentyears.







Research areas # Faculty # Grantsadolescent development 2 2career development 1 3gender roles 2 0schools and agencies 4 6mentoring in adolescence 1 1multicultural issues 3 3risk and resilience 4 2violence prevention 3 2

Clinical opportunitiesacute psychiatric school based mental health college counseling center cliniccommunity mental health violence prevention/inpatient adult unit interventioninpatient child

Brigham Young University (Ph.D.)Department of Counseling Psychology and Special EducationProvo, UT 84602-5093phone#: (801) 422-3859e-mail: [email protected] address: education.byu.edu/cpse/index.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Introductory undergraduate psychology courses, includingabnormal, personality, developmental and researchmethods

Recommended but not mandatory courses:Statistics


280












Research areas # Faculty # Grantscrisis intervention 1 1mental health and spirituality 6 3mental health in schools 3 2multicultural counseling 2 2Native American vocational 1 1developmentoutcome research 3 3women’s issues 2 1

Clinical opportunitieseating disordersfamily clinic

University of British Columbia (Ph.D.)Department of Educational and CounselingPsychology,and Special Education2125 Main MallVancouver, British Columbia V6T 1Z4, Canadaphone#: (604) 822-8539e-mail: [email protected] address: ecps.educ.ubc.ca/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Ph.D. applicants are required to have completed coursesequivalent to the M.A. in Counseling offered by thedepartment. Please check the Web site.

Recommended but not mandatory courses:Yes. We encourage more methods courses (a methodscertificate can be additionally earned).


GPA mean3.5






Personal interviewPreferred in person but telephone acceptable; telephonerequired



Formal tracks/concentrations: not reported

Research areas # Faculty # Grantsaboriginal approaches to healing 3 7anxiety issues in other cultures 2 2Asian approaches to counseling 1 2assessment issues in rehabilitation 1 1counseling process and research 1 0ethics 1 0issues in career development 4 4issues related to infertility 1 0stress and coping 1 2trauma 3 3women’s sexuality and 2 1

reproductive health



281

Colorado State University (Ph.D.)Department of PsychologyFort Collins, CO 80523phone#: (970) 491-6363e-mail: [email protected] address:www.colostate.edu/Depts/Psychology/counseling/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling: None

Recommended but not mandatory courses:Learning, personality, history and systems, developmental,abnormal, statistics




% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 0%Both half tuition waiver & assistantship/fellowship: 100%




Personal interviewNo interviews




Research areas # Faculty # GrantsADHD 1 0adolescent issues 3 5aggression (anger research 1 0

and reduction)aging/geriatrics 3 0anxiety (reduction) 1 0assessment (including multicultural) 3 0body image beating disturbances 1 0child issuescognitive issues 5 1college teaching 1 0educational outcomes 1 1emotional disorders 1 0ethics 1 0health psychology 8 4interpersonal relationships 1 0learning disabilities 1 0men’s issues 1 0multicultural issues 6 3parent–child interaction 1 0psychopathology 3 0psychotherapy process 1 0stress and coping processes 2 0substance abuse 4 3supervision and training 2 0violence/abuse 2 0vocational psychology 2 0women’s issues 3 1

Clinical opportunitiesfamily stress center school district juvenile inpatient psychiatry detention facilityuniversity counseling neuropsychology practice

center community collegeprimary care counseling

Teacher’s College–Columbia University(Ph.D.)Department of Counseling and Clinical PsychologyNew York, NY 10027phone#: (212) 678-3257e-mail: [email protected] address:devweb.tc.columbia.edu/academic/CCP/CounPsych/proginfo.asp?Id=programinfo=Degree+Requrements

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 5%Applied behavioral analysis/Radical behavioral 10%Family systems/Systems 40%Existential/Phenomenological/Humanistic 35%Cognitive/Cognitive-behavioral 25%Multicultural/Diversity 75%

Courses required for incoming students to havecompleted prior to enrolling:Bachelor’s, but master’s degree preferred


282

Recommended but not mandatory courses:Yes











Formal tracks/concentrations: not reported

Research areas # Faculty # Grantscognition and stereotypescultural competenceimmigration issuesmulticultural counseling and

therapyprevention in counseling

psychologyracism and racial identity 2 0sexual harassment 1 0women and leadership 1 0

Clinical opportunitiesnone

University of Denver (Ph.D.)College of EducationDenver, CO 80208phone#: (303) 871-2484e-mail: [email protected] address:www.du.edu/education/academicPrograms/cnp/

1 2 3 4 5 6 7




Recommended but not mandatory courses:Learning, personality theory, statistics






Approximate percentage of students who areWomen: 80% Ethnic Minority: 20%






Research areas # Faculty # GrantsPTSD 1 1Social support and care givers 1 1ethics 1 0group counseling 1 0multicultural counseling 1 1job satisfaction in work settings 1 1

Clinical opportunitiesplacements working with racial and ethnic minoritiescounseling centersHospital settingsmental health centersveteran Administration Hospitalconducting counseling groupspsychological assessments/neuropsychological

assessments


283

University of Florida (Ph.D.)Department of PsychologyGainesville, FL 32611phone#: (352) 392-0601e-mail: [email protected] address: www.psych.ufl.edu/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Undergraduate 4-year degree in psychology or related field

Recommended but not mandatory courses:Statistics, research design/methods, personality, abnormal

GRE meanVerbal 573 Quantitative 667Advanced Psychology and Analytical Writing are not used



% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%(All students are currently funded by grants, teachingassistantships, or campus placements)








Research areas # Faculty # Grantsbehavioral medicine/health 2 1

psychologyconstructivist psychology 1 0discrimination/stigma 1 0

eating disorders 1 0elderly 1 0gender and emotion 1 1mental health of minority 1 0

populationspersonality and mental health 1 0sexual orientation issues 1 0women’s issues 1 0

Clinical opportunitiesanxiety disorder clinic nursing facilitycareer counseling center pediatric/psychiatric community mental health assessment and treatmentcrisis intervention center prisondomestic violence clinic rural health care clinicfamily medical practice sexual offender assessment

clinic and treatmentforensics hospital substance abuse clinichospice university counseling center

Fordham University (Ph.D.)Division of Psychological and Educational ServicesGraduate School of Education113 West 60th StreetNew York, NY 10023phone#: (212) 636-6460e-mail: [email protected] address: www.fordham.edu/gse

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:15 credits in psychology (undergraduate or graduate level)including introductory, developmental, experimental,abnormal, and personality

Recommended but not mandatory courses:Qualitative research methods






284








Research areas # Faculty # Grantscareer development 3 1criminal behavior 1 1health psychology 2 1multicultural counseling 5 0supervision 3 2

Clinical opportunitiescollege counseling centerscommunity mental health centers, and hospitalson-campus clinical/research training centerpsychological services institute

University of Georgia (Ph.D.)Department of Counseling and Human DevelopmentServicesAthens, GA 30602phone#: (706) 542-1812e-mail: [email protected] address:www.coe.uga.edu/chds/counselingpsych/index.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Research methods, descriptive statistics, interpersonalrelationships, individual assessment, vocationaldevelopment, theories of counseling, individual counselingpracticum, group counseling or group process, multiculturalcounseling (master’s degree required)

Recommended but not mandatory courses:No


GPA meanOverall GPA undergraduate 3.0 Graduate 3.5


% of students receiving:Full tuition waiver only: 0% (out-of-state)Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%




Personal interviewPreferred in person



Formal tracks/concentrations: marriage and familytherapy certificate, supervision, psychological assessment(learning disabilities)

Research areas # Faculty # Grantsaccident trauma 1 0attributions and therapy 2 0empowering schools/ 2 1

developmentaljuvenile delinquency/aggression 2 2men’s development/gender 1 0minority male adolescent 1 1

developmentmulticultural development and 3 2

counselingpreventing violence and 2 3

aggression in schoolsschool counselor education 2 0substance abuse 1 0young adult development 2 0

Clinical opportunitiesadolescents including homeless shelter

minority youth juvenile offenders (malescollege instruction/college and females)

students school-age childrendepartmental captive clinic supervision

Georgia State University (Ph.D.)Department of Counseling and Psychological ServicesAtlanta, GA 30303phone#: (404) 651-2550e-mail: [email protected] address: education.gsu.edu/cps/781.html

1 2 3 4 5 6 7



285


Courses required for incoming students to havecompleted prior to enrolling:M.A. in counseling or clinical psychology


GRE meanVerbal 550 Quantitative 600Advanced PsychologyAnalytical Writing 4.9











Research areas # Faculty # Grantscareer development 1 0forensics 1 0gender/multicultural issues 2 0stress/coping 2 1traumatology 1 0rehabilitation 1 0consultation 1 1

Clinical opportunitiesbehavioral medicine multicultural counselingcollege counseling stress managementforensic

University of Houston (Ph.D.)Counseling Psychology ProgramHouston, TX 77004-5874phone#: (713) 743-5019

e-mail: [email protected] address: www.coe.uh.edu/degrees.cfm?ID=28

1 2 3 4 5 6 7





GRE meanVerbal 530 Quantitative 620Analytical Writing 4.5(These scores represent the departmental guidelines;however, exceptions to the cutoff scores have been madewhen an applicant provides clear evidence of academicpotential)

GPA meanOverall master’s GPA 3.5 (on last 60 hours, includinggraduate work)










Research areas # Faculty # Grantsadult attachment/adult survivors 2 1

of childhood traumacareer counseling/cross-cultural 2 0

counselingchildren and adolescents with 1 1

behavioral disorders


286

gender identity and psychological 1 0well-being in men

mental health policy 1 0telehealth 2 0Racial Identity 2 1Group Therapy 1 1

Clinical opportunitiesChild guidance center family therapyfamily therapy chronic inpatientcrisis intervention program behavioral medicine

for children and their forensicfamilies posttraumatic stress

university counseling center disorderVA hospital school districtssubstance abuse medical schoolsgerontology pediatric hospitals

Howard University (Ph.D.) (2006 data)School of Education2441 Fourth Street, NWWashington DC 20059phone#: (202) 806-7351 or (202) 806-7350e-mail: [email protected] address: www.howard.edu/schooleducation/Departments/HDPES/CPsychology/index.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Equivalent of Howard University Counseling Psychologymaster’s (48–52 credit hours) or undergraduate degree inpsychology.

Recommended but not mandatory courses:Evaluated on a case-by-case basis based on above criteria.

GRE meanVerbal 477.5 Quantitative 535 Analytical 506.5 (M)Analytical Writing not reported







Personal interviewRequired in person; but telephone acceptable for overseascandidates




Research areas # Faculty # Grantsdrug and alcohol use/addiction 3 1

among African American andBedouin Arabs

hope in counseling interventions 1 0multicultural competencies 1 1racism stress 1 1role of spirituality in counseling 2 0using videotapes in training 1 1worldview, racial identity and 1 0

self-efficacy of diverse Africanand African Americans

Clinical opportunitiesHoward University (HU) Cancer CenterHU Center on Sickle Cell AnemiaHU Genome CenterHU Student Counseling Center (APA accredited)

University of Illinois at Urbana–Champaign (Ph.D.)Department of Educational PsychologyChampaign, IL 61820phone#: (888) 843-3779e-mail: [email protected] address:www.ed.uiuc.edu/edpsy/programs/phd.html

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 0%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 0%Eclectic 100%



287

Recommended but not mandatory courses:Undergraduate psychology degree






Approximate percentage of students who areWomen: 77% Ethnic Minority: 32% International: 21%International: not reported






Research areas # Faculty # Grantscancer control 1 1cancer survivorship 1 1eating disorders 1 0ethnic/racial identity 2 0Latina populations 1 1personality assessment 1 1racial and sexual violence 2 0racism 2 3vocational psychology 2 1

Clinical opportunitieschild/adolescent VA medical centerhealth psychology medical/hospitalmental health counseling community mental healthrehabilitation counselingundergraduate counseling

center

Indiana State University (Ph.D.)Department of CounselingTerre Haute, IN 47809phone#: (812) 237-2870e-mail: [email protected] address: counseling.indstate.edu/dcp/default.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Bachelor’s degree and master’s degree incounseling/psychology, including graduate courses intechniques of counseling, practicum, psychologicalassessment, and career development

Recommended but not mandatory courses:Not reported












Research areas # Faculty # GrantsAIDS/HIV 1 0vocational development/ 2 0

assessmentcounseling/supervision process 3 0family therapy 3 1health psychology 1 0men’s studies 2 0personality assessment 1 0program evaluation 1 0psychology philosophy 1 0school counseling 1 1values/learning skills 1 0


288

Ed: 2 inter -national findings—which is correct?

Clinical opportunitiescommunity mental health centerslocal hospitals and community medical health centersmarriage and family therapy clinicscorrectionsuniversity counseling centerVA medical center

Indiana University (Ph.D.)Department of Counseling and Educational PsychologyWright Education Building, Room 4003Bloomington, IN 47405phone#: (812) 856-8300e-mail: [email protected] address:www.indiana.edu/~counsel/cphdhome.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:We look at overall preparation without concern for specificcourses

Recommended but not mandatory courses:Statistics and research methods


GPA meanOverall Undergraduate GPA 3.48Overall Graduate GPA 3.87




Approximate percentage of incoming students who areWomen: 75% Ethnic Minority: 11% International: 22%






Research areas # Faculty # Grantsat-risk youth 1 2counselor training 5 0elementary school 2 1

counselinggroup counseling 2 0human sexuality 0 0marriage and 2 3

family counselingmulticultural counseling 2 0women’s vocational 1 0

behavior


University of Iowa (Ph.D.)Division of Psychological and QuantitativeFoundationsIowa City, IA 52242phone#: (319) 335-5295e-mail: [email protected] address: www.education.uiowa.edu/counspsy/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:None are required but we encourage as much corepsychology as possible







289




Personal interviewInterview required




Research areas # Faculty # Grantschild/adolescent health 1 1

psychologycollege student suicide 1 0ethics 2 1multicultural issues 2 1psychosocial oncology 2 1public health 2 0men’s issues 3 0spirituality 2 0mood and anxiety disorders 1 0career issues 1 1

Clinical opportunitiescommunity mental health university counseling hospitals centersindividualized specialty VA medical center

settings women’s centerprisons homeless shelterpublic schools

Iowa State University (Ph.D.)Department of PsychologyAmes, IA 50011-3180phone#: (515) 294-1743e-mail: [email protected] address: www.psychology.iastate.edu

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:A minimum of 15 credits in psychology including statistics,psychological measurement, abnormal, developmentalpsychology, social psychology, and research methods

Recommended but not mandatory courses:Brain and behavior, learning/memory/cognition, mostsuccessful applicants have a diversified psychology major(30–40 semester hours)

GRE meanVerbal 579 Quantitative 702 Advanced Psychology 706Analytical Writing 4.79


Number of applications/admission offers/incomingstudents in 200768 applied/7 admission offers/5 incomingFull tuition waiver only: 0%

% of students receiving:Assistantship/fellowship only: 0%Both full tuition waiver & assistantship/fellowship: 100%

Approximate percentage of incoming students with aB.A./B.S. only 40% Master’s: 60%






Formal tracks/concentrations: generalist program withpossibility of developing skills and experience in college oruniversity teaching

Research areas # Faculty # Grantsattachment and adjustment of 1 0

international studentsattachment and discrimination 1 0ethics and legal issues in 1 0

counselinggender roles 1 1multicultural 1 0psychology and religion 1 1

(forgiveness)risk assessment with sex 1 1

offenderssocial support in intimate 1 1

relationshipsvocational development of 1 1

women in sciencevocational interest assessment 2 0

Clinical opportunitiesADHD assessment clinic in private practicecommunity mental health centermental health unit in general medical hospitalprivate psychological group practices


290

university counseling centerVA medical centerYouth and Shelter Services Agency

University of Kansas (Ph.D.)Department of Psychology and Research in EducationCounseling Psychology ProgramLawrence, KS 66045phone#: (785) 864-3931e-mail: [email protected] address: soe.ku.edu/pre/cpsy/

1 2 3 4 5 6 7




Recommended but not mandatory courses:Basic courses in psychology (e.g., social psychology,personality, abnormal psychology, experimental psychology)








Personal interviewRequired in person or by phone




Research areas # Faculty # Grantscreativity 1 1positive psychology 3 1therapy outcome and process 1 0vocational decision making 1 2women and science careers 3 1


University of Kentucky (Ph.D.)Department of Educational and CounselingPsychologyLexington, KY 40506phone#: (606) 257-7881e-mail: [email protected] address:www.uky.edu/Education/EDP/counphd.html

1 2 3 4 5 6 7




Recommended but not mandatory courses:Prefer master’s degree in behavioral science










291



Formal tracks/concentrations: We require each studentto create a specialization.

Research areas # Faculty # GrantsBehavioral 2 1family 2 0gender 2 1multicultural 2 0

Clinical opportunitiescommunity mental health residential treatment facility

center (inpatient)counseling center rural mental health centersfederal prison VA hospital

Lehigh University (Ph.D.)Counseling Psychology, School Psychology, andSpecial EducationBethlehem, PA 18015-4792phone#: (610) 758-3250e-mail: [email protected] address:www.lehigh.edu/collegeofeducation/degree_programs/counseling_psych/degrees/phd/phd_philosophy.htm

1 2 3 4 5 6 7




Recommended but not mandatory courses:Psychology related












Research areas # Faculty # Grantscross-cultural 1 1family systems 1 1supervision/training 1 1vocational psychology 1 1


Louisiana Tech University (Ph.D.)Department of Psychology and Behavioral SciencesP.O. Box 10048Ruston, LA 71272phone#: (318) 257-4315e-mail: [email protected] address: www.latech.edu/tech/education/psychology/cphd/index.php

1 2 3 4 5 6 7





GRE meanVerbal 520 Quantitative 610Analytical Writing not used for admission purposes




292





Personal interviewIn-person interview strongly preferred; telephone acceptable




Research areas # Faculty # Grantscareer development issues and 1 0

relation to family issuesfamily therapy and child custody 1 0lesbian/gay/bisexual issues 0 0relationships & gender roles 1 0body image 1 0psychological reactance theory 1 0sleep and academic performance 1 0

and health

Clinical opportunitieschildren’s home medical centercommunity health centers prison settingsdevelopmental center university counseling centerin-house clinic VA medical centers

University of Louisville (Ph.D.)Department of Educational and CounselingPsychologyLouisville, KY 40292phone#: (502) 852-6884e-mail: [email protected] address: www.louisville.edu/education/degrees/phd-cps-counselingpsychology.html

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:abnormal psychology, human or life-span development,statistics or methodology, social psychology

Recommended but not mandatory courses:Psycholinguistics, sociology, anthropology, psychology(general and clinical), biology, physiology, ABA

GRE meanVerbal 580Quantitative 634





Approximate percentage of students who areWomen: 75% Ethnic Minority: 12.5% International: 12.5%

Average years to complete the doctoral program(including internship): 5.2 years entering with master’s;7 years entering post bachelors





Research areas # Faculty # Grantsdivorce adjustment 1 2drug and alcohol abuse 2 1evolutionary psychology 2 0GBLT issues 1 1school adjustment of special 1 0

populationsschool violence 1 2stress and parenting 1 0positive psychology 1 3prevention-school based 3 5assessment (AD/HD 2 15

& psychopathology

Clinical opportunitieschild developmental healthy lifestyle/positive

disabilities psychologychild treatment center group interventionscollege counseling center & prison settings

college-based services psychological assessment/school-based services neuropsychologysex offender treatment vocational psychologyhospital based serviceshealth psychology (child,

adolescent & adult)


293

Loyola University of Chicago (Ph.D.)School of Education820 North Michigan AvenueChicago, IL 60611phone#: (312) 915-6836e-mail: [email protected] address: www.luc.edu/education/academics_communitycounsel_phd.shtml

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Master’s degree in counseling, psychology, or related field













Research areas # Faculty # Grantsadolescent risk behavior 1 1child/adolescent development 2 0counseling process 1 0

counseling supervision 1 0multicultural counseling 2 0vocational psychology 1 1

Clinical opportunitieshospitalsclinicsuniversities

Marquette University (Ph.D.)Department of Counseling and EducationalPsychology146 Schroeder ComplexMilwaukee, WI 53201phone#: (414) 288-5790E-mail: [email protected] address: www.marquette.edu/education/pages/programs/coep/index.shtml

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Recommended but not mandatory courses:None are specified, though applicants need background in the field. Psychology or counseling majors arerecommended.

GRE meanVerbal 520 Quantitative 660Psychology advanced test not requiredAnalytical Writing 5.0



% of students receiving:Full tuition waiver only: 0%Assistantship/fellowship only: 2%Both full tuition waiver & assistantship/fellowship: 0%(37.5% of students receive a partial tuition wavier)





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Percentage of students applying for internship lastyear accepted into APPIC or APA internships: 75% (3 out of 4)

Formal tracks/concentrations: addiction-mental health,child/adolescent, multicultural counseling

Research areas # Faculty # Grantsaddictions 1 4child maltreatment 2 0multicultural issues 4 0parenting 1 3program evaluation in education 2 1psychotherapy process 3 0strengths, optimal functioning 3 0Clinical supervision 2 0

Clinical opportunitiesaddiction/co-occurring clinical supervision

disorders university counseling diverse populations centershomelessness department of correctionstrauma community mental healthparenting centerschildhood disorders medical centershealth/medical psychology schoolsneuropsychology community clinics

University of Maryland College Park(Ph.D.)Department of Psychology and College of EducationCollege Park, MD 20742e-mail: [email protected], [email protected] address:www.bsos.umd.edu/psyc/counseling/counsel2.htm

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 38%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 0%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 25%Interpersonal 13%Feminist 13%Integrative 13%

Courses required for incoming students to havecompleted prior to enrolling:No specific courses but we require that students have aminimum of 15 credits of coursework in psychology

Recommended but not mandatory courses:Introductory psychology, statistics, core psychology


GPA meanOverall Undergraduate GPA 3.59Overall master’s GPA 3.9










Research areas # Faculty # GrantsAIDS/HIV 1 0career counseling 3 0career/vocational psychology 3 0counseling process 3 0counseling relationship 3 0countertransference 2 0domestic violence 1 0dreams (their use in therapy) 1 0health issues 2 0interpersonal relationships 1 0multicultural issues 3 0supervision/training 3 0

Clinical opportunitiesmulticultural consultationgroup careerindividual supervision practica

McGill University (Ph.D.)Department of Educational and Counseling PsychologyFaculty of Education3700 McTavish StreetMontreal, Quebec H3A 1Y2, Canadaphone#: (514) 398-4245e-mail: [email protected] (program director)[email protected] (program coordinator)Web address: www.mcgill.ca/edu-ecp/programs/counselling/


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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 40%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 20%Existential/Phenomenological/Humanistic 60%Cognitive/Cognitive-behavioral 60%Feminist/multicultural 40%

Courses required for incoming students to havecompleted prior to enrolling:Undergraduate degree in psychology including courses in:developmental psychology, history of psychology,personality, psychopathology or abnormal psychology,social psychology, statisticsMaster’s degree in either counseling psychology or clinicalpsychology with and internship component as well as apracticum course. (Courses in theories of counseling,testing, psychometry, group theory and practice, ethics,diagnosis and assessment)



GPA mean3.7

Number of applications/admission offers/incomingstudents in 2007:17 applied/7 admission offers/6 incoming








Formal tracks/concentrations: psychotherapy,multiculturalism, supervision

Research areas # Faculty # Grantsdevelopment and training 1 0feminism pedagogy and 2 0

multicultural pedagogypsychotherapy 2 2

Clinical opportunitiesbehavioral therapy clinic psychiatry clinicchildren’s behavior clinic psychotherapy cliniceating disorders

University of Memphis (Ph.D.)Department of Counseling, Educational Psychologyand ResearchBall Education Building, Room 100Memphis, TN 38152phone#: (901) 678-2841e-mail: [email protected] address: coe.memphis.edu/cepr/PHD-counseling-psychology.htm

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 57%Existential/Phenomenological/Humanistic 50%Cognitive/Cognitive-behavioral 71%Feminist 33%Constructivist 33%Social learning 50%

Courses required for incoming students to havecompleted prior to enrolling:Master’s degree in counseling, psychology, or relatedmental health area. Must have theories of counseling, group counseling, career counseling, statistics/research,introduction to assessment, practicum.

Recommended but not mandatory courses:Psychological assessment, psychopathology

GRE meanVerbal 560 Quantitative 520Analytical Writing Not used for admission purposes


Number of applications/admission offers/incomingstudents in 2007applied not reported/admission offers not reported/8 incoming






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Formal tracks/concentrations: diversity, internationalstudies

Research areas # Faculty # GrantsAIDS/HIV counseling and 1 0

educationat-risk families and children 2 1consultation 2 1gays, lesbians, and bisexuals 3 1crisis/trauma 2 0disabled persons 4 3international psychology 2 2multicultural counseling and 5 0

supervisionprofessional development 2 0psychological resources 1 0vocational psychology 2 0health psychology 1 1

Clinical opportunitiesadolescents forensic psychologyassessment (adults and inpatients

children) outpatientschildren rehabilitationcouples/families substance abuse unitdomestic violence university students

University of Miami (Ph.D.)Department of Educational and Psychological StudiesP.O. Box 248065Coral Gables, FL 33124-2040phone#: (305) 284-3001e-mail: [email protected] address: www.education.miami.edu/program/Programs.asp?Program_ID=47

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Courses required for incoming students to havecompleted prior to enrolling:Standard curriculum for master’s in counseling












Formal tracks/concentrations: multicultural counseling,health psychology, family therapy

Research areas # Faculty # Grantscouple violence 1 0ethnic minorities 3 1families 3 1health psychology 3 1

Clinical opportunitiesTailor to students’ interests

University of Minnesota–Department ofEducational Psychology (Ph.D.)Counseling and Student Personnel Psychology250 Education Sciences Building56 East River RoadMinneapolis, MN 55455phone#: (612) 624-6827e-mail: [email protected] address: education.umn.edu/EdPsych/CSPP/

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Recommended but not mandatory courses:Foundational courses in undergraduate psychology












Research areas # Faculty # Grantsburnout prevention 2 0career development 2 4genetic counseling 1 1high-risk adolescents 2 1international counseling 4 1master therapist 2 1multicultural counseling 4 4multicultural integrative 1 0

therapyprevention 1 1school counseling 3 2supervision 2 1therapist/counselor 2 2

developmenttherapy outcome 1 0

Clinical opportunitiesMultiple practicum sites in the Twin Cities

University of Minnesota–Department of Psychology (Ph.D.)75 East River RoadMinneapolis, MN 55455phone#: (612) 625-3873e-mail: [email protected] address:www.psych.umn.edu/areas/counseling/index.htm



Courses required for incoming students to havecompleted prior to enrolling:Prefer applicants with a broad base of scientific or empiricaltraining in psychology with a background in statistics













Research areas # Faculty # Grantsacculturation 1 0Asian American identity and 1 0

familycareer development and choice 1 1coping with stressful life events 1 1cultural socialization 1 0ethnic and racial identity 1 0interest measurement 1 1international adoption 1 1interpersonal relations 1 0multicultural counseling 1 0


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occupational health psychology 1 0perceived control over stressful 1 0

life eventspersonality and adjustment 1 0posttraumatic growth 1 0racism and discrimination 1 0sexual assault recovery 1 0values and work adjustment 1 0

Clinical opportunitiesWe use about 30 locations as practica and advancedpractica locations. The sites are matched with students’interests and with the goal of providing them with diversityin experience over a 3- to 4-year period.

University of Missouri–Columbia (Ph.D.)Educational, School, and Counseling PsychologyColumbia, MO 65211-2130phone#: (573) 882-7731e-mail: [email protected] address: education.missouri.edu/ESCP/_ESCP/program_areas/counseling_psychology/index.php

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 30%Family systems/Systems 30%Existential/Phenomenological/Humanistic 50%Cognitive/Cognitive-behavioral 50%Integrative 30%Interpersonal 30%Feminist 30%

Courses required for incoming students to havecompleted prior to enrolling:If entering without a master’s degree, 15 hours ofprerequisite course work, including statistics, personality,social, and developmental












Formal tracks/concentrations: multicultural minor;teaching minor; statistics minor, sports psychology, careerdevelopment

Research areas # Faculty # Grantsaddictions 2 0African American adolescents 1 2career development 5 2counseling process 3 2counseling supervision 2 1counseling/therapy integration 1 0disability issues 1 0eating disorders 1 1gender issues 2 0group process 2 1health psychology 2 1identity development 1 0multicultural counseling 5 2perfectionism 1 0problem solving 3 2rape 1 1scale construction 4 3

Clinical opportunitiescognitive-behavioral state hospital

outpatient center state prisonfamily counseling center university/college learning disabilities clinic counseling centersrural community mental university career center

health centers university medical clinicspsychiatric clinic VA hospitalpsychology clinic women’s centerrehabilitation women’s shelters

University of Missouri–Kansas City(Ph.D.)Division of Counseling, Educational Psychology,and Exercise ScienceSchool of Education, Room 2155100 Rockhill RoadKansas City, MO 64110phone#: (816) 235-2722e-mail: [email protected] address: education.umkc.edu/CEP/phd/index.asp

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Courses required for incoming students to havecompleted prior to enrolling:Undergraduate psychology major or master’s degree incounseling or psychology







Approximate percentage of students who areWomen: 75% Ethnic Minority: 37.5%International: not reported






Research areas # Faculty # GrantsAIDS 1 1behavioral medicine 4 3cross-cultural perspectives 4 2

of counselingfamily systems theory 1 0health psychology 3 0interpersonal relations 3 0professional issues 3 0psychopathology prevention 3 0psychotherapy process 3 0sports psychology 1 0stress and coping 1 0substance abuse 1 0supervision 2 0vocational interests 1 0


University of Nebraska–Lincoln (Ph.D.)Department of Educational Psychology38 Teachers College HallLincoln, NE 68588-0345phone#: (402) 472-0573e-mail: [email protected] address:cehs.unl.edu/edpsych/graduate/copsych.shtml

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Courses required for incoming students to havecompleted prior to enrolling:Bachelor’s in a closely related area or master’s incounseling or closely related field












Formal tracks/concentrations: multicultural counseling,gender; couple and family counseling


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Research areas # Faculty # Grantsfamily counseling 1 0multicultural issues 3 0gender 2 0vocational 3 1immigrant and refugees 1 1psychotherapy process 1 0

Clinical opportunitiescouple and family psychological assessment

counseling vocational counselinghealth psychology immigrants and refugeesmulticultural counseling adolescence in schools

New Mexico State University (Ph.D.)Department of Counseling and EducationalPsychologyMSC 3CEPP.O. Box 30001Las Cruces, NM 88003-8001phone#: (505) 646-2121e-mail: [email protected] address: education.nmsu.edu/cep/phd/index.html

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Recommended but not mandatory courses:Counseling Practicum, human development, multiculturalpsychology, counseling theory and techniques, familytherapy, group work, career/life planning, counselingresearch, diagnosis and treatment planning, addictionscounseling


GPA meanMaster’s GPA 3.76









Formal tracks/concentrations: multicultural counseling,supervision/training, health psychology

Research areas # Faculty # Grantsacculturation 3 0career 2 0family systems 1 0gender 3 0social identity 3 0multicultural curriculum 1 0

developmentinterpersonal relationship 1 1

enhancementhealth psychology 1 1LGBT issues 3 1

Clinical opportunitiescommunity organizations minoritiesdepartmental training center ruralfamilies substance abusegroups university counseling centerlow income vocational career medically underserved development

New York University (Ph.D.)Department of Applied PsychologyEast Building, 4th Floor239 Greene StreetNew York, NY 10003phone#: (212) 998-5559e-mail: [email protected] address: steinhardt.nyu.edu/education/appsych/index.php/program/24/

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Courses required for incoming students to havecompleted prior to enrolling:18 credits of prerequisites in psychology at undergraduateor graduate level. Not necessary to complete prerequisitesbefore enrollment.


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Recommended but not mandatory courses:In general, basic areas in psychology course work arerecommended

GRE mean1213

GPA mean3.6










Research areas # Faculty # Grantsgroup process 1 0multicultural counseling 2 0

and assessmentpsychoanalytic constructs 1 0psychopathology and differential 2 0

diagnosisreligion and spirituality 1 1women’s development/mental 2 2

healthwork as a developmental context 1 0LGBT 1 1Positive psychology 1 1

Clinical opportunitiesWide range of specialized practica and externship sites areavailable in the New York metropolitan area

University of North Dakota (Ph.D.)Department of CounselingBox 8255Grand Forks, ND 58202-8255phone#: (701) 777-2729fax#: (701) 777-3184e-mail: [email protected] address: www.counseling.und.edu/docbrochure_brokendown/phdcoverpage.htm

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Courses required for incoming students to havecompleted prior to enrolling:20 semester hours of undergraduate psychology includingstatistics, research methods, abnormal psychology,developmental psychology, personality theory and generalpsychology.

Recommended but not mandatory courses:Research methods, master’s level practicum, 60 hourssupervised practice (for post-master’s applicants)


GPA mean3.5










Research areas # Faculty # Grantsbody image 1 0career development 2 0domestic violence 1 0gay, lesbian, bisexual issues 2 1gender and intimacy 1 1geriatric psychology 1 1group identity development 1 0healthy relationships 1 0


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HIV prevention 1 1immigrant and refugee mental 1 0

health and adjustmentmulticultural counseling 1 0Native American career 1 0

developmentpsychological implication in 1 0

study of povertyresiliency in adolescence 1 0rural mental health 2 0sizism 1 0social support and chronic illness 1 0student self-efficacy 1 0supervisor strategies 2 0vocational interests testing 1 1white privilege 1 0women/career development 1 0

Clinical opportunitiesvariety of community and academic settings

University of North Texas (Ph.D.)Department of PsychologyP.O. Box 311280Denton, TX 76203-3587phone#: (940) 565-2671e-mail: [email protected] address: www.psyc.unt.edu/gradcounseling.shtml

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Courses required for incoming students to havecompleted prior to enrolling:Statistics and three of the following: experimental (orresearch methods), cognition, learning, perception (sensoryprocesses), motivation, physiological psychology (biologicalpsychology), psychological measurement, or research thesis

Recommended but not mandatory courses:Social psychology, physiological psychology, tests andmeasurements

GRE meanApplicants undergo holistic review. Verbal & quantitativescores must be submitted

GPA meanOverall GPA 3.0 or 3.5 on last 60 hours for Bachelor’sOr overall GPA 3.5 for master’s Psychology GPA 3.5









Formal tracks/concentrations: marriage & family, aging,sport psychology

Research areas # Faculty # Grantscounseling and therapy 1 0eating disorders 3 0gerontology 1 0marriage and family 3 1minority and cross-cultural 2 0professional issues 3 0sports psychology 2 1vocational development 3 0

Clinical opportunitiesexternal agencies after psychology clinic

completing required university counseling and on-campus practica testing services

University of Northern Colorado(Psy.D.)School of Applied Psychology and CounselorEducation248 McKee Hall, Campus Box 131Greeley, CO 80639phone#: (970) 351-2209e-mail: [email protected] address: www.unco.edu/cebs/counspsych/

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Courses required for incoming students to havecompleted prior to enrolling:The program at UNC now admits students with either aBachelor’s degree or a Master’s degree in psychology or


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a closely related field. For those applying with a Master’sdegree, it is important to have completed a counselingpracticum course.


GRE meanVerbal 550 Quantitative 550Recommended GRE total 1000Analytical Writing 5.0

GPA meanOverall GPA for bachelor’s applicants is 3.8 and for master’sapplicants it is 3.6






Personal interviewPreferred in person but telephone is acceptable




Research areas # Faculty # Grantschild psychology 8 1college student adjustment 2 1counseling process 1 0eating disorders 2 0family dynamics 4 1multicultural 6 0

Clinical opportunitiesclinical hypnosis individual therapycognitive/academic couples and family therapy

assessment group therapypersonality/behavioral play therapy

assessment clinical supervisionneuropsychological

assessment

University of Notre Dame (Ph.D.)Department of PsychologyNotre Dame, IN 46556phone#: (574) 631-6650fax#: (574) 631-8883e-mail: [email protected] address: psychology.nd.edu/graduate-studies/counseling

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Courses required for incoming students to havecompleted prior to enrolling:Undergraduate psychology major, statistics, methodology,and some research experience













Research areas # Faculty # Grantsbehavioral medicine 1 1health psychology 1 1marital interaction 1 1multicultural counseling 2 1narrative psychology 1 1social/clinical psychology 2 0

interfacedepression 3 1

Clinical opportunitiesjuvenile justice center local community outpatientlocal community mental hospital

health center university counseling center


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University of Oklahoma (Ph.D.)Department of Educational PsychologyNorman, OK 73019-0260phone#: (405) 325-5974e-mail: [email protected] or [email protected] address:www.ou.edu/education/cpp/CP/descCP.htm

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 57%Applied behavioral analysis/Radical behavioral 14%Family systems/Systems 71%Existential/Phenomenological/Humanistic 57%Cognitive/Cognitive-behavioral 86%Narrative 28%Feminist 28%Integrative 71%

Courses required for incoming students to havecompleted prior to enrolling:algebra, 2 semesters of English grammar and composition,18 semester hours in psychology or related area



GPA mean3.5









Formal tracks/concentrations: marriage and family

Research areas # Faculty # GrantsAmerican Indian issues 3 0assessment 3 0career issues 2 0child treatment 4 0clinical supervision 3 0counseling process and outcomes 5 0ecopsychology 2 0gender issues 4 0health psychology 3 0marriage and family issues 4 0multicultural counseling 4 0narrative issues 1 0relational health 2 0trauma/violence 2 0

Clinical opportunitieschild abuse and neglect Indian health service clinic

clinics psychiatric hospitalschild study center rehabilitation clinicscommunity mental health university counseling center

clinics VA hospitalcorrectional facilitieshealth sciences center/

medical clinics/children’s hospital/schools

Oklahoma State University (Ph.D.)School of Applied Health and Educational PsychologyStillwater, OK 74078phone#: (405) 744-6040e-mail: [email protected] address:www.okstate.edu/education/sahep/cpsy/index.html

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Courses required for incoming students to havecompleted prior to enrolling:Bachelor’s or master’s degree in psychology or related area

Recommended but not mandatory courses:Introductory psychology courses, statistics, research design

GRE meanWe recommend 500 for Verbal and 500 for QuantitativeAnalytical Writing 4.5

GPA mean



305









Research areas # Faculty # GrantsAmerican Indian issues 3 0at-risk youth 2 0career issues 4 1health psychology 2 0LGBT issues 1 0multicultural issues 4 0professional issues 2 0psychological assessment 1 0rural mental health 1 0sports psychology 1 0supervision 3 0women/gender issues 2 0

Clinical opportunitiescorrectional psychology unit outpatient hospitaldomestic violence center rural mental health clinicIndian health services university counseling inpatient hospital centersmarriage and family clinic youth and family services

University of Oregon (Ph.D.)Counseling Psychology Program5251 University of OregonEugene, OR 97403-5251phone#: (541) 346-2456e-mail: [email protected] address:counpsych.uoregon.edu/programdescription.htm

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Courses required for incoming students to havecompleted prior to enrolling:No specific courses required; neither a Bachelor’s norMaster’s degree in psychology is required

Recommended but not mandatory courses:Psychology, some background in psychology is preferred



Number of applications/admission offers/incomingstudents in 2007130 applied/admission offers not reported/7 incoming









Research areas # Faculty # Grantschild and family psychology 3 2college student development 2 0domestic violence 1 0multicultural issues 4 1prevention research 4 2social support and interactions 3 0treatment outcomes 4 1vocational psychology 2 0

Clinical opportunitieschild–family inpatient settingscommunity prevention VAcounseling centers

Our Lady of the Lake University (Psy.D.)School of Professional StudiesGraduate Admissions Office411 SW 24th StreetSan Antonio, TX 78207-4689phone#: (210) 431-3914e-mail: [email protected] address:www.ollusa.edu/s/346/ollu.aspx?pgid=1745


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Courses required for incoming students to havecompleted prior to enrolling:Master’s or bachelor’s degree in psychology or closelyrelated area

Recommended but not mandatory courses:At least 18 undergraduate semester hours in psychology isrequired including courses in: statistics, research methods,social psychology, developmental, abnormal, counselingskills or personality theories for applicants without amaster’s in psychology.











Formal tracks/concentrations: health psychology

Research areas # Faculty # Grantsbrief therapy 3 2ethics 1 0reimbursement issues 1 0

Clinical opportunitiescommunity counseling school-age population

service Spanish-speaking health psychology population

Pennsylvania State University (Ph.D.)Department of Counselor Education, CounselingPsychology, and Rehabilitation ServicesUniversity Park, PA 16802phone#: (814) 865-8304e-mail: [email protected] address: http://www.ed.psu.edu/cnpsy/

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 30%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 30%Existential/Phenomenological/Humanistic 30%Cognitive/Cognitive-behavioral 0%Other 10%

Courses required for incoming students to havecompleted prior to enrolling:theories of counseling/psychotherapy, assessment/testing,statistics/research design, career counseling, multiculturalcounseling, group counseling/psychotherapy, counselorskills training/pre-practicum counseling practicum

Recommended but not mandatory courses:Human development, core courses in psychology

GRE meanVerbal 560 Quantitative 568 Analytical 457Analytical Writing not reported












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Research areas # Faculty # Grantsfamily systems 2 1lesbian/gay/bisexual issues 1 0perfectionism 1 0psychotherapy 1 0


Purdue University (Ph.D.)Department of Educational StudiesBRNG Hall, 100 N. University St.,West Lafayette, IN 47907-2098phone#: (765) 494-9748 (Secretary: Ros Bol)e-mail: [email protected] address:www.edst.purdue.edu/cd/psychology/index.html

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Recommended but not mandatory courses:Undergraduate psychology, statistics, research designrecommended

GRE meanVerbal 547 Quantitative 624Advanced Psychology not usedAnalytical Writing 4.6











Research areas # Faculty # Grantsadult attachment theory 1 1career and talent development 1 0grief and bereavement/ 1 1

adolescent developmentadjustment of international 1 1

students/immigrationtherapeutic assessment; college 1 0

student gambling

Clinical opportunitiesIn-house clinic for Off-site in hospitals

community and college counseling centersuniversity clients community mental health

University of St. Thomas (Psy.D.)Graduate School of Professional PsychologyTMH451, 1000 La Salle AvenueMinneapolis, MN 55403-2005phone#: (651) 962-4650e-mail: [email protected] address: www.stthomas.edu/gradpsych/programs/psyd/default.html

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Courses required for incoming students to havecompleted prior to enrolling:Students must complete a M.A. program in counselingpsychology or equivalent

Recommended but not mandatory courses:Abnormal psychology, psychological statistics, researchdesign, personality theory, developmental psychology






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Personal interviewPreferred in person




Research areas # Faculty # Grantscounseling process 2 0cultural sensitive therapy 2 0interprofessional ethics 1 0licensure and regulatory boards 1 0master therapists 1 0religion and psychotherapy 1 0

Clinical opportunitiesfull range of diagnostic disorders in a variety of settings

Seton Hall University (Ph.D.)Department of Professional Psychology and Family TherapyCollege of Education400 South Orange AvenueSouth Orange, NJ 07079phone#: (973) 275-2740e-mail: [email protected] address: education.shu.edu/academicprograms/profpsych/phd_counsel/index.html

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Courses required for incoming students to havecompleted prior to enrolling:Group counseling, abnormal psychology, test andmeasurement, counseling skills












Formal tracks/concentrations: neuropsychology,multicultural studies, assessment, infant mental health,couples and families

Research areas # Faculty # Grantscareer development 1 0multicultural counseling 3 0neuropsychology 1 0psychological trauma 1 0resiliency 1 0student well-being 1 0health and coping 1 0spirituality 1 0the advising relationship 1 0

Clinical opportunitiesThe university does not run any specialty clinics. Theprogram has developed an extensive offering of diverseclinical training opportunities in the greater New York area.

Southern Illinois University (Ph.D.)Department of PsychologyCarbondale, IL 62901phone#: (618) 453-3564e-mail: [email protected] (graduate secretary)[email protected] (program director)Web address:www.psychology.siu.edu/counseling/index.html

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Recommended but not mandatory courses:At least 1 basic statistics course; if student was not anundergraduate psychology major, we look for courseworkin core areas of psychology (e.g., history and systems,abnormal, personality, cognitive, social, physiological)












Research areas # Faculty # Grantsacademic self-concept, 1 0

achievement and motivationadjustment to brain injury/disability 1 0career assessment and counseling 2 1career choice and development 2 1caregiver burden 1 1counseling supervision 1 0expectations about counseling 1 0gender/cultural influences 3 2health psychology 1 0occupational stress and health 1 0psychological measurement 1 0psychological student 1 0

developmentqualitative research methodology 1 0racial/ethnic identity 3 0self-efficacy 1 0sexual harassment 1 0spiritual/religious issues 1 0stress and coping 2 0women in management 1 0workplace violence 1 0

Clinical opportunitiescareer development services student health serviceclinical center, marriage university counseling center

and family practicum community clinicsrural mental health VA hospitalpartial hospitalization vocational rehabilitation

program assessment centerpsychiatric (inpatient) substance abuse

hospital stress managementstate correctional system sexuality counseling in a

(medium security facility; women’s shelteryouth facility)

University of Southern Mississippi(Ph.D.)Department of Psychology118 College Dr. #5025Hattiesburg, MS 39406-0001phone#: (601) 266-4602e-mail: [email protected] address:www.usm.edu/counselingpsy/doc/dochome.html

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Recommended but not mandatory courses:Statistics, personality theory, testing and assessment

GRE meanVerbal 550 Quantitative 550Analytical Writing Data: 3.5–4.0

GPA meanOverall GPA 3.40 Overall master’s GPA 3.70




Approximate percentage of students who areWomen: 75% Ethnic Minority: 40%International: 0% this year; previous: 15%


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Average years to complete the doctoral program(including internship): 5 post BA/BS; 4 post master’s





Research areas # Faculty # Grantsanger 1 1attachment 3 0body image 1 0constructivist assessment and 1 0

therapydiversity 3 0eating disorders 1 0empirically supported treatments 2 0forgiveness 1 0international counseling issues 1 0motivational interviewing 1 0parenting 1 0spirituality 2 1suicide 1 0vocational 1 0

Clinical opportunitiescommunity alcohol and drug treatment centercommunity mental health centercounseling program assessment centercounseling program training clinicinpatientoutpatientuniversity counseling centeruniversity medical center (Jackson, MS)VA hospital (Biloxi, MS)National Guard Youth Challenge Program

University of Tennessee–Knoxville(Ph.D.)Department of Psychology312 Austin Peay BuildingKnoxville, TN 37996-0900phone#: (865) 974-3328e-mail: [email protected] address: psychology.utk.edu

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Courses required for incoming students to havecompleted prior to enrolling:None. An undergraduate degree is required, but noparticular course.



GPA meanOverall GPA 3.35 (Undergraduate); 3.78 (Graduate)






Personal interview:Interview not required




Research areas # Faculty # Grantscareers 3 0counseling process 3 0

Clinical opportunitiesassistantship available in department’s psychological clinic

Tennessee State University (Ph.D.)Department of PsychologyNashville, TN 37209-1561phone#: (615) 963-5141e-mail: [email protected] address:www.tnstate.edu/interior.asp?ptid=1&mid=878

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Courses required for incoming students to havecompleted prior to enrolling:Learning; statistics and research methodology; counseling;intellectual assessment, personality theory, developmentalor psychometrics (2 out of 3); master’s-level practicum;history & systems of psychology

Recommended but not mandatory courses: none












Research areas # Faculty # Grantsdecision making 1 0eating disorders 2 1men’s issues 1 0multicultural concerns 2 1teaching of psychology 1 0

Clinical opportunitiesadult, child, and adolescent university counseling center

psychiatry community mental healthbehavioral health VAforensics

Texas A&M University (Ph.D.)Department of Educational PsychologyCollege Station, TX 77843phone#: (979) 845-1833e-mail: [email protected] address: cpsy.tamu.edu

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 20%Multicultural/Feminist 40%Cognitive/Cognitive-behavioral 20%

Courses required for incoming students prior toenrolling:Prefer courses in psychology, statistics, and researchmethods though not required.


GRE meanVerbal 560 Quantitative 560 Analytical Writing not reported










Formal tracks/concentrations: clinical geropsychology,multicultural counseling, public health, Mexican Americanhealth/mental health research

Research areas # Faculty # GrantsGeropsychology 1 0Rehabilitation/Caregivers 1 3Methods in Psychological Research 1 0Multicultural Training 2 0Acculturation Process 1 0Racial Ethnic Minority Groups 3 1Public Health 2 1

Clinical opportunitiesuniversity counseling centersVA Hospitalscommunity health clinics


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University of Texas at AustinDepartment of Educational PsychologyD 5800Austin, TX 78712phone#: (512) 471-4409e-mail: [email protected] address:edpsych.edb.utexas.edu/admissions/counseling.php

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Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 22%Applied behavioral analysis/Radical behavioral 11%Existential/Phenomenological/Humanistic 22%Interpersonal/Constructivist 11%Cognitive/Cognitive-behavioral 11%Multicultural 22%

Courses required for incoming students to havecompleted prior to enrolling:Bachelor’s Degree












Formal tracks/concentrations: assessments, healthpsychology, multicultural counseling

Research areas # Faculty # Grantsdepression 1 0attachment 1 0

psychology of men and masculinity 1 0multicultural/cross-cultural issues 3 0psychoanalysis 2 0

Clinical opportunitiesadolescent and adult inpatient and outpatientcommunity practicumcorrectional facilitiesimmigrant/refugee clinicinpatient units at state and VA hospitalslong-term outpatient psychotherapy clinicuniversity counseling centers

Texas Tech University (Ph.D.)Department of PsychologyLubbock, TX 79409phone#: (806) 742-3711, ext. 231e-mail: [email protected] address: www.depts.ttu.edu/psy/psy.php?page=graduate/counseling/counseling

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:18 undergraduate hours in psychology and 1 statisticscourse










313





Research areas # Faculty # GrantsAsian Americans 1 0behavioral addictions 1 0cardiac rehabilitation 1 0coping and stress 2 0cultural differences in the self 1 0depression 1 0family 2 0forensic/correctional 1 1gender and women 2 0group therapy 1 0health psychology 4 0multicultural counseling 1 0positive psychology 1 0professional issues 1 0relationships 1 0religion 1 0sexual behavior 1 0vocational 2 0

Clinical opportunitiesacute inpatient psychiatric unitchild advocacy centercommunity mental health center/community outpatient

psychology clinicdepartmental outpatient psychology clinichealth sciences center/cancer centerK–12 public school districtneuropsychological assessment practicepersonality assessment practicepsychiatric prison unituniversity counseling center

Texas Woman’s University (Ph.D.)Department of Psychology and PhilosophyP.O. Box 425470Denton, TX 76204phone#: (940) 898-2303e-mail: [email protected] address:www.twu.edu/as/psyphil/Counseling_Doctoral.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Introduction to general psychology, life span development,statistics, learning, experimental psychology



GPA meanPsychology GPA 3.7 Junior/Senior GPA 3.5









Formal tracks/concentrations: family psychology, specialpopulations/diversity/gender

Research areas # Faculty # Grantscareer development 3 1ethics and regulation 2 0gender issues 4 1infidelity 1 1marital issues 3 0sexual harassment 3 1

Clinical opportunitiesuniversity counseling center domestic violence agenciescommunity mental health hospitals

centers

University of Utah (Ph.D.)Department of Educational Psychology1705E Campus Center Drive, Room 327Salt Lake City, UT 84112-9255phone#: (801) 581-7148e-mail: [email protected] address: cp.ed.utah.edu

1 2 3 4 5 6 7



314

Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 13%Applied behavioral analysis/Radical behavioral 0%Ecological 4%Family systems/Systems 0%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 25%Feminist/Multicultural 9%Multicultural 9%Integrative 21%Interpersonal 15%Experiential 2%

Courses required for incoming students to havecompleted prior to enrolling:Undergraduate and/or previous graduate preparation inpsychology is required but no specific courses are required.

Recommended but not mandatory courses:General/experimental psychology, personality,developmental, physiological, normal and abnormalbehavior, elementary statistics, research methods, socialpsychology, and learning

GRE meanVerbal 550 Quantitative 600 Analytical not reportedAdvanced Psychology not requiredAnalytical Writing 4.7











Research areas # Faculty # Grantsabuse 2 1adolescent mood disorders 1 0applied gerontology 1 0children and adolescents 3 2gender and women’s issues 2 0human emotion 1 0ethical issues 1 0

lesbian, gay, bisexual, transgender 2 0multicultural counseling 3 0professional education, training, 1 0

& supervisionpsychotherapy process and outcome, 1 0

therapist factorssubstance abuse prevention & 1 1

treatmentcareer development 2 0

Clinical opportunitiescommunity mental health centerdrug and alcohol treatment clinicethnic student centerfamily medicine health services center (outpatient medical)gerontology services centersexual abuse treatment unit (victims and perpetrators)university counseling centerVA medical center (inpatient)outpatient pain clinicwomen’s resource center

Virginia Commonwealth University(Ph.D.)Department of PsychologyRichmond, VA 23284-2018phone#: 804-828-8222e-mail: [email protected] (Director)Web address:www.has.vcu.edu/psy/counseling/index.html

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Interpersonal 30%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 10%Existential/Phenomenological/Humanistic 8%Cognitive-behavioral/Feminist 28%Life developmental/Life skills 8%Eclectic/Integrative/Emotion-focused 16%

Courses required for incoming students to havecompleted prior to enrolling:18 undergraduate credit hours in psychology, includingstatistics, experimental methods, and introductorypsychology






315


Approximate percentage of incoming students with aB.A./B.S. only: 63%






Formal tracks/concentrations: health psychology

Research areas # Faculty # Grantscareer intervention, decision 1 2

makingand forensicscultural factors in minority 3 0

mental healthforgiveness/religious values 2 0health psychology (cancer, 5 5

obesity, stress & coping, eating disorders, child health, etc.)

interventions 1 1Prevention and promotion 2 2leadership and group dynamics 1 0marital and family enrichment 2 0teaching of life skills/community 1 1

Clinical opportunitiescollege community mental health centeruniversity counseling centeropportunities at external agencies (after completing

required on-campus practica) include:child treatment centercommunity mental health centerfederal correctional centerrehabilitation medicine unitstate juvenile correctional systemstate psychiatric hospitalsubstance abuse treatment facilityVA hospital

Washington State University (Ph.D.)Department of Educational Leadership and CounselingPsychologyPullman, WA 99164phone#: (509) 335-7016 or 335-9195e-mail: [email protected] [email protected] address:www.educ.wsu.edu/elcp/documents/CCounPsy.html

1 2 3 4 5 6 7





GRE meanVerbal 490 Quantitative 560 Analytical 554Analytical Writing not reportedAdvanced Psychology not reported

GPA meanOverall GPA 3.66Overall master’s GPA 3.88










Research areas # Faculty # Grantsacculturation/ethnic identity 3 0cross-cultural/multicultural 3 1disabilities 1 1eating disorders 1 0hypnosis and attentional processes 2 1measurement/assessment 3 1personality 1 0resiliency 1 0social influence 1 0supervision 1 0vocational 2 0



316

West Virginia University (Ph.D.)Department of Counseling, Rehabilitation Counseling,and Counseling PsychologyP.O. Box 6122Morgantown, WV 26506-6122phone#: (304) 293-3807 x1209e-mail: [email protected] address: www.hre.wvu.edu/crc/counseling_psychology/index.htm

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Master’s degree in counseling psychology, clinicalpsychology, or related field

Recommended but not mandatory courses:Supervised field experience, multivariate methods,psychopharmacology


GPA meanOverall GPA 3.25Overall Graduate GPA 3.7










Research areas # Faculty # Grantsclinical supervision 1 0consulting models 1 0group counseling 1 0injured athletes 1 0personality assessment 2 0psychiatric rehabilitation 1 0psychology and mental health 3 0psychology of disability 1 0psychotherapeutic techniques 3 0rehab counseling and psychology 2 0self-efficacy and health 2 0vocational counseling 2 0

Clinical opportunitiescommunity agencies counseling centerscorrectional facilities VA hospital

Western Michigan University (Ph.D.)Department of Counselor Education and Counseling Psychology3102 Sangren HallKalamazoo, MI 49008-5195phone#: (269) 387-5100e-mail: [email protected] address: www.wmich.edu/coe/cecp/

1 2 3 4 5 6 7



Courses required for incoming students to havecompleted prior to enrolling:Undergraduate degree required; master’s degree preferred

Recommended but not mandatory courses:Psychology or social science major


GPA meanOverall Graduate GPA 3.5Overall Undergraduate GPA 3.5



Approximate percentage of incoming students with aB.A./B.S. only:10% Master’s: 90%


317







Research areas # Faculty # GrantsFamilies 1 1group work 1 1multicultural concerns 4 0psychological assessment 2 0treatment 3 0

Clinical opportunitiesIn house clinic and in local hospitals, agencies and schools

University of Wisconsin–Madison(Ph.D.)Department of Counseling Psychology321 Education Building, 1000 Bascom MallMadison, WI 53706phone#: (608) 263-2746e-mail: [email protected] address:www.education.wisc.edu/CP/doctoralprogram.htm

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 30%Applied behavioral analysis/Radical behavioral 0%Family systems/Systems 10%Existential/Phenomenological/Humanistic 40%Cognitive/Cognitive-behavioral 30%Multicultural 100%

Courses required for incoming students to havecompleted prior to enrolling:Master’s degree in counseling or admitted with deficiencies,including multicultural counseling and career psychology


GRE meanVerbal not reported Quantitative not reportedAnalytical Writing not reported





Approximate percentage of students who areWomen: 60% Ethnic Minority: 25% International: Not reported






Research areas # Faculty # Grantsacademic retention 2 0career development 2 0clinical supervision 1 1corporate systems 1 0ethnic identity 4 2gender 4 0group 1 0multidisciplinary environments 2 1multiethnic/cultural environments 5 3process-outcome 3 0school counseling 2 2


University of Wisconsin–Milwaukee(Ph.D.)Department of Educational PsychologyP.O. Box 413Milwaukee, WI 53201phone#: (414) 229-6830e-mail: [email protected] address: www.soe.uwm.edu/pages/welcome/Departments/Educational_Psychology/Degrees_Programs_of_Study/Counseling

1 2 3 4 5 6 7


Percentage of faculty subscribing to each of thefollowing orientations:Psychodynamic/Psychoanalytic 0%Applied behavioral analysis/Radical behavioral 0%Developmental Systems 20%Interpersonal 20%Existential/Phenomenological/Humanistic 0%Cognitive/Cognitive-behavioral 60%


318

Courses required for incoming students to havecompleted prior to enrolling:Group counseling, listening skills, statistics, multiculturalcounseling, theories of counseling, cognition, careerdevelopment, personality (These are required master’scourses; if students do not have these courses, they cancomplete when in the doctoral program.)

Recommended but not mandatory courses:Cognition and personality

GRE meanVerbal 466 Quantitative 523 Analytical 599Analytical Writing 4.2Advanced Psychology not reported











Research areas # Faculty # Grantsaction research to improve 1 2outcomes of youth addictions 1 0barriers for women in math/science 1 1hypnosis and hypnotizability 1 0international research 1 2intervention programming 1 1masculinity and male gender role 1 0counseling training 1 0multicultural counseling 2 2pediatric behavioral health 1 0vocational development 2 2

Clinical opportunitieschildren’s hospital medical collegecommunity mental health Veteran’s administration

agencies Day treatment programs counseling center for adolescentsfamily services Eating Disorders Clinicinpatient psychiatric

hospital

Counseling Psychology ProgramsThat Have Been Discontinued

Michigan State University (accredited, inactive)

The Ohio State University (accredited, inactive)

University of Southern California (accredited, inactive)

Stanford University (accredited, inactive)

Temple University (accredited, inactive)


319

A P P E N D I X A

TIME LINE

Freshman and Sophomore Years

1. Take the core psychology courses—introduction,statistics, research methods, abnormal, physiological.

2. Find out about faculty interests and research.3. Make preliminary contact with faculty members

whose research interests you.4. Explore volunteer opportunities in clinical

settings.5. Investigate various career choices.6. Join psychology student organizations and be-

come an active member.7. Attend departmental colloquia and social

gatherings.8. Enroll in courses helpful for graduate school, in-

cluding biological sciences, mathematics, writing,and public speaking.

9. Learn to use library and electronic resources,such as scholarly journals and PsycLit.

10. Consider participating in your university’s honorsprogram, if you qualify.

11. Begin a career folder and place activities, honors,and other valuable reminders in it.

12. Discuss your career interests with faculty mem-bers and other mentors.

Junior Year

1. Take more advanced psychology courses, for ex-ample, cognitive, developmental, psychologicaltesting.

2. Begin clinical work, both volunteer andpracticum.

3. Volunteer for research with faculty and begin re-searching a potential honors thesis/independentproject.

4. Continue contact with faculty and upperclassmen.5. Enroll in professional organizations, for example,

student affiliate of American Psychological Asso-ciation or American Psychological Society.

6. Apply for membership in your local Psi Chi chapter.

7. Visit your career services office on campus anddetermine how the staff can assist you in apply-ing to graduate school.

8. Draft a curriculum vitae to determine yourstrengths and weaknesses.

9. Attend a state or regional psychology convention.10. Peruse graduate school bulletins online to ac-

quaint yourself with typical requirements, offer-ings, and policies.

11. Surf the Web. Become comfortable with leadingWeb sites on graduate school admissions.

12. Access the GRE bulletin and information online.Begin preparation for the GRE by purchasing astudy guide, attending a preparation course, andtaking practice tests.

13. Update your folder by putting your curriculumvita/resume and reminders of your activities andaccomplishments in it.

14. Try to focus your interests in particular researchareas, theoretical orientations, and clinical populations.

15. Consider serving as an officer in one of the stu-dent organizations on campus.

16. Meet with your advisor or mentor before summerto review your plan for graduate applications.

321

Application Year

June–August1. Continue to acquire research competencies and

clinical experiences.2. Surf the Web and begin to gather information

from program Web sites.3. Begin to narrow down potential schools to 20–40.4. Prepare intensively for the GREs.5. Consider taking the GRE General Test if you are

prepared; this will afford ample time to retakethem in the fall if necessary.

6. Investigate financial aid opportunities for graduatestudents.

7. Set aside money for the cost of the GREs and applications.

August–September1. Download program information and applications

from program Web sites and/or write to schoolsfor applications.

2. Receive information packets and read throughthem.

3. Consult with advisors regarding graduate pro-grams, application procedures, faculty of interest,etc.

4. Continue to study diligently for the GREs.5. Update your curriculum vitae.6. Investigate possible financial aid opportunities.7. Begin a file in your institution’s Office of Career

Services/Planning.8. Gather applications for salient fellowships and

scholarships.

September–October1. Take the GRE General Test (for first or second

time).2. Register for the GRE Psychology Subject Test ad-

ministered in November and December.3. Create a short list of schools using the worksheets.4. Record the deadlines for submitting each

application.5. Choose the faculty at each school that most inter-

est you.6. Research your area of interest, focusing on the

work of faculty with whom you would like towork.

7. Write to graduate faculty expressing interest intheir work (if appropriate).

8. Request a copy of your own transcript and in-spect it for any errors or omissions.

9. Begin first drafts of your personal statement andget feedback on it.

10. Update your CV or resume.11. Calculate costs of applications and admission in-

terviews and acquire the money for them.12. Finalize the decision on whom you will ask for

letters of recommendation.

October–November1. Take the GRE Psychology Subject Test.2. Take the MAT (only if necessary).3. Prepare packets to distribute to your recom-

menders, including a complete vitae or resume.4. Request letters of recommendation.5. Arrange for the registrar to send your transcripts

to schools.6. Gather information on financial aid and loans

available to graduate students.7. Finalize your personal statements.

November–December1. Complete applications.2. Maintain a photocopy of each application for

your records.3. If the opportunity arises, visit professors with

whom you have been in contact.4. Submit applications.5. Verify that the applications and all necessary

materials have been received.6. Request ETS forward your GRE scores to the

appropriate institutions.

January–March1. Wait patiently.2. Insure that all of your letters of recommendation

have been sent.3. Be prepared for surprise telephone interviews.4. Practice and prepare for admission interviews.5. Travel to interviews as invited.6. Develop contingency plans if not accepted into

any programs.

April–May1. If other programs make early offers, contact your

top choices to determine the current status ofyour application.

2. Accept an offer of admission and promptly turndown less-preferred offers.

3. Finalize financial aid arrangements for next year.4. Send official transcripts with Spring term grades

to the program you plan to attend.5. If not accepted to any schools, refer to Chapter 7.6. Celebrate (if accepted) or regroup (if not accepted).7. Inform people who wrote you letters of recom-

mendation of the outcome.

APPENDIX A: TIME LINE

322

A P P E N D I X B

WORKSHEET FORCHOOSING PROGRAMS

Research Clinical

# Orien- Res/ Self-Area of Interest School Faculty Funded Rank tation Clin Rank Rating

323

APPENDIX B: WORKSHEET FOR CHOOSING SCHOOLS

324

Research Clinical

# Orien- Res/ Self-Area of Interest School Faculty Funded Rank tation Clin Rank Rating

A P P E N D I X C

WORKSHEETFOR ASSESSINGPROGRAM CRITERIA

Self-School Rating Courses GRE-V GRE-Q GRE-S GPA Research Clinical Compete Total

325

A P P E N D I X D

WORKSHEETFOR MAKINGFINAL CHOICES

School Theoretical Financial QualitySchool Criteria Research Clinical Orientation Aid of Life

326

A P P E N D I X E

RESEARCH AREAS

# Faculty # Grants

Acceptance & Commitment Therapy

Georgia State University (Cl) 1 0Illinois Institute of Technology (Cl) 1 0Wichita State University (Cl) 1 0

Acculturation

New Mexico State University (Co) 3 0University of Minnesota Dept of 1 0

Psychology (Co)Yeshiva University (PhD) (Cl) 2 3

Acquired Immune Deficiency Syndrome/HIV

Arizona State University (Co) 1 0Argosy University–San Francisco 1 0Carlos Albizu University–San Juan (Cl) 1 0DePaul University (Cl) 1 3George Washington University (Ph.D.) 1 2

(Cl)Georgia State University (Cl) 2 4Indiana State University (Co) 1 0Jackson State University (Cl) 3 3Kent State University (Cl) 1 1Loyola University–Chicago (Cl) 2 1Ponce School of Medicine (Cl) 3 2San Diego State University/University 7 1

of California–San Diego (Cl)Southern Illinois University (Cl) 1 0Syracuse University (Cl) 2 2University of Illinois at Chicago (Cl) 1 1University of Maryland (Co) 1 0University of Maryland–Baltimore (Cl) 2 1University of Memphis (Co) 1 1University of Miami (Cl) 6 2+University of Missouri–Kansas City (Cl) 1 3

University of Missouri–Kansas City (Co) 1 1University of North Dakota (Co) 1 1University of North Texas (Cl) 1 0University of Wyoming (Cl) 1 3Virginia Consortium Program (Cl) 1 0Virginia Polytechnic Institute and State 2 0

University (Cl)Western Michigan University (Cl) 1 1

Adjustment

Purdue University (Co)St. Louis University (Cl) 2 0University of Northern Colorado (Co) 2 1

Adolescent/At-Risk Adolescent

Argosy University, Chicago (Psy.D.) (Cl) 1 0Boston College (Co) 2 2Carlos Albizu University–Miami Campus 3 0

(Cl)Carlos Albizu University–San Juan 4 1

(Ph.D.) (Cl)Catholic University of America (Cl) 3 1Colorado State University (Co) 3 5Emory University (Cl) 2 1George Fox University (Cl) 1 0George Washington University (Ph.D.) 3 2

(Cl)Howard University (Co) 3 1Immaculata College (Cl) 2 0Indiana University (Co) 1 2Loyola University–Chicago (Cl) 6 4Loyola University–Chicago (Co) 1 1Northern Illinois University (Cl) 3 0Northwestern University, Feinberg 3 2

School of Medicine (Cl)

327

Note. Cl, Clinical; Co, Counseling; Cm, combined psychology programs.

Nova Southeastern University (Ph.D. 5 0& Psy.D.) (Cl)

Oklahoma State University (Co) 2 1Ontario Institute for Studies in 2 1

Education (Cm)Purdue University (Cl) 1 0Rosalind Franklin University of 1 0

Medicine (Cl)Rutgers University (Psy.D.) (Cl) 3 1Seattle Pacific University (Cl) 3 1Southern Illinois University (Cl) 2 0Texas Tech University (Cl) 1 0University of Cincinnati 5 3University of Denver (Ph.D.) (Cl) 5 2University of Georgia (Cl) 3 0University of Georgia (Co) 2 0University of Kentucky (Cl) 2 1University of Massachusetts–Amherst 4 3

(Cl)University of Minnesota—Department 2 1

of Educational Psychology (Co)University of New Brunswick (Cl) 1 0University of North Carolina at Chapel 3 3

Hill (Cl)University of North Carolina at 0 0

Greensboro (Cl)University of North Dakota (Co) 1 0University of Pittsburgh (Cl) 8 28University of South Florida (Cl) 4 2University of Utah (Cl) 1 0University of Vermont (Cl) 2 1University of Virginia—Department of 2 0

Human Services (Cl)University of Virginia—Department of 3 3

Psychology (Cl)University of Wisconsin–Milwaukee 1 1

(Co)Virginia Commonwealth University (Cl) 5 4Wichita State University (Cl) 1 2Yeshiva University (Cm) 2 0York University—Clinical-Developmental 3 3

Area (Cl)

Affective Disorders/Depression/Mood Disorders

Alliant International University–Los 1 0Angeles (Psy.D.) (Cl)

American University (Cl) 1 0Baylor University (Psy.D.) (Cl) 3 0Binghamton University/State University 1 1

of New York (Cl)Boston University (Cl) 2 2Brigham Young University (Cl) 1 1Carlos Albizu University–Miami Campus 3 0

(Cl)Catholic University of America (Cl) 2 0DePaul University (Cl) 2 2Duke University (Cl) 4 4Fairleigh Dickinson University (Cl) 0 0

Forest Institute of Professional 2 1Psychology (Cl)

George Washington University (Ph.D.) 2 2(Cl)

Hofstra University (Cm) 2 0Idaho State University (Cl) 1 0Illinois Institute of Technology (Cl) 1 1Indiana State University (Cl) 2 0Indiana University–Bloomington (Cl) 2 1Jackson State University (Cl) 1 0James Madison University (Cm) 1 0Kent State University (Cl) 2 0LaSalle University (Psy.D.) (Cl) 1 1Louisiana State University (Cl) 1 1Loyola University–Chicago (Cl) 0 0Marquette University (Cl) 1 0Northern Illinois University (Cl) 3 0Northwestern University (Cl) 2 0Ohio State University (Cl) 3 1Oklahoma State University (Cl) 1 0Pacific Graduate School of Psychology 2 2

(Psy.D.) (Cl)Pennsylvania State University (Cl) 2 0Rutgers University (Ph.D.) (Cl) 0 0St. Louis University (Cl) 2 0San Diego State University/University 3 2

of California–San Diego (Cl)Simon Fraser University (Cl) 2 1Southern Illinois University (Cl) 2 0Stony Brook University/State University 1 4

of New York (Cl)Temple University (Cl) 1 1Texas Tech University (Cl) 1 0Texas Tech University (Co) 1 0Uniformed Services University of 1 2

Health Sciences (Cl)University of Alabama (Cl) 1 0University of Arizona (Cl) 2 1University of Arkansas (Cl) 2 0University at Buffalo/State University 2 1

of New York (Cl)University of California–Los Angeles (Cl) 2 3University of Connecticut (Cl) 3 1University of Colorado (Cl) 3 3University of Georgia (Cl) 2 1University of Hawaii at Manoa (Cl) 2 0University of Houston (Cl) 3 2University of Illinois at Chicago (Cl) 2 0University of Iowa (Cl) 2 4University of Kansas (Cl) 3 1University of Maine (Cl) 1 0University of Miami (Cl) 3 1University of Minnesota (Cl)University of Montana (Cl) 1 0University of Nevada–Reno (Cl) 1 0University of North Carolina at 1 0

Greensboro (Cl)University of Notre Dame (Co) 3 1University of Oregon (Cl) 3 2University of Pennsylvania (Cl) 3 4University of Pittsburgh (Cl) 6 22University of Rochester (Cl) 1 1University of South Dakota (Cl) 2 0

APPENDIX E: RESEARCH AREAS

328

# Faculty # Grants

University of South Florida (Cl) 1 0University of Texas at Austin (Co) 1 1University of Texas at Austin (Cl) 1 0University of Texas Southwestern 5 4

Medical Center at Dallas (Cl)University of Washington (Cl) 3 1University of Waterloo (Cl) 1 1University of Wisconsin–Madison (Cl) 4University of Wisconsin–Milwaukee (Cl) 1 2University of Wyoming (Cl) 3 2Utah State University (Cm) 2 0Vanderbilt University (Cl) 8 5Virginia Polytechnic Institute and State 2 0

University (Cl)Western Michigan University (Cl) 2 1Yale University (Cl) 3 0Yeshiva University (Psy.D.) (Cl) 2 0York University—Adult Clinical Program 1 1

(Cl)

Aging/Gerontology/Adult Development

Adler School of Professional Psychology 1 0(Cl)

Argosy University–Atlanta (Psy.D.) (Cl) 0 0Argosy University, Phoenix (Psy.D.) (Cl) 1 0Arizona State University (Cl) 2 2Boston University (Cl) 2 2Carlos Albizu University–Miami Campus 1 0

(Cl)Carlos Albizu University–San Juan 2 0

(Psy.D.) (Cl)Carlos Albizu University–San Juan 2 1

(Ph.D.) (Cl)Case Western Reserve University (Cl) 2 1Colorado State University (Co) 3 0Columbia University, Teachers College 1 1

(Cl)Florida Institute of Technology (Cl) 1 2Immaculata University (Psy.D.) (Cl) 1 0Kent State University (Cl) 1 0Loyola College in Maryland (Psy.D.) (Cl) 2 0Loyola College–Chicago (Cl) 1 0Marquette University (Cl) 1 0Michigan State University (Cl) 1 0Nova Southeastern University (Ph.D. & 1 0

Psy.D.) (Cl)Pacific Graduate School of Psychology 1 1

(Cl)Philadelphia College of Osteopathic 1 0

Medicine (Psy.D.)(Cl)Rosalind Franklin University of 1 1

Medicine (Cl)San Diego State University/University 8 1

of California–San Diego (Cl)Texas A&M University (Cl) 2 1Texas A&M University (Co) 1 0University of Alabama (Cl) 5 3University of Alabama at Birmingham 3 6

(Cl)

University of Connecticut (Cl) 1 0University of Cincinnati (Cl) 2 0University of Florida (Co) 1 0University of Georgia (Cl) 1 3University of Houston (Co) 2 1University of Indianapolis (Psy.D.) (Cl) 2 1University of Kansas (Cl) 1 0University of Louisville (Cl) 2 1University of Massachusetts at Amherst 2 0

(Cl)University of Missouri–St. Louis (Cl) 1 2University of Montana (Cl) 1 1University of Nevada–Reno (Cl) 2 4University of New Brunswick (Cl) 1 0University of North Dakota (Co) 1 1University of North Texas (Cl) 1 1University of North Texas (Co) 1 1University of Ottawa (Cl) 1 1University of Southern California (Cl) 4 13University of Tulsa (Cl) 0 0University of Utah (Co) 1 0University of Victoria (Cl) 1 1Washington University (Cl) 3 3West Virginia University (Cl) 2 0Western Michigan University (Cl) 1 1Wheaton College (Cl) 1 1Wright Institute (Psy.D.) (Cl) 1 0Wright State University (Cl) 1 0Xavier University (Cl) 2 0Yeshiva University (Psy.D.) (Cl) 1 1York University—Adult Clinical 1 2

Program (Cl)

Aggression/Anger Control

Colorado State University (Co) 1 0Hofstra University (Cm) 2 0Kent State University (Cl) 1 1Marywood University (Psy.D.) (Cl) 1 0Philadelphia College of Osteopathic 1 0

Medicine (Psy.D.) (Cl)Purdue University (Cl) 3 1University of Southern Mississippi (Co) 1 1University of Arkansas (Cl) 3 1University of Georgia (Cl) 2 1University of Georgia (Co) 2 2York University—Clinical- 3 3

Developmental Area (Cl)

Anxiety Disorders/Panic Disorders

American University (Cl) 1 0Auburn University (Cl) 2 0Binghamton University/State University 2 1

of New York (Cl)Boston University (Cl) 7 5Catholic University of America (Cl) 3 1Central Michigan University (Cl) 1 1Colorado State University (Co) 1 0Concordia University (Cl) 2 3Florida State University (Cl) 1 4


329

# Faculty # Grants


Georgia State University (Cl) 1 1Indiana State University (Psy.D.) (Cl) 0 0Kent State University (Cl) 2 0LaSalle University (Psy.D.) (Cl) 1 0Louisiana State University (Cl) 1 1Loyola College in Maryland (Psy.D.) (Cl) 1 0Miami University (Cl) 3 1Northern Illinois University (Cl) 3 0Northwestern University (Cl) 2 1Nova Southeastern University (Ph.D. & 1 0

Psy.D.) (Cl)Ohio State University (Cl) 2 1Oklahoma State University (Cl) 1 0Ontario Institute for Studies in 2 2

Education (Cm)Pacific Graduate School of Psychology 6 4

(Psy.D.) (Cl)Pennsylvania State University (Cl) 7 3Philadelphia College of Osteopathic 7 0

Medicine (Psy.D.) (Cl)Purdue University (Cl) 1 0Rosalind Franklin University of 1 1

Medicine (Cl)Rutgers University (Psy.D.) (Cl) 3 1St. John’s University (Cl) 2 0St. Louis University (Cl) 2 0San Diego State University/University 4 1

of California–San Diego (Cl)Southern Illinois University (Cl) 3 0Temple University (Cl) 2 5Texas A&M University (Cl) 3 1Texas Tech University (Cl) 1 1University of Arkansas (Cl) 2 0University at Albany/State University 1 0

of New York (Cl)University at Buffalo/State University 3 1

of New York (Cl)University of British Columbia (Cl) 3 5University of California–Los Angeles (Cl) 1 4University of Connecticut (Cl) 2 0University of Delaware (Cl) 2 1University of Florida (Cl) 2 3University of Georgia (Cl) 2 1University of Hawaii at Manoa (Cl) 1 1University of Houston (Cl) 3 3University of Illinois at Chicago (Cl) 3 1University of Iowa (Co) 1 0University of Kansas (Cl) 1 0University of Louisville (Cl) 3 0University of Maine (Cl) 2 1University of Manitoba (Cl) 4 0University of Maryland (Cl) 0 0University of Minnesota (Cl)University of Missouri–Columbia (Cl) 2 1University of Nebraska–Lincoln (Cl) 2 2University of Nevada–Reno (Cl) 2 0University of New Brunswick (Cl) 3 1University of North Carolina at Chapel 1 0

Hill (Cl)

University of North Dakota (Cl) 1 0University of Oregon (Cl) 2 2University of Pennsylvania (Cl) 2 5University of Texas at Austin (Cl) 1 0University of Toledo (Cl) 2 0University of Vermont (Cl) 1 3University of Virginia—Department of 1 0

Psychology (Cl)University of Washington (Cl) 3 1University of Waterloo (Cl) 5 3University of Wisconsin–Milwaukee (Cl) 3 3University of Wyoming (Cl) 2 1Vanderbilt University (Cl) 7 2Virginia Commonwealth University (Cl) 2 1Virginia Polytechnic Institute and State 3 1

University (Cl)West Virginia University (Cl) 2 0Western Michigan University (Cl) 1 0Yale University (Cl) 2 0Yeshiva University (Psy.D.) (Cl) 1 0York University—Adult Clinical Program 1 1

(Cl)

Assessment/Diagnosis

Alliant International University– 4 0San Diego (Psy.D. & Ph.D.) (Cl)

Argosy University–Atlanta (Psy.D.) (Cl) 4 0Argosy University–Twin Cities (Psy.D.) 1 0

(Cl)Azusa Pacific University (Psy.D.) (Cl) 2 0Binghamton University/State University 4 0

of New York (Cl)Brigham Young University (Cl) 2 0Catholic University of America (Cl) 2 0Central Michigan University (Cl) 1 0Colorado State University (Co) 3 0Fairleigh Dickinson University (Cl) 6 2Fordham University (Cl) 3 0Gallaudet University (Cl) 2 1George Washington University (Psy.D.) 3 0

(Cl)Indiana State University (Psy.D.) (Cl) 2 0Jackson State University (Cl) 6 0LaSalle University (Psy.D.) (Cl) 1 1New School University (Cl) 2 1Oklahoma State University (Co) 1 0Pacific Graduate School of Psychology 5 1

(Cl)Philadelphia College of Osteopathic 3 0

Medicine (Psy.D.)(Cl)Roosevelt University (Psy.D.) (Cl) 3 0St. Louis University (Cl) 2 0San Diego State University/University 4 0

of California–San Diego (Cl)Southern Illinois University (Cl) 8 0Texas A&M University (Cl) 3 0Texas Tech University (Cl) 2 0University of Alabama (Cl) 1 0University of Buffalo/SUNY (Cm) 4 0University of California–Santa Barbara

(Cm)


330

# Faculty # Grants

University of Colorado (Cl) 2 1University of Detroit–Mercy (Cl) 1 0University of Hartford (Psy.D.) (Cl) 1 0University of Hawaii at Manoa (Cl) 7 2University of Iowa (Cl) 2 2University of Kentucky (Cl) 3 0University of Massachusetts at Amherst 1 1

(Cl)University of Mississippi (Cl) 2 0University of Montana (Cl) 2 1University of Nevada–Reno (Cl) 3 0University of North Carolina at Chapel 1 0


Greensboro (Cl)University of Southern Mississippi (Co) 1 0University of Toledo (Cl) 2 0Virginia Consortium Program in Clinical 5 0

Psychology (Cl)Washington State University (Co) 3 1Western Michigan University (Co)Widener University (Cl) 5 0Yeshiva University (Cm) 3 0

Attachment

Catholic University of America (Cl) 2 0City University of New York at 3 1

City College (Cl)Fordham University (Cl) 1 0Iowa State University (Co) 2 0Purdue University (Co) 1 1University of Delaware (Cl) 2 2University of Southern Mississippi (Co) 3 0University of Texas–Austin (Co) 1 0University of Wisconsin–Milwaukee (Cl) 2 0

Attention-Deficit/Hyperactivity Disorder

Argosy University–Schaumburg (Psy.D.) 1 0(Cl)

Argosy University–Phoenix (Cl) 1 0Carlos Albizu University–San Juan 1 0

(Ph.D.) (Cl)Colorado State University (Co) 1 0Emory University (Cl) 1 1Illinois Institute of Technology (Cl) 1 0Marquette University (Cl) 1 0Michigan State University (Cl) 1 3Nova Southeastern University (Ph.D. & 3 1

Psy.D.) (Cl)Ontario Institute for Studies in 4 9

Education (Cm)Pepperdine University (Cl) 1 2Regent University (Cl) 1 1University at Buffalo/State University 2 10

of New York (Cl)University of British Columbia (Cl) 1 3University of California–Berkeley (Cl) 1 2University of Central Florida (Cl) 1 0

University of Louisville (Co) 2 15University of Maine (Cl) 1 0University of Montana (Cl) 0 0University of North Carolina at 1 2

Greensboro (Cl)University of Pittsburgh (Cl) 1 2University of Rochester (Cl) 1 1University of Texas at Austin (Cl) 1 1University of Victoria (Cl) 1 1University of Wyoming (Cl) 1 0Utah State University (Cm) 1 0Virginia Consortium Program in Clinical 1 0

Psychology (Psy.D.) (Cl)Virginia Polytechnic Institute and State 1 0

University (Cl)Yeshiva University (Cm) 2 0

Attitudes, Beliefs, and Values

Arizona State University (Co) 1 0George Fox University (Psy.D.) (Cl) 1 0Immaculata College (Cl) 1 0Indiana State University (Co) 1 0James Madison University (Cm) 3 2University of Missouri Kansas City (Cl) 1 0

Autism/Pervasive Developmental Disorder

Binghamton University (Cl) 1 1Brigham Young University (Cl) 1 1Louisiana State University (Cl) 1 1Rutgers University (Ph.D.) (Cl) 1 1Rutgers University (Psy.D.) (Cl) 1 1San Diego State University/University 2 0

of California–San Diego (Cl)St. John’s University (Cl) 1 1University at Albany/State University 1 3

of New York (Cl)University of California–Santa Barbara

(Cm)University of Connecticut (Cl) 3 3University of Illinois at Chicago (Cl) 1 4University of Missouri–Columbia (Cl) 1 0University of Pittsburgh (Cl) 3 16University of Washington (Cl) 1 1Vanderbilt University (Cl) 2 1Virginia Polytechnic Institute and State 1 0

University (Cl)University of Rochester (Cl) 2 2York University—Clinical- 2 2


Behavior Therapy/Applied Behavioral Analysis

Eastern Michigan University (Cl) 2 0Hofstra University (Cm) 3 0Nova Southeastern University (Ph.D. & 8 0

Psy.D.) (Cl)Pacific University (Cl) 7 0Rutgers University (Ph.D.) (Cl) 2 0


331

# Faculty # Grants

Rutgers University (Psy.D.) (Cl) 1 1San Diego State University/University 4 0

of California–San Diego (Cl)University of Denver (Psy.D.) (Cl) 1 0University of Hartford (Psy.D.) (Cl) 1 0University of Kentucky (Co) 2 1University of Manitoba (Cl) 3 2University of Nevada–Reno (Cl) 3 0University of North Carolina at 1 0

Greensboro (Cl)University of North Dakota (Cl) 2 0Virginia Consortium Program in 1 0

Clinical Psychology (Cl)Western Michigan University (Cl) 2 0Yeshiva University (Cl) 1 0Yeshiva University (Cm) 3 0

Behavioral Genetics

Boston University (Cl) 1 1Emory University (Cl) 2 1Northwestern University (Cl) 1 0Southern Illinois University (Cl) 1 0University of Denver (Ph.D.) (Cl) 1 1University of Illinois at Urbana– 2 2

Champaign (Cl)University of Minnesota (Cl)University of Pittsburgh (Cl) 4 11University of Virginia (Cl) 2 1Yale University (Cl) 1 0

Behavioral Medicine/Health Psychology

Adelphi University (Cl) 1 1Alliant International University–Fresno 4 0

(Ph.D.) (Cl)Alliant International University–Fresno 6 0

(Psy.D.) (Cl)Alliant International University– 9 2

Los Angeles (Ph.D. & Psy.D.) (Cl)Alliant International University– 8

San Diego (Ph.D. & Psy.D.) (Cl)Alliant International University– 3 0

San Francisco (Ph.D.)(Cl)Alliant International University– 4 0

San Francisco (Psy.D.)(Cl)Antioch/New England Graduate School 1 1

(Cl)Argosy University–Chicago (Psy.D.) (Cl) 4 3Argosy University–Honolulu Campus 1 0

(Psy.D.) (Cl)Argosy University–Phoenix (Psy.D.) (Cl) 2 0Arizona State University (Cl) 7 6Arizona State University (Co) 1 0Ball State University (Co) 2 0Baylor University (Cl) 1 0Binghamton University/State University 1 1

of New York (Cl)Bowling Green State University (Cl) 2 1Brigham Young University (Cl) 2 1

California Institute of Integral Studies 1 1(Psy.D.) (Cl)

Case Western Reserve University (Cl) 1 1Central Michigan University (Cl) 1 1Chicago School of Professional 1 0

Psychology (Cl)Colorado State University (Co) 8 4Concordia University (Cl) 2 1Drexel University (Cl) 2 0Duke University (Cl) 4 6Eastern Michigan University (Cl) 1 0Fairleigh Dickinson University (Cl) 3 0Fielding Graduate Institute (Cl) — —Florida Institute of Technology (Cl) 3 0Fordham University (Cl) 2 2Fordham University (Co) 2 1Forest Institute 2 1Fuller Theological Seminary (Ph.D. & 3 0

Psy.D.) (Cl)George Washington University (Ph.D.) 1 0

(Cl)Howard University (Cl) 3 3Illinois Institute of Technology (Cl) 1 1Indiana State University (Psy.D.) (Cl) 3 1Indiana State University (Co) 1 0Indiana University–Bloomington (Cl) 2 2Indiana University of Pennsylvania (Cl) 2 0Indiana University–Purdue University 3 1

Indianapolis (Cl)LaSalle University (Cl) 1 1Loma Linda University (Ph.D. & Psy.D.) 6 3

(Cl)Loyola College in Maryland (Psy.D.) (Cl) 3 0New Mexico State University (Co) 1 1Nova Southeastern University (Ph.D. & 7 2

Psy.D.) (Cl)Ohio State University (Cl) 5 7Ohio University (Cl) 4 6Oklahoma State University (Cl) 2 0Oklahoma State University (Co) 2 1Pacific Graduate School of Psychology 4 1

(Cl)Pacific University (Cl) 1 0Pennsylvania State University (Cl) 2 0Roosevelt University (Psy.D.) (Cl) 4 1Rosalind Franklin University of 1 0

Medicine and Science (Cl)Rutgers University (Ph.D.) (Cl) 5 1Sam Houston State University (Cl) 1 1San Diego State University/University 22 3

of California–San Diego (Cl)Seattle Pacific University (Cl) 2 0Simon Fraser University (Cl) 1 1Southern Illinois University (Cl) 2 0Southern Illinois University (Co) 2 0Spalding University (Psy.D.) (Cl) 2 1St. John’s University (Cl) 2 1Texas A&M University (Cl) 2 1Texas A&M University (Co) 2 1Texas Tech University (Cl) 3 1Texas Tech University (Co) 6 0Uniformed Services University of 1 3

Health Sciences (Cl)


332

# Faculty # Grants

University of Alabama (Cl) 3 2University of Alabama at Birmingham 2 2

(Cl)University at Albany/State University 2 0



of New York (Cm)University of Arizona (Cl) 6 6University of British Columbia (Cl) 1 3University of California–Los Angeles (Cl) 5 12University of Cincinnati (Cl) 5 3University of Connecticut (Cl) 3 2University of Florida (Cl) 3 3University of Florida (Co) 2 1University of Georgia (Cl) 2 0University of Hawaii at Manoa (Cl) 1 0University of Illinois at Chicago (Cl) 4 1University of Illinois at Urbana (Cl) 3 8University of Iowa (Cl) 3 4University of Iowa (Co) 6 4University of Kansas (Cl) 2 1University of Kentucky (Cl) 2 1University of Louisville (Cl) 3 1University of Maine (Cl) 1 1University of Manitoba (Cl) 2 1University of Maryland–Baltimore 4 3

County (Cl)University of Maryland (Co) 2 0University of Memphis (Cl) 4 1University of Memphis (Co) 1 1University of Miami (Cl) 14 2University of Miami (Co) 2 1University of Michigan (Cl) 2 0University of Minnesota—Department 1 0

of Psychology (Co)University of Missouri–Columbia (Cl) 2 1University of Missouri–Columbia (Co) 2 1University of Missouri–Kansas City (Co) 3 0University of Missouri–St. Louis (Cl) 1 1University of Montana (Cl) 3 0University of Nevada–Reno (Cl) 2 0University of New Mexico (Cl) 3 0University of North Carolina at Chapel 1 2

Hill (Cl)University of North Dakota (Cl) 2 0University of Notre Dame (Co) 1 1University of Ottawa (Cl) 2 1University of Pittsburgh (Cl) 14 38University of Rhode Island (Cl) 3 10University of Saskatchewan (Cl) 3 2University of South Dakota (Cl) 2 0University of South Florida (Cl) 5 5University of Southern California (Cl) 3 5University of Tennessee (Cl) 3 1University of Texas at Austin (Cl) 1 1University of Texas Southwestern 3 3

Medical Center at Dallas (Cl)University of Utah (Cl) 2 1University of Vermont (Cl) 3 2

University of Windsor (Cl) 3 5University of Wisconsin–Madison (Cl) 3University of Wisconsin–Milwaukee (Cl) 2 0University of Wisconsin–Milwaukee (Co) 1 0Utah State University (Cm) 3 2Vanderbilt University (Cl) 5 3Virginia Commonwealth University (Cl) 5 3Virginia Commonwealth University (Co) 5 5Virginia Polytechnic Institute and State 3 2

University (Cl)Washington State University (Cl) 5 8West Virginia University (Cl) 3 0West Virginia University (Co) 2 0Western Michigan University (Cl) 1 1Yale University (Cl) 2 2Yeshiva University (PhD) (Cl) 1 1York University—Adult Clinical 1 2

Program (Cl)

Biofeedback/Relaxation

Fuller Theological Seminary (Ph.D. & 1 0Psy.D.) (Cl)


Hofstra University (Cm) 1 0James Madison University (Cm) 1 1Nova Southeastern University (Ph.D. & 2 0

Psy.D.) (Cl)Pennsylvania State University (Cl) 2 1San Diego State University/University 1 0

of California–San Diego (Cl)Seattle Pacific University (Cl) 1 1University of North Dakota (Cl) 1 0Virginia Consortium Program in 1 0

Clinical Psychology (Cl)

Brain Injury/Head Injury

Georgia State University (Cl) 3 1James Madison University (Cm) 1 0Southern Illinois University (Co) 1 0University of Montana (Cl) 1 0University of Victoria (Cl) 2 2

Child Abuse/Neglect/Sexual Abuse

Columbia University, Teachers College 1 1(Cl)

DePaul University (Cl) 1 1Drexel University (Cl) 1 0Marquette University (Co) 2 0Ontario Institute for Studies in 2 1


(Psy.D.) (Cl)Philadelphia College of Osteopathic 1 0

Medicine (Psy.D.)(Cl)St. John’s University (Cl) 1 2Southern Illinois University (Cl) 1 0Texas Tech University (Cl) 1 0


333

# Faculty # Grants

University of Iowa (Cl) 2 1University of Michigan (Cl) 1 0University of Nebraska–Lincoln (Cl) 2 2University of Rochester (Cl) 1 2University of Saskatchewan (Cl) 1 1University of Utah (Co) 2 1University of Victoria (Cl) 1 1Virginia Consortium Program in 1 0

Clinical Psychology (Cl)York University—Clinical- 3 2


Child/Child Clinical/Pediatric


Alliant International University– 3Los Angeles (Ph.D. & Psy.D.) (Cl)

Alliant International University–Fresno 2(Cl)

Alliant International University– 10San Diego (Ph.D. & Psy.D.) (Cl)

American University (Cl) 1 0Antioch/New England Graduate School 2 0

(Cl)Argosy University, Atlanta (Psy.D.) (Cl) 2 0Argosy University, Honolulu (Psy.D.) 3 0

(Cl)Arizona State University (Cl) 5 15Auburn University (Cl) 3 1Azusa Pacific University (Psy.D.) (Cl) 2 1Ball State University (Co) 2 0Binghamton University/State University 3 3

of New York (Cl)Bowling Green State University (Cl) 2 1Brigham Young University (Cl) 3 1Carlos Albizu University–Miami Campus 3 0

(Cl)Catholic University of America (Cl) 4 1Central Michigan University (Cl) 1 2Chicago School of ProfessionalPsychology (Cl) 1 0Drexel University (Cl) 3 4Eastern Michigan University (Cl) 3 0Fairleigh Dickinson University (Cl) 2 0Fordham University (Cl) 2 0Fuller Theological Seminary (Ph.D. & 3 1

Psy.D.) (Cl)George Washington University (Ph.D. 2 1

& Psy.D.) (Cl)Georgia State University (Cl) 1 1Hofstra University (Cm) 2 0Illinois Institute of Technology (Cl) 4 2Immaculata College (Cl) 2 0Indiana State University (Psy.D.) (Cl) 1 0Indiana University–Bloomington (Cl) 1 2Jackson State University (Cl) 1 0LaSalle University (Psy.D.) (Cl) 1 0Loma Linda University (Ph.D. & Psy.D.) 1 2

(Cl)

Loyola University–Chicago (Cl) 1 3Loyola University–Chicago (Co) 2 0Marquette University (Cl) 3 1Miami University (Cl) 1 1New School University (Cl) 1 1Northwestern University Medical School 3 1

(Cl)Nova Southeastern University (Ph.D. 5 0

& Psy.D.) (Cl)Ohio State University (Cl) 3 4Ohio University (Cl) 2 2Oklahoma State University (Cl) 0 0Ontario Institute for Studies in 2 1


(Ph.D.) (Cl)Pacific University (Psy.D.) (Cl) 4 6Pennsylvania State University (Cl) 3 2Roosevelt University (Psy.D.) (Cl) 4 1St. Louis University (Cl) 2 1San Diego State University/University 5 0

of California–San Diego (Cl)Seattle Pacific University (Cl) 3 3Simon Fraser University (Cl) 3 6Southern Illinois University (Cl) 3 0Temple University (Cl) 1 3Texas A&M University (Cl) 4 3Texas Tech University (Cl) 2 2University of Alabama (Cl) 4 1University at Albany/State University 4 1

of New York (Cl)University of Arkansas (Cl) 2 0University of Central Florida (Cl) 1 0University of Cincinnati (Cl) 3 2University of Colorado (Cl) 3 2University of Delaware (Cl) 4 5University of Florida (Cl) 5 7University of Georgia (Cl) 6 4University of Hartford (Psy.D.) (Cl) 2 0University of Hawaii at Manoa (Cl) 3 4University of Houston (Cl) 3 2University of Houston (Co) 1 1University of Kansas (Cl) 4 2University of Kentucky (Cl) 2 1University of Massachusetts at Amherst 4 3

(Cl)University of Memphis (Co & Cl) 2 1University of Miami (Cl) 9 4University of Michigan (Cl) 8 5University of Mississippi (Cl) 3 0University of Missouri–St. Louis (Cl) 2 1University of Nebraska–Lincoln (Cl) 2 1University of Nevada–Las Vegas (Cl) 2 1University of New Mexico (Cl) 1 0University of North Carolina at Chapel 1 2


Greensboro (Cl)University of North Texas (Cl) 1 1University of Northern Colorado (Co) 8 1University of Oregon (Co) 3 2University of Ottawa (Cl) 4 1University of Pittsburgh (Cl) 14 45


334

# Faculty # Grants

University of Rhode Island (Cl) 1 0University of South Dakota (Cl) 3 0University of South Florida (Cl) 4 2University of Southern Mississippi 3 0

(Co & Cl)University of Texas Southwestern 1 0

Medical Center at Dallas (Cl)University of Toledo (Cl) 3 0University of Utah (Cl) 1 0University of Utah (Co) 3 2University of Virginia (Human Services) 1 0

(Cl)University of Virginia—Department 5 5

of Psychology (Cl)University of Washington (Cl) 3 3University of Windsor (Cl) 4 3University of Wisconsin–Milwaukee 4 3Utah State University (Cm) 4 2Virginia Commonwealth University 5 4

(Cl)Virginia Consortium Program in Clinical 1 0

Psychology (Cl)Virginia Polytechnic Institute and State 4 3

University (Cl)Washington State University (Cl) 4 4West Virginia University (Cl) 1 0Wheaton College (Psy.D.) (Cl) 3 0Wichita State University (Cl) 1 2Widener University (Cl) 4 1Yeshiva University (Cm) 2 0

Chronic Illness

Drexel University (Cl) 1 0Philadelphia College Osteopathic 2 1

Medicine (Psy.D.) (Cl)San Diego State University (Cl) 4 1University of Kansas (Cl) 2 1University of Michigan (Cl) 1 0University of Manitoba (Cl) 1 0University of North Dakota (Co) 1 0University of Pittsburgh (Cl) 2 6Wright State University (Psy.D.) (Cl) 1 0

Chronic/Severe Mental Illness

Case Western Reserve University (Cl) 1 0Illinois Institute of Technology (Cl) 2 1Indiana University–Purdue University 2 3–4

Indianapolis (Cl)Nova Southeastern University (Ph.D. & 2 0

Psy.D.) (Cl)Rutgers University (Psy.D.) (Cl) 2 1University of Cincinnati (Cl) 4 3Seattle Pacific University (Cl) 1 1University of Houston (Cl) 3 1University of Louisville (Cl) 1 0University of Maryland (Cl) 1 2University of Massachusetts at Boston 1 1

(Cl)

University of Missouri–Kansas City 1 1(Cl)

University of Nebraska–Lincoln (Cl) 1 1University of South Dakota (Cl) 2 0Virginia Consortium Program (Psy.D.) 1 0

(Cl)

Clinical Judgment/Decision Making

Ball State University (Co) 1 0Indiana State University (Psy.D.) (Cl) 1 0Indiana University of Pennsylvania (Cl) 1 0San Diego State University/University 1 0

of California–San Diego (Cl)Southern Illinois University (Cl) 1 0University of Alabama (Cl) 0 0University of Detroit–Mercy (Cl) 1 0University of Rhode Island (Cl) 1 0

Cognition/Social Cognition

Argosy University–Washington, DC 1 0Campus (Cl)

Arizona State University (Co) 1 0Case Western Reserve University (Cl) 2 0Catholic University of America (Cl) 3 0Colorado State University (Co) 5 1Concordia University (Cl) 4 5Fuller Theological Seminary (Ph.D. & 1 0

Psy.D.) (Cl)Gallaudet University (Cl) 1 1George Mason University (Cl) 4 0Northwestern University (Cl) 2 1Ontario Institute for Studies in 3 2

Education (Cm)Pennsylvania State University (Cl) 2 0San Diego State University/University 13 0

of California–San Diego (Cl)Simon Fraser University (Cl) 5 6University of Denver (Psy.D.) (Cl) 1 0University of Pittsburgh (Cl) 4 10University of Waterloo (Cl) 1 1Yale University (Cl) 3 0

Cognitive Therapy/Cognitive-Behavioral Therapy

Arizona State University (Co) 1 0Baylor University (Cl) 3 0Brigham Young University (Cl) 1 1Ontario Institute for Studies inEducation (Cm) 2 2Philadelphia College Osteopathic 10 0

Medicine (Psy.D.) (Cl)Texas Tech University (Cl) 3 0University of Southern California (Cl) 3 1University of Toledo (Cl) 2 0University of Washington (Cl) 4 2Xavier University (Cl) 5 0York University—Clinical- 2 1



335

# Faculty # Grants

Community Psychology

Adler School of Professional Psychology 1 1(Psy.D.) (Cl)

Antioch/New England Graduate School 2 2(Cl)

Arizona State University (Cl) 6 11Boston University (Cl) 2 0Bowling Green State University (Cl) 1 1Catholic University of America (Cl) 1 2Fairleigh Dickinson University (Cl) 3 0George Washington University (Ph.D.) 6 1

(Cl)George Washington University (Psy.D.) 3 1

(Cl)JFK University (Psy.D.) (Cl) 2 0Loyola University–Chicago (Cl) 3 0Miami University (Cl) 4 3Nova Southeastern University (Ph.D. 3 0

& Psy.D.) (Cl)Pace University (Psy.D.) (Cm) 1 0Rutgers University (Psy.D.) (Cl) 2 1St. Louis University (Cl) 1 0San Diego State University/University 1 0

of California–San Diego (Cl)Southern Illinois University (Cl) 1 0Texas Tech University (Cl) 1 0University of Denver (Ph.D.) (Cl) 1 4University of Hartford (Cl) 1 0University of Hawaii (Cl) 2 3University of Illinois at Chicago (Cl) 1 1University of Illinois at Urbana– 5 4

Champaign (Cl)University of La Verne (Psy.D.) (Cl) 12 0University of Manitoba (Cl) 1 0University of Maryland–Baltimore 4 2

County (Cl)University of Mississippi (Cl) 2 0University of North Dakota (Cl) 2 0University of Pennsylvania (Cl) 1 0University of Rhode Island (Cl) 1 4University of South Carolina (Cl) 1 1University of Texas Southwestern 1 0

Medical Center at Dallas (Cl)University of Virginia—Department 3 3

of Psychology (Cl)University of Windsor (Cl) 2 2Virginia Commonwealth University (Cl) 5 3Virginia Commonwealth University (Co) 1 1Virginia Consortium Program in Clinical 1 1

Psychology (Cl)Wichita State University (Cl) 2 1

Conduct Disorder

Duke University (Cl) 2 3Florida State University (Cl) 1 1Miami University (Cl) 3 2Michigan State University (Cl) 1 1University of South Carolina (Cl) 1 1

Consultation

Arizona State University (Co) 2 0Georgia State University (Co) 1 1University of Memphis (Co) 1 1

Crisis Intervention

Brigham Young University (Co) 1 1University of Memphis (Co) 2 0

Deafness/Hearing Impairment

Gallaudet University (Cl) 9 2

Death and Dying/Bereavement

Biola University (Ph.D.) (Cl) 1 0Biola University (Psy.D.) (Cl) 1 0Drexel University (Cl) 2 2Indiana University of Pennsylvania (Cl) 1 0Loyola University–Chicago (Cl) 1 0Pacific Graduate School of Psychology 3 0

(Ph.D.) (Cl)Purdue University (Co)San Diego State University/University 2 0

of California–San Diego (Cl)University of Michigan (Cl) 2 2University of Saskatchewan (Cl) 1 0Adelphi University (Cl) 1 1Catholic University of America (Cl)Concordia University (Cl) 3 5Fordham University (Cl) 4 3Fuller Theological Seminary (Ph.D. & 3 1

Psy.D.) (Cl)George Washington University (Ph.D. 2 2

Psy.D.) (Cl)Idaho State University (Cl) 1 1Immaculata College (Cl) 3 0Long Island University (Cl) 4 3New School University (Cl) 1 0Northern Illinois University (Cl) 3 1Pacific Graduate School of Psychology 4 0

(Ph.D.) (Cl)Pennsylvania State University (Cl) 2 1Purdue University (Cl) 2 2Simon Fraser University (Cl) 6 6Spalding University (Cl) 2 0Stony Brook University/State University 1 1

of New York (Cl)University of Colorado (Cl) 3 1University of Delaware (Cl)University of New Brunswick (Cl) 1 1University of Texas SouthwesternMedical Center at Dallas (Cl) 1 1University of Utah (Cl) 4 2University of Wisconsin–Milwaukee 2 0

(Cl)Auburn University (Cl) 1 1Binghamton University/State University 1 2

of New York (Cl)


336

# Faculty # Grants

Case Western Reserve University (Cl) 1 1Georgia State University (Cl) 1 2Long Island University–C.W. Post 1 0

Campus (Cl)Louisiana State University (Cl) 1 1Pennsylvania State University (Cl) 3 1Rutgers University (Psy.D.) (Cl) 3 2San Diego State University (Cl) 2 0University of Alabama at Birmingham 6 16


of New York (Cl)University of Denver (Ph.D.) (Cl) 1 4University of Illinois at Chicago (Cl) 1 0University of Manitoba (Cl) 3 0University of Wyoming (Cl) 2 1University of Texas at Austin (Cl) 1 1Virginia Consortium Program in Clinical 1 0

Psychology (Cl)York University—Clinical- 2 3


Disabilities/Disabled Persons

DePaul University (Cl) 2 2Loyola University–Chicago (Cl) 1 2Seattle Pacific University (Cl) 1 0University of Memphis (Co) 4 3University of Missouri–Columbia (Co) 1 0Washington State University (Co) 1 1West Virginia University (Co) 1 0

Disaster/Trauma

Alliant International University– 1 0Los Angeles (Ph.D.) (Cl)

Argosy University Chicago (Cl) 1 0Chicago School of Professional 1 0

Psychology (Cl)Georgia State University (Co) 1 0Idaho State University (Cl) 2 1Long Island University (Cl) 1 1Miami University (Cl) 2 0Nova Southeastern University (Ph.D. 7 0

& Psy.D.) (Cl)Pacific University (Psy.D.) (Cl) 1 0Philadelphia College of Osteopathic 1 0

Medicine (Psy.D.) (Cl)Sam Houston State University (Cl) 1 2Seton Hall University (Co) 1 0Temple University (Cl) 2 0Texas Tech University (Cl) 2 0University of British Columbia (Co) 2 1University of Connecticut (Cl) 3 3University of Denver (Ph.D.) (Cl) 3 1University of Denver (Psy.D.) (Cl) 1 0University of Georgia (Co) 1 0University of Houston (Co) 2 1University of Kansas (Cl) 2 1University of Manitoba (Cl) 3 0

University of Massachusetts at Boston 4 1(Cl)

University of Memphis (Co) 2 0University of Miami (Cl) 4 2+University of Minnesota–Department 1 0

of Psychology (Co)University of Mississippi (Cl) 2 0University of Missouri–Columbia (Co) 1 1University of Missouri–Kansas City (Cl) 1 1University of Missouri–St. Louis (Cl) 2 2University of Nebraska–Lincoln (Cl) 1 1University of North Dakota (Co) 2 0University of North Texas (Cl) 2 0University of Pittsburgh (Cl) 1 1University of South Dakota (Cl) 5 2University of Wyoming (Cl) 1 0Yeshiva University (Psy.D.) (Cl) 2 0York University—Adult Clinical Program 1 0

(Cl)

Divorce/Child Custody

Colorado State University (Co) 3 0Drexel University (Cl) 1 0University of Louisville (Co) 1 2University of Michigan (Cl) 1 1University of Victoria (Cl) 1 1Virginia Commonwealth University (Cl) 1 0

Dreams

Miami University (Cl) 1 0University of Maryland (Co) 1 0

Eating Disorders/Body Image

American University (Cl) 1 0Argosy University, Chicago (Psy.D.) (Cl) 1 0Brigham Young University (Cl) 1 1Colorado State (Cl) 1 0Duke University (Cl) 1 0Emory University (Cl) 1 0Fairleigh Dickinson University (Cl) 0 0Florida Institute of Technology (Cl) 1 0Florida State University (Cl) 3 3Hofstra University (Cm) 1 0Indiana State University (Cl) 2 1Indiana University–Bloomington (Cl) 1 0Kent State University (Cl) 1 0Louisiana State University (Cl) 1 1Louisiana Tech University (Co) 1 0Miami University (Cl) 1 0Michigan State University (Cl) 1 2Northeastern University (Cm) 1 1Pacific Graduate School of Psychology 2 1


Medicine (Psy.D.) (Cl)Rutgers University (Ph.D.) (Cl) 1 1Rutgers University (Psy.D.) (Cl) 1 1St. Louis University (Cl) 1 1


337

# Faculty # Grants

Sam Houston State University (Cl) 1 0Tennessee State University (Co) 2 1Texas Tech University (Cl) 1 0Uniformed Services University of Health 1 1

Sciences (Cl)University of Alabama at Birmingham 1 1

(Cl)University at Albany/State University of 1 1

New York (Cl)University of Central Florida (Cl) 2 0University of Colorado (Cl) 0 0University of Florida (Co) 1 1University of Hawaii at Manoa (Cl) 2 0University of Iowa (Cl) 1 0University of Illinois at Chicago (Cl) 1 0University of Illinois at Urbana– 1 0

Champaign (Co)University of Indianapolis (Cl) 1 0University of Iowa (Cl) 1 pendingUniversity of Kentucky (Cl) 1 1University of Manitoba (Cl) 2 0University of Minnesota (Cl) 2 1University of Missouri–Columbia (Cl) 1 1University of Missouri–Columbia (Co) 1 1University of Missouri–Kansas City (Cl) 1 0University of Nevada–Las Vegas (Cl) 1 0University of New Mexico (Cl) 1 1University of North Dakota (Co) 1 0University of North Texas (Co) 3 0University of Northern Colorado (Co) 2 0University of Pittsburgh (Cl) 1 4University of South Florida (Cl) 2 1University of Southern Mississippi (Co) 2 0University of Windsor (Cl) 2 1Vanderbilt University (Cl) 3 2Virginia Consortium Program in Clinical 1 0


University (Cl)Washington State University (Co) 1 0Yale University (Cl) 2 2York University—Adult Clinical Program 1 2

(Cl)

Emotion

Boston University (Cl) 3 1Catholic University of America (Cl) 2 0Georgia State University (Cl) 3 0LaSalle University (Cl) 1 0Michigan State University (Cl) 1 0New School University (Cl) 1 0Ontario Institute for Studies in 3 3

Education (Cm)Pennsylvania State University (Cl) 5 1University of Arkansas (Cl) 3 0University of California–Berkeley (Cl) 5 5University of Delaware (Cl) 4 1University of Georgia (Cl) 1 0

University of Illinois at Urbana– 5 10Champaign (Cl)

University of Mississippi (Cl) 2 1University of Montana (Cl) 0 0University of North Texas (Cl) 1 0University of Pittsburgh (Cl) 5 19University of South Florida (Cl) 2 0University of Utah (Co) 1 0University of Wisconsin–Milwaukee (Cl) 2 0Vanderbilt University (Cl) 9 2York University—Clinical- 1 0


Epidemiology

University of Texas at Austin (Cl) 1 0University of Virginia (Cl) 2 1

Ethical Issues

Auburn University (Co) 3 3Colorado State University (Co) 1 0Fairleigh Dickinson University (Cl) 2 0Gallaudet University (Cl) 1 0Immaculata University (Cl) 2 1Indiana University of Pennsylvania (Cl) 1 0Iowa State University (Co) 1 0Loyola College in Maryland (Cl) 2 0Loyola University–Chicago (Cl) 1 0Our Lady of the Lake University (Co) 1 0Rutgers University (Ph.D.) (Cl) 1 0Rutgers University (Psy.D.) (Cl) 1 0St. Louis University (Cl) 3 0Texas Tech University (Cl) 1 0Texas Woman’s University (Co) 2 0University of British Columbia (Co) 1 0University of Denver (Co) 1 0University of St. Thomas (Co) 1 0Vanderbilt University (Cl) 1 0

Family/Family Therapy/Family Systems

Alliant International University–Fresno 3 —(Psy.D.) (Cl)

Alliant International University– 8 —Los Angeles (Psy.D.) (Cl)

Alliant International University– 10 —San Diego (Ph.D. & Psy.D.) (Cl)

Alliant International University– 6 0San Francisco (Ph.D.) (Cl)

Argosy University, Chicago (Psy.D.) (Cl) 1 3Argosy University, Schaumberg (Psy.D.) 1 0

(Cl)Arizona State University (Cl) 4 4Arizona State University (Co) 1 0Azusa Pacific University (Cl) 2 0Boston University (Cl) 2 1Bowling Green State University (Cl) 2 0Carlos Albizu University–San Juan 3 0

(Psy.D.) (Cl)


338

# Faculty # Grants

Catholic University of America (Cl) 2 1Chestnut Hill University (Cl) 1 1Clark University (Cl) 3 2Colorado State University (Co) 1 0Drexel University (Cl) 2 1Florida Institute of Technology (Cl) 2 0Fordham University (Cl) 1 0Fuller Theological Seminary (Ph.D. & 2 1

Psy.D.) (Cl)George Washington University (Cl) 2 1Georgia State University (Cl) 2 4Hofstra University (Cm) 1 0Howard University (Cl) 2 0Illinois Institute of Technology (Cl) 1 0Immaculata University (Cl) 2 0Indiana State University (Co) 2 3Indiana University (Cl) 1 1Indiana University (Co) 3 3Indiana University of Pennsylvania (Cl) 1 0James Madison University (Cm) 2 0Kent State University (Cl) 2 2Lehigh University (Co) 1 1Louisiana Tech University (Co) 1 0Marquette University (Cl) 2 1McGill University (Cl) 2 1Miami University (Cl) 3 1Michigan State University (Cl) 3 1New Mexico State University (Co) 1 0Ohio University (Cl) 2 2Pennsylvania State University (Cl) 2 1Pennsylvania State University (Co) 2 0Pepperdine University (Cl) 0 0Purdue University (Cl) 2 1Rutgers University (Psy.D.) (Cl) 4 2St. Louis University (Cl) 3 0Sam Houston State University (Cl) 1 1San Diego State University/University 5 0

of California–San Diego (Cl)Seattle Pacific University (Cl) 2 0Simon Fraser University (Cl) 3 3Southern Illinois University (Cl) 1 0Suffolk University (Cl) 3 0Syracuse University (Cl) 1 2Texas A&M University (Cl) 5 3Texas Tech University (Co) 2 0University at Albany/State University 1 1

of New York (Co)University of Arizona (Cl) 2 4University of Arkansas (Cl) 2 0University at Buffalo/State University 1 0

of New York (Cm)University of California–Los Angeles (Cl) 3 3University of California–Santa Barbara — —

(Cm)University of Colorado (Cl) 1 1University of Denver (Ph.D.) (Cl) 3 1University of Denver (Psy.D.) (Cl) 2 0University of Detroit–Mercy (Cl) 2 0University of Georgia (Cl) 1 1University of Houston (Cl) 3 2

University of Indianapolis (Cl) 1 1University of Kentucky (Co) 2 0University of Maryland–Baltimore 1 1

County (Cl)University of Massachusetts at Amherst 2 2

(Cl)University of Massachusetts at Boston 3 2

(Cl)University of Memphis (Co) 2 1University of Miami (Cl) 1 1University of Miami (Co) 2 1University of Michigan (Cl) 6 3University of Missouri–Kansas City (Co) 2 0University of Nebraska–Lincoln (Co) 1 0University of New Mexico (Cl) 2 3University of North Carolina at Chapel 1 2

Hill (Cl)University of Northern Colorado (Co) 4 1University of Ottawa (Cl) 1 1University of Pennsylvania (Cl) 1 0University of Pittsburgh (Cl) 14 45University of Rhode Island (Cl) 1 0University of South Florida (Cl) 1 0University of Tennessee (Cl) 6 2University of Utah (Cl) 4 2University of Victoria (Cl) 1 1University of Virginia–Department of 1 0

Human Services (Cl)University of Virginia–Department of 2 2

Psychology (Cl)Virginia Consortium Program in Clinical 0 4

Psychology (Cl)Wayne State University (Cl) 1 2Western Michigan University (Co)Wheaton College (Cl) 4 0Wright Institute (Cl) 1 0Wright State University (Cl) 1 0Yeshiva University (Cm) 2 0Yeshiva University (Cl) 1 0

Forensic/Psychology and Law

Alliant International University– 3 0San Diego (Ph.D. & Psy.D.) (Cl)

Alliant International University– 1 —Fresno (Ph.D. & Psy.D.) (Cl)

Argosy University–Phoenix (Cl) 2 0Azusa Pacific University (Cl) 3 1Carlos Albizu University–Miami Campus 1 0

(Cl)Chicago School of Professional 2 0

Psychology (Cl)Fairleigh Dickinson University (Cl) 2 1Feinberg School of Medicine (Cl) 2 1Georgia State University (Co) 1 0Northeastern University (Cm) 1 1Nova Southeastern University (Ph.D. & 3 2

Psy.D.) (Cl)Pacific Graduate School of Psychology 2 0

(Ph.D.)(Cl)Pacific University (Cl) 2 0


339

# Faculty # Grants

Pepperdine University (Cl) 1 0Sam Houston State University (Cl) 1 1Simon Fraser University (Cl) 3 8Texas Tech University (Co) 1 0University of Alabama (Cl) 4 0University of Denver (Psy.D.) (Cl) 2 0University of Houston (Cl) 2 1University of Indianapolis (Cl) 1 0University of La Verne (Psy.D.) (Cl) 2 0University of Louisville (Cl) 2 0University of Maine (Cl) 3 0University of Nebraska–Lincoln (Cl) 2 2University of New Brunswick (Cl) 1 1University of North Texas (Cl) 3 1University of Ottawa (Cl) 1 0University of Saskatchewan (Cl) 4 2University of Utah (Cl) 1 1University of Virginia—Department 2 3

of Human Services (Cl)University of Wyoming (Cl) 1 0Virginia Commonwealth University (Cl) 1 0Virginia Commonwealth University (Co) 1 2Virginia Consortium Program in Clinical 1 0

Psychology (Cl)West Virginia University (Cl) 1 0Yeshiva University (Psy.D.) (Cl) 1 0

Forgiveness

University of Southern Mississippi (Co) 2 0Virginia Commonwealth University (Co) 2 0

Gay/Lesbian/Bisexuality

Argosy University, Chicago (Psy.D.) (Cl) 2 0Argosy University–Honolulu Campus 2 0

(Cl)Auburn University (Co) 2 0George Mason University (Cl) 1 0Louisiana Tech University (Co) 0 0Loyola College in Maryland (Psy.D.) (Cl) 1 0John F. Kennedy University (Cl) 1 0Marshall University (Psy.D.) (Cl) 1 0New Mexico State University (Co) 3 1New York University (Co) 1 1Oklahoma State University (Co) 1 0Pennsylvania State University (Co) 1 0University of California–Santa Barbara — —

(Cm)University of Louisville (Co) 1 1University of Memphis (Co) 3 1University of North Dakota (Co) 2 1University of Utah (Co) 2 0University of Vermont (Cl) 1 1

Gender Roles/Sex Differences


Alliant International University– 3 0San Francisco (Psy.D.) (Cl)

Arizona State University (Cl) 1 1Arizona State University (Co) 2 0Biola University (Psy.D.) (Cl) 2 1Boston College (Co) 2 0Boston University (Cl) 1 0Brigham Young University (Cl) 2 1Concordia University (Cl) 2 1Georgia State University (Cl) 1 1Indiana State University (Cl) 3 0Indiana University of Pennsylvania (Cl) 1 0Iowa State University (Co) 1 1Louisiana Tech University (Co) 1 0New Mexico State University (Co) 3 0Nova Southeastern University (Ph.D. 1 0

& Psy.D.) (Cl)Oklahoma State University (Co) 2 0Ontario Institute for Studies in 1 1

Education (Cm)Pace University (Psy.D.) (Cm) 2 0Rutgers University (Psy.D.) (Cl) 1 0St. John’s University (Cl) 2 0San Diego State University/University 2 0

of California–San Diego (Cl)Seattle Pacific University (Cl) 3 1Southern Illinois University (Cl) 1 0Southern Illinois University (Co) 3 0Suffolk University (Cl) 1 0Texas A&M University (Co) 4 1Texas Tech University (Co) 2 0Texas Woman’s University (Co) 4 1University of Florida (Co) 1 0University of Georgia (Co) 1 0University of Houston (Co) 1 0University of Kentucky (Co) 2 1University of La Verne (Psy.D.) (Cl) 2 0University of Missouri–Columbia (Co) 2 0University of Missouri–Kansas City (Cl) 1 0University of Montana (Cl) 1 1University of Nebraska–Lincoln (Cl) 2 0University of North Dakota (Cl) 2 0University of North Dakota (Co) 4 0University of Oklahoma (Co) 4 0University of Wisconsin–Madison (Co) 4 0University of Wisconsin–Milwaukee (Co) 1 0Vanderbilt University (Cl) 2 10Virginia Consortium Program in Clinical 3 0


University (Cl)Wheaton College (Cl) 2 1Wright Institute (Cl) 3 0Wright State University (Cl) 3 0

Group Process and Therapy

Adelphi University (Cl) 2 0Antioch/New England Graduate School 1 0

(Cl)Arizona State University (Co) 1 0Baylor University (Cl) 1 0


340

# Faculty # Grants

Brigham Young University (Cl) 3 1Fuller Theological Seminary (Ph.D. & 1 0

Psy.D.) (Cl)George Washington University (Psy.D.) 3 0

(Cl)Indiana University (Co) 2 0Marquette University (Cl) 1 0New York University (Co) 1 0Sam Houston State University (Cl) 1 0Texas Tech University (Co) 1 0University of Denver (Co) 1 0University of Hartford (Cl) 1 0University of Houston (Co) 1 1University of Missouri–Columbia (Co) 2 1University of North Dakota (Co) 1 0University of Tennessee (Co) 1 0University of Wisconsin–Madison (Co) 1 0Virginia Commonwealth University (Co) 1 0Washington State University (Co) 1 0West Virginia University (Co) 1 0Western Michigan University (Co)

Homelessness

Azusa Pacific University (Cl) 1 0Drexel University (Cl) 1 0University of Michigan (Cl) 1 0

Hypnosis

Binghamton University/State University 1 1of New York (Cl)

Pennsylvania State University (Cl) 1 0Seattle Pacific University (Cl) 2 0University of Manitoba (Cl) 1 0University of Wisconsin–Milwaukee (Co) 1 0Virginia Polytechnic Institute and State 1 1

University (Cl)Washington State University (Co) 2 1

Infancy

Concordia University (Cl) 8 10Emory University (Cl) 1 2George Washington University (Psy.D.) 1 1

(Cl)Hofstra University (Cm) 1 0Pace University (Psy.D.) (Cm) 3 0University of Western Ontario (Cl) 2 1

Interpersonal Relations/Processes

Adelphi University (Cl) 1 1Arizona State University (Co) 4 0Catholic University of America (Cl) 2 0Colorado State University (Co) 1 0Idaho State University (Cl) 1 0New Mexico State University (Co) 1 1Sam Houston State University (Cl) 1 0

San Diego State University/University 1 0of California–San Diego (Cl)

University of Denver (Cl) 3 5University of Maryland (Co) 1 0University of Maryland–Baltimore 1 0

County (Cl)University of Minnesota–Department 1 0

of Psychology (Co)University of Missouri–Kansas City (Co) 3 0University of North Carolina at

Greensboro (Cl)University of North Dakota (Co) 1 0University of Waterloo (Cl) 2 1Virginia Consortium Program in Clinical 2 0

Psychology (Cl)

Intervention

Argosy University–Chicago (Cl) 2 0Florida State University (Cl) 2 1University of Illinois at Urbana– 2 2

Champaign (Cl)University of Wisconsin–Milwaukee (Co) 1 1Virginia Commonwealth University (Co) 1 1

Learning

Pace University (Psy.D.) (Cm) 1 0Roosevelt University (Psy.D.) (Cl) 1 0University New Mexico (Cl) 1 0University of Wisconsin–Madison (Co) 2 0Virginia Consortium Program in Clinical 2 0

Psychology (Cl)

Learning Disabilities/Disorders

Argosy University–Phoenix (Cl) 1 0Binghamton University/State University 1 1

of New York (Cl)Case Western Reserve University (Cl) 1 1Colorado State University (Co) 1 0Georgia State University (Cl) (dyslexia) 1 4Marshall University (Psy.D.) (Cl) 1 0Ontario Institute for Studies in 4 4

Education (Cm)Pace University (Psy.D.) (Cm) 1 0Southern Illinois University (Cl) 2 1University of Texas Southwestern 1 0

Medical Center at Dallas (Cl)University of Virginia—Department 1 0

of Human Services (Cl)University of Wisconsin–Milwaukee (Cl) 1 0Virginia Consortium Program in Clinical 2 0

Psychology (Cl)Widener University (Psy.D.) (Cl) 3 0Yeshiva University (Cm) 3 0

Legal Issues/Law Psychology

Pacific Graduate School of Psychology 2 0(PhD) (Cl)

University of St. Thomas (Co) 1 0


341

# Faculty # Grants

Managed Care/Health Care

Jackson State University (Cl) 3 0University of Montana (Cl) 1 0

Marriage/Couples

Adelphi University (Cl) 1 1Argosy University–Chicago (Cl) 1 0Auburn University (Cl) 1 0Binghamton University/State University 1 1

of New York (Cl)Catholic University of America (Cl) 1 1Fordham University (Cl) 1 0Fuller Theological Seminary (Ph.D. & 4 0

Psy.D.) (Cl)George Fox University (Psy.D.) (Cl) 1 1Georgia State University (Cl) 1 0Illinois Institute of Technology (Cl) 1 1Indiana University (Co) 2 3Indiana University–Bloomington (Cl) 1 1Long Island University–C.W. Post 2 0

Campus (Cl)Regent University (Cl) 2 1Rutgers University (Ph.D.) (Cl) 2 1Rutgers University (Psy.D.) (Cl) 3 1San Diego State University/University 5 0

of California–San Diego (Cl)San Houston State University (Cl) 1 1Southern Illinois University (Cl) 1 0Stony Brook University/State University 3 5

of New York (Cl)Temple University (Cl) 1 0Texas A&M University (Cl) 5 3Texas Woman’s University (Co) 4 1University of California–Los Angeles 2 3

(Cl)University of Denver (Ph.D.) (Cl) 2 5University of Denver (Psy.D.) (Cl) 1 0University of Delaware (Cl) 1 1University of Detroit–Mercy (Cl) 2 0University of Georgia (Cl) 1 1University of Houston (Cl) 2 1University of Iowa (Cl) 1 0University of Kansas (Cl) 1 0University of Nevada–Reno (Cl) 2 1University of North Carolina at Chapel 1 2

Hill (Cl)University of North Texas (Co) 3 2University of Notre Dame (Co) 1 1University of Ottawa (Cl) 2 1University of Rochester (Cl) 1 0University of South Carolina (Cl) 4 0University of Southern California (Cl) 4 3University of Victoria (Cl) 1 1Virginia Commonwealth University (Co) 2 0Virginia Consortium Program in Clinical 2 0


University (Cl)

York University—Adult Clinical Program 1 1(Cl)

Memory


George Fox University (Psy.D.) (Cl) 2 1Idaho State University (Cl) 1 2Marquette University (Cl) 1 2University of Montana (Cl) 1 0

Men’s Issues

Argosy University–Shaumburg (Psy.D.) 1 0(Cl)

Colorado State University (Co) 1 0Indiana State University (Co) 2 0University of Iowa (Co) 3 0University of Texas at Austin (Co) 1 0University of Wisconsin–Milwaukee (Co) 1 0

Minority/Cross-Cultural/Diversity

Alliant International University–Fresno 4 —(Ph.D.) (Cl)

Alliant International University–Fresno 3 —(Psy.D.) (Cl)

Alliant International University– 6 —Los Angeles (Psy.D.) (Cl)

Alliant International University– 3 —Los Angeles (Ph.D.) (Cl)

Alliant International University– 5 —San Diego (Psy.D.) (Cl)

Alliant International University– 4 —San Diego (Ph.D.) (Cl)

Alliant International University– 4 —San Francisco (Ph.D.) (Cl)

Alliant International University– 11 —San Francisco (Psy.D.) (Cl)


Argosy University, Atlanta (Psy.D.) (Cl) 3 0Argosy University, Chicago (Psy.D.) 3 1Argosy University–Honolulu (Psy.D.) 9 0

(Cl)Argosy University, Schaumburg (Psy.D.) 2 1Argosy University–Phoenix (Cl) 5 0Argosy University–Twin Cities (Psy.D.) 2 0

(Cl)Argosy University–Washington, DC 1 0

Campus (Cl)Arizona State University (Cl) 6 11Arizona State University (Co) 4 0Azusa Pacific University (Psy.D.) (Cl) 2 0Ball State University (Co) 4 1Biola University (Ph.D.) (Cl) 4 0Biola University (Psy.D.) (Cl) 4 0Boston College (Co) 3 3Boston University (Cl) 2 0Brigham Young University (Co) 2 2


342

# Faculty # Grants

Carlos Albizu University–Miami Campus 6 0(Cl)

Central Michigan University (Cl) 1 0Chicago School of Professional 9 1

Psychology (Cl)City University of New York at City 1 0

College (Cl)Colorado State University (Co) 6 3Columbia University, Teachers College 2 0

(Ph.D.) (Co)DePaul University (Cl) 3 1Eastern Michigan University (Cl) 2 0Fairleigh Dickinson University (Cl) 2 0Fordham University (Co) 5 0Fuller Theological Seminary (Ph.D. & 2 0

Psy.D.) (Cl)Gallaudet University (Cl) 1 1George Washington University (Ph.D.) 4 3

(Cl)Georgia State University (Cl) 3 0Georgia State University (Co) 2 0Howard University (Cl) 4 4Immaculata University (Psy.D.) (Cl) 3 0Indiana University (Co) 2 0Indiana University of Pennsylvania (Cl) 3 0Iowa State University (Co) 1 0James Madison University (Cm) 4 1Lehigh University (Co) 1 1Long Island University (Cl) 4 0Loyola College in Maryland (Psy.D.) (Cl) 3 0Loyola University–Chicago (Cl) 4 3Loyola University–Chicago (Co) 2 0Marshall University (Cl) 1 0Marquette University (Cl & Co) 4 0Marywood University (Cl) 2 0Miami University (Cl) 2 0New York University (Co) 2 0Northeastern University (Cm) 1 1Northern Illinois University (Cl) 1 1Nova Southeastern University (Ph.D. 2 0

& Psy.D.) (Cl)Oklahoma State University (Co) 7 8Ontario Institute for Studies in 3 3

Education (Cm)Pace University (Psy.D.) (Cm) 2 0Pacific Graduate School of Psychology 5 1

(Psy.D.) (Cl)Pennsylvania State University (Cl) 1 1Pepperdine University (Psy.D.) (Cl) 1 1Philadelphia College of Osteopathic 4 0

Medicine (Psy.D.) (Cl)Purdue University (Cl) 2 0Purdue University (Co) 1 1Rutgers University (Psy.D.) (Cl) 2 0St. John’s University (Cl) 7 1St. Louis University (Cl) 1 0San Diego State University/University 10 0

of California–San Diego (Cl)Seattle Pacific University (Cl) 5 0Seton Hall University (Co) 3 0Southern Illinois University (Co) 6 2

Temple University (Cl) 1 1Tennessee State University (Co) 2 1Texas A&M University (Co) 2 0Texas Tech University (Cl) 2 3Texas Tech University (Co) 3 0University of Akron (Co) 2 0University of Alabama (Cl) 2 2University at Albany/State University 24 2

of New York (Co)University of British Columbia (Co) 1 2University at Buffalo/State University 1 0

of New York (Cm)University of California–Berkeley (Cl) 1 1University of California–Santa Barbara 4 1

(Cm)University of Central Florida (Cl) 1 0University of Connecticut (Cl) 2 1University of Denver (Ph.D.) (Cl) 2 2University of Denver (Psy.D.) (Cl) 1 0University of Denver (Co) 1 1University of Florida (Co) 1 0University of Georgia (Co) 4 3University of Hawaii at Manoa (Cl) 4 3University of Houston (Cl) 3 2University of Houston (Co) 2 0University of Illinois at Urbana– 5 0

Champaign (Cl)University of Illinois at Urbana– 2 2

Champaign (Co)University of Indianapolis (Cl) 2 1University of Iowa (Co) 2 1University of Kansas (Cl) 5 0University of Kentucky (Co) 2 0University of La Verne (Psy.D.) (Cl) 7 2University of Maryland (Co) 3 0University of Massachusetts at Boston 3 0

(Cl)University of Memphis (Co) 7 2University of Miami (Co) 1 0University of Minnesota (Cl) — —University of Minnesota—Department 4 4

of Educational Psychology (Co)University of Minnesota—Department 1 0

of Psychology (Co)University of Mississippi (Cl) 1 0University of Missouri–Columbia (Co) 6 4University of Missouri–Kansas City (Co) 4 2University of Missouri–St. Louis (Cl) 1 0University of Montana (Cl) 1 0University of Nebraska–Lincoln (Co) 1 0University of Nevada–Reno (Cl) 4 2University of New Mexico (Cl) 3 1University of North Carolina at Chapel 2 0

Hill (Cl)University of North Dakota (Cl) 4 1University of North Dakota (Co) 1 0University of North Texas (Co) 2 1University of Northern Colorado (Co) 6 0University of Notre Dame (Co) 1 1University of Oklahoma (Co) 4 0University of Oregon (Cl) 1 1University of Oregon (Co) 4 1University of Ottawa (Cl) 1 0


343

# Faculty # Grants

University of Rhode Island (Cl) 1 0University of St. Thomas (Co) 2 0University of South Dakota (Cl) 7 2University of Southern Mississippi (Co) 3 0University of Texas at Austin (Cl) 1 0University of Texas at Austin (Co) 3 1University of Texas Southwestern 2 0

Medical Center at Dallas (Cl)University of Toledo (Cl) 2 0University of Utah (Cl) 2 0University of Utah (Co) 3 0University of Victoria (Cl) 1 1University of Virginia—Department 1 1

of Human Services (Cl)University of Virginia—Department 3 1

of Psychology (Cl)University of Washington (Cl) 5 4University of Waterloo (Cl) 1 1University of Wisconsin–Madison (Co) 9 5University of Wisconsin–Milwaukee 2 2

(Co)University of Wisconsin–Milwaukee (Cl) 1 0University of Wyoming (Cl) 1 1Utah State University (Cm) 1 0Virginia Commonwealth University (Cl) 2 1Virginia Commonwealth University (Co) 3 0Virginia Polytechnic Institute and State 2 1

University (Cl)Washington State University (Co) 3 1West Virginia University (Cl) 1 0Western Michigan University (Co)Wheaton College (Cl) 1 1Wright Institute (Cl) 3 0Wright State University (Cl) 5 2Yeshiva University (Cl) 2 0Yeshiva University (Cm) 3 0

MMPI

California Institute of Integral Studies 1 1(Psy.D.) (Cl)

Fordham University (Cl) 3 0Kent State University (Cl) 2 2Wichita State University (Cl) 1 0

Moral Development

Azusa Pacific University (Cl) 2 1New School University (Cl) 1 0St. John’s University (Cl) 3 0University of La Verne (Psy.D.) (Cl) 2 0

Motivation

Adelphi University (Cl) 1 0Clark University (Cl) 1 1James Madison University (Cm) 1 0University of Rochester (Cl) 4 2

Narrative Psychology

University of Norte Dame (Co) 1 1York University—Adult Clinical 1 0

Program (Cl)

Neuroimaging/Functional Neuroimaging

Georgia State University (Cl) 3 1University of Pittsburgh (Cl) 7 27Vanderbilt University (Cl) 3 3

Neuropsychology


Argosy University, Atlanta (Ph.D.) (Cl) 3 0Argosy University, Chicago (Psy.D.) (Cl) 3 0Argosy University–Honolulu Campus 2 0

(Cl)Argosy University–Phoenix (Cl) 1 0Azusa Pacific University (Psy.D.) (Cl) 1 0Binghamton University/State University 1 2

of New York (Cl)Biola University (Ph.D.) (Cl) 1 0Biola University (Psy.D.) (Cl) 1 1Boston University (Cl) 3 2Brigham Young University (Cl) 2 4Carlos Albizu University–Miami Campus 2 0

(Cl)Central Michigan University (Cl) 1 1Concordia University (Cl) 9 12Drexel University (Cl) 6 4Duke University (Cl) 1 1Eastern Michigan University (Cl) 2 1Emory University (Cl) 1 0Florida Institute of Technology (Cl) 2 1Fordham University (Cl) 2 1Fielding Graduate University (Cl) — —Fuller Theological Seminary (Ph.D. & 2 0

Psy.D.) (Cl)Gallaudet University (Cl) 1 1George Fox University (Psy.D.) (Cl) 1 1Georgia State University (Cl) 3 2Howard University (Cl) 2 2Immaculata University (Cl) 2 0Indiana University–Purdue University 2 3

Indianapolis (Cl)Loma Linda University (Ph.D. & Psy.D.) 2 0

(Cl)Long Island University (Cl) 1 0Louisiana State University (Cl) 1 0Loyola College in Maryland (Psy.D.) (Cl) 2 0Marquette University (Cl) 2 0McGill University (Cl) 1 1Michigan State University (Cl) 2 3Northeastern University (Cm) 1 0Northwestern University, Feinberg 3 1

School of Medicine (Cl)Nova Southeastern University (Ph.D. 5 2

& Psy.D.) (Cl)


344

# Faculty # Grants

Ohio State University (Cl) 2 3Ohio University (Cl) 1 1Pacific Graduate School of Psychology 2 1

(Cl)Pacific University (Cl) 1 1Pennsylvania State University (Cl) 2 1Roosevelt University (Cl)Rosalind Franklin University of Medicine 1 2

(Cl)St. Louis University (Cl) 1 0Sam Houston State University (Cl) 1 1San Diego State University/University 7 0

of California–San Diego (Cl)Seton Hall University (Co) 1 0Simon Fraser University (Cl) 3 5Temple University (Cl) 1 2Texas Tech University (Cl) 1 0Uniformed Services University of Health 1 1

Sciences (Cl)University of Alabama at Birmingham 3 2


of New York (Cl)University of Arizona (Cl) 2 2University of Cincinnati (Cl) 6 5University of Connecticut (Cl) 4 3University of Denver (Ph.D.) (Cl) 1 1University of Florida (Cl) 8 7University of Georgia (Cl) 1 2University of Houston (Cl) 4 4University of Illinois at Urbana– 2 1

Champaign (Cl)University of Indianapolis (Psy.D.) (Cl) 3 1University of Kansas (Cl) 2 1University of Kentucky (Cl) 2 1University of Manitoba (Cl) 2 1University of Michigan (Cl) 6 0University of Missouri–Kansas City (Cl) 1 1University of Montana (Cl) 1 0University of Nevada–Las Vegas (Cl) 1 1University of New Brunswick (Cl) 3 3University of New Mexico (Cl) 2 4University of North Texas (Cl) 1 0University of Oregon (Cl) 2 2University of Pittsburgh (Cl) 7 27University of Saskatchewan (Cl) 1 1University of South Carolina (Cl) 2 1University of South Florida (Cl) 1 0University of Southern California (Cl) 1 0University of Texas at Austin (Cl) 2 1University of Texas SouthwesternMedical Center at Dallas (Cl) 4 4University of Tulsa (Cl) 1 1University of Utah (Cl) 1 2University of Virginia (Cl) 1 0University of Windsor (Cl) 4 4University of Wisconsin–Milwaukee (Cl) 2 1Vanderbilt University (Cl) 3 3Virginia Consortium Program in Clinical 1 2

Psychology (Cl)

Virginia Polytechnic Institute and State 2 0University (Cl)

Washington State University (Cl) 1 1Washington University (Cl) 4 5Wayne State University (Cl) 2 2Western Michigan University (Cl) 1 0Yeshiva University (Ph.D.) (Cl) 2 2York University—Adult Clinical Program 3 2

(Cl)

Object Relations

Biola University (Ph.D.) (Cl) 4 0Biola University (Psy.D.) (Cl) 4 0City University of New York at 4 1

City College (Cl)

Organizational

Ball State University (Co) 1 0Indiana State University (Cl) 1 1Rutgers University (Psy.D.) (Cl) 1 0Virginia Consortium Program in 1 1

Clinical Psychology (Cl)

Pain Management


Forest Institute of Professional 2 1Psychology (Cl)

George Fox University (Psy.D.) (Cl) 1 1Jackson State University (Cl) 3 1Philadelphia College of Osteopathic 1 0

Medicine (Psy.D.) (Cl)Rosalind Franklin University of 1 1

Medicine (Cl)San Diego State University (Cl) 2 0University of Alabama (Cl) 1 1University of Florida (Cl) 2 3University of Georgia (Cl) 1 1University of Kansas (Cl) 1 0University of Kentucky (Cl) 1 1University of North Dakota (Cl) 1 0University of Texas SouthwesternMedical Center at Dallas (Cl) 1 1Virginia Polytechnic Institute and State 2 0

University (Cl)West Virginia University (Cl) 1 0York University—Adult Clinical Program 1 1

(Cl)

Parent-Child Interactions/Parenting

Biola University (Ph.D.) (Cl) 3 0Biola University (Psy.D.) (Cl) 3 0Case Western Reserve University (Cl) 2 0Catholic University of America (Cl) 2 1Colorado State University (Co) 1 0DePaul University (Cl) 1 1


345

# Faculty # Grants

Fielding Graduate University (Cl) — —Fordham University (Cl) 2 0Gallaudet University (Cl) 1 1Georgia State University (Cl) 1 1Idaho State University (Cl) 1 0Indiana University of Pennsylvania (Cl) 4 1James Madison University (Cm) 2 0Long Island University–C.W. Post 1 0

Campus (Cl)Louisiana State University (Cl) 1 0Marquette University (Co) 1 3Miami University (Cl) 1 1Northern Illinois University (Cl) 3 1Ontario Institute for Studies in 3 3

Education (Cm)Pennsylvania State University (Cl) 3 2Stony Brook University/State University 1 2

of New York (Cl)Texas Tech University (Cl) 1 0University of Houston (Cl) 2 1University of Indianapolis (Cl) 1 1University of Louisville (Co) 1 0University of Southern Mississippi (Co) 1 0University of Virginia—Department of 3 1

Human Services (Cl)Virginia Consortium Program in Clinical 3 1


University (Cl)Wheaton College (Cl) 3 0Wright Institute (Psy.D.) (Cl) 6 0Wright State University (Cl) 6 0Yeshiva University (Psy.D.) (Cl) 1 0

Personality Assessment

Arizona State University (Cl) 1 0Auburn University (Cl) 1 0Baylor University (Psy.D.) (Cl) 3 0Florida Institute of Technology (Cl) 3 0George Washington University (Psy.D.) 3 0

(Cl)Immaculata University (Cl) 2 0Indiana State University (Co) 1 0New School University (Cl) 1 0Northwestern University (Cl) 4 2Pennsylvania State University (Cl) 3 1Philadelphia College of Osteopathic 3 0

Medicine (Psy.D.) (Cl)Purdue University (Cl) 1 0Southern Illinois University (Cl) 4 0University of Akron (Co) 2 0University of Illinois at Urbana– 1 1

ChampaignUniversity of Kentucky (Cl) 3 1University of Minnesota (Cl) — —University of North Dakota (Cl) 2 0University of South Florida (Cl) 1 0University of Utah (Cl) 3 0West Virginia University (Co) 2 0


Personality Disorders

Argosy University, Chicago (Psy.D.) (Cl) 1 0Binghamton University/State University 1 1

of New York (Cl)Boston University (Cl) 1 0Case Western Reserve University (Cl) 1 6Drexel University (Cl) 2 0Eastern Michigan University (Cl) 1 0Emory University (Cl) 3 2Fordham University (Cl) 2 1Indiana State University (Cl) 1 0Miami University (Cl) 3 0Northern Illinois University (Cl) 1 0Pennsylvania State University (Cl) 2 0Philadelphia College of Osteopathic 1 0

Medicine (Psy.D.) (Cl)St. Louis University (Cl) 2 0University of Colorado (Cl) 0 0University of Iowa (Cl) 1 1University of Kentucky (Cl) 2 0University of Michigan (Cl) 2 0University of Minnesota (Cl) — —University of Missouri–Columbia (Cl) 1 2University of North Carolina at 1 0

Greensboro (Cl)University of North Dakota (Cl) 3 0University of Tulsa (Cl) 2 0University of Utah (Cl) 1 0University of Virginia—Department 2 1

of Psychology (Cl)University of Wisconsin–Madison (Cl) 1 2

Personality/Temperament

Case Western Reserve University (Cl) 1 1George Mason University (Cl) 1 1Hofstra University (Cm) 2 0Loyola University–Chicago (Cl) 2 0Ohio State University (Cl) 1 0Pennsylvania State University (Cl) 2 0Purdue University (Cl) 3 0Regent University (Cl) 1 1University of Florida (Co) 1 0University of Maryland (Cl) 1 0University of Minnesota—Department 1 0

of Psychology (Co)Vanderbilt University (Cl) 1 1Washington State University (Co) 1 0

Positive Psychology/Resilience

Carlos Albizu University–Miami Campus 1 0(Cl)

George Mason University (Cl) 3 0Immaculata College (Cl) 2 0Marywood University (Cl) 1 0New York University (Co) 1 1


346

# Faculty # Grants

Pepperdine University (Psy.D.) (Cl) 2 1Seton Hall University (Co) 1 0Texas Tech University (Co) 1 0University of Indianapolis (Psy.D) (Cl) 1 0University of Kansas (Co) 3 1University of Louisville (Co) 1 3University of Montana (Cl) 2 0Washington State University (Co) 1 0

Posttraumatic Stress Disorder

Alliant International University– 3 —Los Angeles (Ph.D. & Psy.D.) (Cl)

Alliant International University– 4 —San Diego (Ph.D. & Psy.D.) (Cl)

Argosy University–Honolulu Campus 2 1(Cl)


Duke University (Cl) 0 0Eastern Michigan University (Cl) 2 1Florida Institute of Technology (Psy.D.) 1 0

(Cl)Fuller Theological Seminary (Ph.D. & 2 0

Psy.D.) (Cl)Jackson State University (Cl) 1 0LaSalle University (Cl) 1 0Loyola College in Maryland (Cl) 4 0Miami University (Cl) 1 1Nova Southeastern University (Ph.D. 4 0

& Psy.D.) (Cl)Pace University (Psy.D.) (Cm) 1 0Pepperdine University (Cl) 1 2San Diego State University/University 1 0

of California–San Diego (Cl)University of Denver (Co) 1 1University of Detroit–Mercy (Cl) 2 0University of Indianapolis (Cl) 1 0University of Minnesota–Department 1 0

of Psychology (Co)University of Mississippi (Cl) 1 0University of Montana (Cl) 3 1University of North Texas (Cl) 2 0University of Tulsa (Cl) 2 0West Virginia University (Cl) 1 0Western Michigan University (Cl) 1 0University of Wyoming (Cl) 1 1

Prevention

Arizona State University (Cl) 6 9Binghamton University/State University 3 1

of New York (Cl)Boston College (Co) 3 2DePaul University (Cl)Fordham University (Cl) 1 0Hofstra University (Cm) 2 0Indiana University of Pennsylvania (Cl) 1 0Loyola University–Chicago (Cl) 3 2New School University (Cl) 2 1

Northern Illinois University (Cl) 1 0Rutgers University (Ph.D.) (Cl) 2 1University at Albany/State University 1 0

of New York (Co)University of Central Florida (Cl) 1 0University of Colorado (Cl) 3 0University of Denver (Ph.D.) (Cl) 2 5University of Georgia (Cl) 2 1University of Minnesota—Department 1 0

of Educational Psychology (Co)University of Nevada–Reno (Cl) 4 2University of Oregon (Co) 4 2University of Pittsburgh (Cl) 3 9University of South Carolina (Cl) 5 3University of Vermont (Cl) 2 1University of Virginia (Cl) 3 2Vanderbilt University (Cl) 3 2Virginia Commonwealth University (Co) 2 2Virginia Consortium Program in Clinical 1 3


University (Cl)

Problem Solving


Stony Brook University/State University 2 2of New York (Cl)

University of Missouri–Columbia (Co) 3 2

Professional Issues/Training

Indiana State University (Psy.D.) (Cl) 1 0Indiana University of Pennsylvania (Cl) 5 1Miami University (Cl) 2 1Oklahoma State University (Co) 2 1St. Louis University (Cl) 3 0Texas Tech University (Co) 2 0University of Alabama (Cl) 2 0University of Georgia (Co) 4 0University of Memphis (Co) 2 0University of Missouri–Kansas City (Co) 3 0University of North Texas (Co) 4 0University of Utah (Co) 1 0Yeshiva University (Cm) 3 0

Program Evaluation

Alliant International University– 1 —San Francisco (Ph.D.) (Cl)

Antioch/New England Graduate School 2 0(Psy.D.) (Cl)

Brigham Young (Co) 3 3DePaul University (Cl) 3 1George Mason University (Cl) 1 1Indiana State University (Co) 1 0Marquette University (Cl) 2 1Miami University (Cl) 2 2Pepperdine University (Cl) 1 1Rutgers University (Ph.D.) (Cl) 1 1


347

# Faculty # Grants

Rutgers University (Psy.D.) (Cl) 1 1Seattle Pacific University (Cl) 2 1Spalding University (Cl) 1 0University of Illinois at Urbana– 4 3

Champaign (Cl)University of Pittsburgh (Cl) 2 3University of Toledo (Cl) 2 1Western Michigan University (Cl) 1 0

Psychoanalysis/Psychodynamics

Adelphi University 8 3California Institute of Integral Studies 2 0

(Psy.D.) (Cl)New School University (Cl) 2 0New York University (Co) 1 0Nova Southeastern University (Ph.D. 3 0

& Psy.D.) (Cl)Pacific University (Psy.D.) (Cl) 2 0Rutgers University (Psy.D.) (Cl) 4 1Seattle Pacific University (Cl) 1 0University of Pennsylvania (Cl) 2 2University of Texas at Austin (Co) 2 0Virginia Consortium Program in 1 0

Clinical Psychology (Cl)Xavier University (Cl) 4 0Yeshiva University (Cl) 5 0

Psychometrics/Measurement

Auburn University (Co) 2 0Brigham Young University (Cl) 3 1Northern Illinois University (Cl) 3 0Pace University (Psy.D.) (Cm) 3 0Ponce School of Medicine (Cl) 4 1Southern Illinois University (Co) 1 0University at Buffalo/State University 1 0

of New York (Cl)

Psychoneuroimmunology

Arizona State University (Cl) 3 3Ohio State University (Cl) 2 5University of Kentucky (Cl) 1 1University of Manitoba (Cl) 1 0University of Maryland–Baltimore 1 0

County (Cl)University of Miami (Cl) 6 2University of Pittsburgh (Cl) 3 9

Psychopathology–Adult Psychopathology


Brigham Young University (Cl) 2 0Catholic University of America (Cl) 3 1Central Michigan University (Cl) 1 1Clark University (Cl) 2 1Colorado State University (Co) 3 0

Concordia University (Cl) 2 1Florida State University (Cl) 3 3George Washington University (Psy.D.) 4 0

(Cl)Indiana State University (Cl) 2 0Indiana University of Pennsylvania (Cl) 3 0Loyola University–Chicago (Cl) 2 0New School University (Cl) 2 0New York University (Co) 2 0Northern Illinois University (Cl) 3 0Ohio University (Cl) 2 0Pacific Graduate School of Psychology 7 2

(Cl)Pennsylvania State University (Cl) 5 1Rosalind Franklin University of 1 0

Medicine (Cl)Rutgers University (Ph.D.) (Cl) 1 1San Diego State University/University 3 0

of California–San Diego (Cl)Seattle Pacific University (Cl) 3 3Simon Fraser University (Cl) 8 8Stony Brook University/State University 1 3

of New York (Cl)University of Alabama (Cl) 3 2University at Albany/State University 1 0

of New York (Cl)University of Colorado (Cl) 4 3University of Connecticut (Cl) 5 2University of Houston (Cl) 6 3University of Iowa (Cl) 1 0University of Kansas (Cl) 1 0University of Kentucky (Cl) 4 0University of Manitoba (Cl) 1 0University of Miami (Cl) 6 2University of Missouri–Kansas City (Co) 3 0University of Nebraska–Lincoln (Cl) 3 2University of North Dakota (Cl) 6 0University of Southern Mississippi (Cl) 5 1University of Tennessee (Cl) 4 1University of Utah (Cl) 4 10University of Virginia (Cl) 3 3Vanderbilt University (Cl) 12 5Virginia Commonwealth University (Cl) 1 1Washington State University (Cl) 5 6Washington University (Cl) 4 3Yale University (Cl) 5 0

Psychopathology—Child/Developmental

Baylor University (Cl) 2 0Brigham Young University (Cl) 2 0Catholic University of America (Cl) 4 1Duke University (Cl) 5 5Indiana University of Pennsylvania (Cl) 1 0Long Island University (Cl) 2 0Loyola College in Maryland (Cl) 5 0Loyola University–Chicago (Cl) 5 4Miami University (Cl) 6 4Ontario Institute for Studies inEducation (Cm) 4 5Philadelphia College of Osteopathic 1 0

Medicine (Psy.D.) (Cl)


348

# Faculty # Grants

Rutgers University (Ph.D.) (Cl) 1 1Simon Fraser University (Cl) 3 5University at Buffalo/State University 31 1

of New York (Cl)University of Central Florida (Cl) 1 0University of Connecticut (Cl) 7 3University of Denver (Ph.D.) (Cl) 3 0University of Georgia (Cl) 2 1University of Kentucky (Cl) 1 1University of Manitoba (Cl) 1 0University of Massachusetts at Amherst 1 1

(Cl)University of Miami (Cl) 5 2University of Minnesota (Cl) — —University of Montana (Cl) 2 1University of Oregon (Cl) 2 1University of Pittsburgh (Cl) 14 45University of Southern California (Cl) 3 3University of Southern Mississippi (Cl) 3 0University of Tennessee (Cl) 3 1University of Tulsa (Cl) 2 1University of Vermont (Cl) 4 2University of Wisconsin–Madison (Cl) 4 —Virginia Consortium Program in Clinical 3 0

Psychology (Cl)West Virginia University (Cl) 1 0Yale University (Cl) 2 0

Psychopharmacology

Argosy University–Phoenix (Cl) 1 0Idaho State University (Cl) 1 2San Diego State University/University 6 2

of California–San Diego (Cl)University of Georgia (Cl) 1 0University of Minnesota (Cl)University of Nevada–Las Vegas (Cl) 1 0University of Pennsylvania (Cl) 1 1University of Pittsburgh (Cl) 4 14Vanderbilt University (Cl) 2 2

Psychophysiology


Howard University (Cl) 1 0Louisiana State University (Cl) 1 0Pennsylvania State University (Cl) 2 0Rutgers University (Psy.D.) (Cl) 1 0San Diego State University/University 5 0

of California–San Diego (Cl)Syracuse University (Cl) 3 2University of Alabama at Birmingham 1 1

(Cl)University of Delaware (Cl) 3 1University of Illinois at Urbana– 3 8

Champaign (Cl)University of Kentucky (Cl) 2 1University of Maryland (Cl) 2 0University of Minnesota (Cl) — —

University of North Dakota (Cl) 1 0University of Pennsylvania (Cl) 3 3University of Pittsburgh (Cl) 5 16Vanderbilt University—Department 6 2

of Psychology (Cl)Virginia Commonwealth University (Cl) 2 0

Psychotherapists

Argosy University Chicago (Cl) 2 1California Institute of Integral Studies 1 0

(Psy.D.) (Cl)University of Minnesota Dept of 2 2

Education (Co)University of Massachusetts at Amherst 1 1

(Cl)

Psychotherapy/Process and Outcome

Adelphi University (Cl) 3 2Argosy University–Chicago (Cl) 1 0Argosy Twin Cities (PsyD) (Cl) 2 0Argosy University, Schaumberg (Psy.D.) 2 1Carlos Albizu University–Miami Campus 6 0

(Cl)Catholic University of America (Cl) 3 0City University of New York at 3 0

City College (Cl)Colorado State University (Co) 1 0Columbia University, Teachers College 3 1

(Cl)Drexel University (Cl) 5 1Fairleigh Dickinson University (Cl) 4 0George Mason University (Cl) 1 0Hofstra University (Cm) 1 2Immaculata College (Cl) 2 0James Madison University (Cm) 1 0Loma Linda University (Ph.D. & Psy.D.) 1 0

(Cl)Loyola College in Maryland (Cl) 1 0Loyola University–Chicago (Cl) 4 1Loyola University–Chicago (Co) 1 0Marshall University (Psy.D.) (Cl) 1 0Marquette University (Cl) 6 0Marquette University (Co) 3 0McGill University (Cl) 1 1McGill University (Co) 2 1Miami University (Cl) 3 0New School University (Cl) 3 1Northwestern University (Cl) 1 0Nova Southeastern University (Ph.D. 8 1

& Psy.D.) (Cl)Pacific Graduate School of Psychology 2 0

(Ph.D.) (Cl)Pennsylvania State University (Cl) 4 3Pennsylvania State University (Co) 1 0Pepperdine University (Cl) 6 1Philadelphia College of Osteopathic 1 0

Medicine (Psy.D.) (Cl)Rutgers University (Ph.D.) (Cl) 5 3Rutgers University (Psy.D.) (Cl) 3 1


349

# Faculty # Grants


Stony Brook University/State University 2 2of New York (Cl)

Southern Illinois University (Co) 1 0Texas A&M University (Cl) 7 2University of Alabama (Cl) 2 0University at Albany/State University 1 1

of New York (Co)University of British Columbia (Co) 1 0University of California–Santa Barbara — —

(Cm)University of Colorado (Cl) 4 2University of Delaware (Cl) 2 2University of Denver (Ph.D.) (Cl) 2 4University of Detroit–Mercy (Cl) 4 0University of Georgia (Co) 2 0University of Hartford (Cl) 4 1University of Hawaii at Manoa (Cl) 4 4University of Illinois at Urbana– 1 1

Champaign (Cl)University of Kansas (Cl) 3 0University of Kansas (Co) 1 1University of La Verne (Psy.D.) (Cl) 3 0University of Maine (Cl) 3 0University of Manitoba (Cl) 3 0University of Maryland (Cl) 2 2University of Massachusetts at Amherst 1 1

(Cl)University of Memphis (Cl) 3 0University of Michigan (Cl) 5 0University of Minnesota—Department 2 0

of Educational Psychology (Co)University of Missouri–Columbia (Co) 1 0University of Missouri–Kansas City 3 0

(Co)University of Montana (Cl) 3 0University Nebraska–Lincoln (Cl) 1 0University of Northern Colorado (Co) 1 0University of North Texas (Co) 6 0University of Oregon (Co) 4 1University of Ottawa (Cl) 1 0University of Saskatchewan (Cl) 2 1University of Tennessee (Co) 4 1University of Toledo (Cl) 3 1University of Utah (Co) 1 0University of Washington (Cl) 1 1University of Windsor (Cl) 3 2University of Wisconsin–Madison (Co) 3 0University of Wisconsin–Milwaukee 2 4

(Cl)Vanderbilt University (Cl) 2 2Virginia Commonwealth University (Cl) 3 3Virginia Consortium Program in Clinical 2 0


University (Cl)Washington University (Cl) 4 2West Virginia University (Co) 3 0Western Michigan University (Cl) 4 0Wright Institute (Cl) 3 0

Yeshiva University (Psy.D.) (Cl) 3 0York University—Adult Clinical Program 4 2

(Cl)

Rehabilitation

Ball State University (Co) 2 1Georgia State University (Co) 2 0Illinois Institute of Technology (Cl) 2 1Texas A&M University 1 3University of British Columbia (Co) 1 1University at Buffalo/State University 2 0

of New York (Cm)University of New Brunswick (Cl) 1 1University of Texas Southwestern 1 1

Medical Center at Dallas (Cl)West Virginia University (Co) 4 0

Religion/Spirituality

Azusa Pacific University (Cl) 4 1Biola University (Ph.D.) (Cl) 4 2Biola University (Psy.D.) (Cl) 4 2Bowling Green State University (Cl) 2 1Brigham Young University (Co) 6 3California Institute of Integral Studies 4 1

(Psy.D.) (Cl)Columbia University, Teachers College 1 1

(Cl)Fuller Theological Seminary (Ph.D. & 7 0

Psy.D.) (Cl)George Fox University (Cl) 1 1Iowa State University (Co) 1 1Loma Linda University (Ph.D. & Psy.D.) 2 0

(Cl)Loyola College in Maryland (Cl) 2 0New York University (Co) 1 1Regent University (Cl) 4 3Seattle Pacific University (Cl) 3 1Seton Hall University (Co) 1 0Southern Illinois University (Cl) 1 0Southern Illinois University (Co) 1 0Texas Tech University (Co) 1 0University at Albany/State University 1 0

of New York (Co)University of Detroit–Mercy (Cl) 3 0University of Iowa 2 0University of Maryland–Baltimore 1 0

County (Cl)University of Southern Mississippi (Co) 2 1University of St. Thomas (Co) 1 0Virginia Commonwealth University (Co) 2 0Virginia Consortium Program in Clinical 1 0

Psychology (Cl)West Virginia University (Co) 1 0Wheaton College (Cl) 4 0

Research Methodology

Marshall University (Psy.D.) (Cl) 1 0Sam Houston State University (Cl) 1 0


350

# Faculty # Grants

Southern Illinois University (Co) 1 0Texas A&M University (Co) 1 0

Rural Mental Health/Psychology

Marshall University (Psy.D.) (Cl) 2 1Oklahoma State University (Co) 1 0Pennsylvania State University (Cl) 1 1University of Florida (Cl) 1 2University of Mississippi (Cl) 2 0University of North Dakota (Cl) 2 2University of North Dakota (Co) 2 0University of South Dakota (Cl) 6 0Utah State University (Cm) 2 1Wheaton College (Cl) 2 0

Schizophrenia/Psychoses/Severe Mental Illness

Boston University (Cl) 1 1Drexel University (Cl) 0 0Emory University (Cl) 2 1Hofstra University (Cm) 2 1Indiana University–Bloomington (Cl) 2 4Kent State University (Cl) 1 1Long Island University–C.W. Post 1 0

Campus (Cl)Rosalind Franklin University of 1 0

Medicine (Cl)St. John’s University (Cl) 1 0San Diego State University/University 7 2

of California–San Diego (Cl)University of California–Los Angeles (Cl) 3 5University of Central Florida (Cl) 1 0University of Georgia (Cl) 1 0University of Hawaii at Manoa (Cl) 5 1University of Houston (Cl) 2 1University of Illinois at Chicago (Cl) 1 4University of Illinois at Urbana– 2 5

Champaign (Cl)University of Indianapolis (Psy.D.) (Cl)University of Manitoba (Cl) 1 0University of Michigan (Cl) 1 0University of Minnesota (Cl) — —University of Missouri–Columbia (Cl) 1 0University of Montana (Cl) 1 0University of North Carolina at Chapel 1 2


Greensboro (Cl)University of North Texas (Cl) 2 0University of Pittsburgh (Cl) 1 1University of Virginia—Department 2 0

of Psychology (Cl)University of Wisconsin–Madison (Cl) 2 3University of Wyoming (Cl) 1 0Vanderbilt University (Cl) 1 1Virginia Consortium Program in Clinical 2 2

Psychology (Cl)


School/Education

Azusa Pacific University (Cl) 2 1Brigham Young University (Co) 3 2Boston College (Co) 4 6Colorado State University (Co) 1 0Duke University (Cl) 2 2Florida State University (Cm) 3 1George Fox University (Cl) 1 1Immaculata College (Cl) 2 0Indiana State University (Co) 1 1Indiana University (Co) 2 1Marywood University (Psy.D.) (Cl) 3 0Miami University (Cl) 4 3Ontario Institute for Studies in 5 7

Education (Cm)Roosevelt University (Psy.D.) (Cl) 1 0Southern Illinois University (Co) 2 0University of California–Los Angeles (Cl) 1 1University of California–Santa Barbara — —

(Cm)University of Georgia (Co) 2 1University of Kansas (Cl) 2 1University of Louisville (Co) 1 0University of Minnesota—Department 3 2

of Educational Psychology (Co)University of Waterloo (Cl) 3 1University of Virginia–Department of 4 1

Human Services (Cl)University of Wisconsin–Madison (Co) 0 2Utah State University (Cm) 1 0

Self-Esteem/Self-Efficacy

Catholic University of America (Cl) 1 0George Mason University (Cl) 1 0Marquette University (Cl) 1 0University of Detroit–Mercy (Cl) 2 0University of North Dakota (Co) 1 1

Sexuality/Dysfunction and Deviation

Argosy University, Atlanta (Psy.D.) (Cl) 2 0Auburn University (Cl) 1 0California Institute of Integral Studies 1 0

(Psy.D.) (Cl)Carlos Albizu University–San Juan 2 0

(Psy.D.) (Cl)East Michigan University (Cl) 1 0Hofstra University (Cm) 1 0Indiana University (Co) 3 0Indiana University–Bloomington (Cl) 1 3Loyola College in Maryland (Cl) 2 0Loyola University–Chicago (Cl) 1 0San Diego State University/University 1 0

of California–San Diego (Cl)Southern Illinois University (Co) 1 0Texas Tech University (Co) 1 0


351

# Faculty # Grants

Uniformed Services University of 1 0Health Sciences (Cl)

University of British Columbia (Cl) 1 1University of Florida (Co) 1 0University of Montana (Cl) 0 0University of New Brunswick (Cl) 3 2University of Ottawa (Cl) 1 1University of Texas at Austin (Cl) 1 1University of Utah (Cl) 1 0Western Michigan University (Cl) 1 1University of Waterloo (Cl) 1 1

Sleep Disorders


Southern Illinois University (Cl) 1 0University of Arizona (Cl) 1 2University of California–Berkeley (Cl) 1 1University of Texas Southwestern 1 1

Medical Center at Dallas (Cl)Yeshiva University (Cl) 1 0

Social Anxiety/Phobia

Catholic University of America (Cl) 2 0George Mason University (Cl) 1 0

Social Psychological Approaches

Arizona State University (Co) 2 0Ball State University (Co) 3 0George Mason University (Cl) 4 0Loyola College in Maryland (Psy.D.) (Cl) 1 0Xavier University (Cl) 1 0Yale University (Cl) 1 0

Social Skills/Competence


Carlos Albizu University–San Juan 1 0(Ph.D.) (Cl)

Concordia University (Cl) 1 1Drexel University (Cl) 2 2Duke University (Cl) 0 0Florida State University (Cl) 1 1Indiana University–Bloomington (Cl) 3 2James Madison University (Cm) 4 0Louisiana State University (Cl) 2 1Purdue University (Cl) 2 0San Diego State University/University 1 0

of California–San Diego (Cl)University of Alabama (Cl) 2 1University of Houston (Cl) 4 3University of Maine (Cl) 4 2University of Michigan (Cl) 2 1University of Mississippi (Cl) 3 0

University of Nevada–Reno (Cl) 1 0University of Nevada–Reno (Cl) 3 0University of Ottawa (Cl) 2 2Virginia Commonwealth University (Co) 1 1Virginia Polytechnic Institute and State 3 0

University (Cl)York University—Clinical- 3 3


Social Support

DePaul University (Cl) 1 1Fordham University (Cl) 2 0Illinois Institute of Technology (Cl) 1 0Iowa State University (Co) 1 1University of Denver (Co) 1 1University of Oregon (Co) 3 0University of Pittsburgh (Cl) 1 4

Speech and Language/Verbal Behavior

Hofstra University (Cm) 1 0Vanderbilt University (Cl) 1 0

Sports Psychology

Carlos Albizu University–San Juan (Cl) 1 0Carlos Albizu University–San Juan 2 0

(Psy.D.) (Cl)Catholic University of America (Cl) 1 0LaSalle University (Psy.D.) (Cl) 1 0Oklahoma State University (Co) 1 0Rosalind Franklin University of 1 0

Medicine (Cl)St. Louis University (Cl) 1 0Spalding University (Psy.D.) (Cl) 2 0University of Manitoba (Cl) 1 1University of Missouri–Kansas City (Co) 1 0University of North Texas (Co) 2 1West Virginia University (Co) 1 0

Statistics

Fairleigh Dickinson University (Cl) 2 0Loma Linda University (Ph.D. & Psy.D.) 3 0

(Cl)University of Nevada–Las Vegas (Cl) 1 0University of Pittsburgh (Cl) 2 2Vanderbilt University (Cl) 2 1Xavier University (Cl) 2 0

Stigma

Argosy University, Chicago Northwest 1 1(Psy.D.)

Jackson State University (Cl) 2 0University of California–Berkeley (Cl) 1 1University of Florida (Co) 1 0University of Hartford (Psy.D.) (Cl) 1 1


352

# Faculty # Grants

Stress and Coping

American University (Cl) 1 0Catholic University of America (Cl) 3 1Colorado State University (Co) 2 0Columbia University, Teachers College 2 1

(Cl)Duke University (Cl) 4 4Fairleigh Dickinson University (Cl) 2 0Fordham University (Cl) 2 1Forest Institute of Professional 2 1

Psychology (Cl)Fuller Theological Seminary (Ph.D. & 1 0

Psy.D.) (Cl)George Fox University (Psy.D.) (Cl) 1 1George Mason University (Cl) 2 0George Washington University (Ph.D.) 3 1

(Cl)Georgia State University (Co) 2 1Indiana State University (Cl) 2 0Indiana University–Bloomington (Cl) 1 1Kent State University (Cl) 4 2Louisiana State University (Cl) 1 0Marywood University (Psy.D.) (Cl) 3 0St. John’s University (Cl) 1 1St. Louis University (Cl) 2 0San Diego State University/University 13 0

of California–San Diego (Cl)Seattle Pacific University (Cl) 1 0Seton Hall University (Co) 1 0Simon Fraser University (Cl) 1 1Southern Illinois University (Cl) 1 0Southern Illinois University (Co) 3 0Texas Tech University (Co) 2 0Uniformed Services University of Health 3 7

Sciences (Cl)University of British Columbia (Co) 1 2University of Georgia (Cl) 1 1University of Kansas (Cl) 2 1University of Louisville (Cl) 2 0University of Massachusetts at Amherst 1 1

(Cl)University of Miami (Cl) 9 2University of Minnesota (Cl) — —University of Minnesota Department 1 1

of Psychology (Co)University of Missouri–Kansas City (Co) 1 0University of North Dakota (Cl) 6 0University of North Texas (Cl) 2 1University of Oregon (Cl) 1 0University of Pittsburgh (Cl) 4 15University of Texas at Austin (Cl) 1 1University of Tulsa (Cl) 3 0University of Utah (Cl) 2 0Virginia Commonwealth University (Cl) 2 0Virginia Polytechnic Institute and State 1 0

University (Cl)Widener University (Psy.D.) (Cl) 2 2Wright Institute (Psy.D.) (Cl) 1 0Wright State University (Cl) 1 0

Yeshiva University (Cl) 4 1York University—Clinical- 1 0


Substance Abuse/Addictive Behaviors

Alliant International University– 1 —Los Angeles (Cl)

Alliant International University– 3 0San Diego (Psy.D.) (Cl)

Alliant International University– 5 —San Francisco Bay (Psy.D.) (Cl)

Alliant International University– 2 —San Francisco Bay (Cl)

American University (Cl) 2 2Argosy University, Chicago Northwest 1 0

(Cl)Argosy University, Chicago Northwest 1 1

(Psy.D.) (Cl)Argosy University, San Francisco (Cl) 1 0Arizona State University (Cl) 2 4Auburn University (Co) 3 1Binghamton University/State University 1 1

of New York (Cl)Boston University (Cl) 1 1Bowling Green State University (Cl) 1 0Colorado State University (Co) 4 3East Michigan University (Cl) 1 0Drexel University (Cl) 2 2Florida State University (Cl) 2 1Fordham University (Cl) 2 1Georgia State University (Cl) 1 1Fuller Theological Seminary (Ph.D. & 1 0

Psy.D.) (Cl)Hofstra University (Cm) 3 1Idaho State University (Cl) 3 1Indiana State University (Psy.D.) (Cl) 1 1Indiana University–Bloomington (Cl) 1 1Jackson State University (Cl) 2 0Marquette University (Cl) 1 0Marquette University (Co) 1 4Michigan State University (Cl) 1 1Oklahoma State University (Cl) 1 0Pacific Graduate School of Psychology 2 0


Medicine (Psy.D.) (Cl)Rutgers University (Ph.D.) (Cl) 3 2Rutgers University (Psy.D.) (Cl) 4 2St. John’s University (Cl) 1 0Sam Houston State University (Cl) 1 1San Diego State University/University 12 5

of California–San Diego (Cl)Seattle Pacific University (Cl) 1 1Southern Illinois University (Cl) 1 1Syracuse University (Cl) 2 4Texas A&M University (Cl) 1 1Texas Tech University (Cl) 1 1Texas Tech University (Co) 1 0Uniformed Services University of Health 1 3

Sciences (Cl)


353

# Faculty # Grants

University of Alabama at Birmingham 3 2(Cl)

University at Albany/State University 2 1of New York (Cl)

University of Arkansas (Cl) 2 2University at Buffalo/State University 5 8

of New York (Cl)University of California–Santa Barbara — —

(Cm)University of Central Florida (Cl) 1 0University of Cincinnati (Cl) 4 4University of Colorado (Cl) 2 2University of Detroit–Mercy (Cl) 1 1University of Georgia (Cl) 3 0University of Georgia (Co) 1 0University of Hartford (Psy.D.) (Cl) 1 0University of Hawaii at Manoa (Cl) 1 3University of Illinois at Chicago (Cl) 4 6University of Iowa (Cl) 1 0University of Kentucky (Cl) 4 2University of Louisville (Cl) 1 0University of Louisville (Co) 2 1University of Maryland (Cl) 3 4University of Maryland–Baltimore 2 2

County (Cl)University of Massachusetts at Amherst 1 0

(Cl)University of Memphis (Cl) 2 3University of Michigan (Cl) 2 2University of Minnesota—Department — —

of Educational Psychology (Co)University of Mississippi (Cl) 1 1University of Missouri–Columbia (Cl) 5 10University of Missouri–Columbia (Co) 2 0University of Missouri–Kansas City (Co) 1 0University of Montana (Cl) 2 1University of Nevada–Reno (Cl) 2 1University of New Brunswick (Cl) 1 1University of New Mexico (Cl) 6 8University of North Carolina at Chapel 1 1

Hill (Cl)University of North Dakota (Cl) 1 0University of Pennsylvania (Cl) 1 1University of Pittsburgh (Cl) 8 21University of South Dakota (Cl) 2 1University of South Florida (Cl) 2 5University of Southern California (Cl) 4 2University of Southern Mississippi (Co) 2 2University of Texas at Austin (Cl) 1 1University of Utah (Co) 1 1University of Victoria (Cl) 1 1University of Washington (Cl) 3 3University of Western Ontario (Cl) 1 1University of Windsor (Cl) 2 1University of Wisconsin–Madison (Cl) 3 0University of Wisconsin–Milwaukee (Cl) 1 2University of Wisconsin–Milwaukee 2 —

(Co)Wright Institute (Psy.D.) (Cl) 2 0University of South Mississippi (Co) 1 0

University of Wyoming (Cl) 1 1Utah State University (Cm) 1 1Vanderbilt University (Cl) 3 0Virginia Commonwealth University (Cl) 1 1Virginia Consortium Program in Clinical 1 3


University (Cl)Wright Institute (Cl) 2 0Yale University (Cl) 1 2York University—Adult Clinical Program 1 0

(Cl)

Suicide

Catholic University of America (Cl) 2 1Florida State University (Cl) 1 0Howard University (Cl) 1 0James Madison University (Cm) 1 0Marshall University (Psy.D.) (Cl) 1 0Texas Tech University (Cl) 2 3University of Akron (Co) 2 0University of Illinois (Cl) 1 1University of Iowa (Co) 1 0University of Maryland–Baltimore 1 0

County (Cl)University of Nevada–Reno (Cl) 1 0University of North Dakota (Cl) 1 1University of South Florida (Cl) 1 2University of Washington (Cl) 1 1West Virginia University (Cl) 1 1Yeshiva University (Cl) 1 0

Supervision/Mentoring/Training

Antioch/New England Graduate School 2 0(Psy.D.) (Cl)

Arizona State University (Co) 4 0Catholic University of America (Cl) 1 0Colorado State University (Co) 2 0Florida Institute of Technology (Cl) 1 0Fordham University (Co) 3 2George Fox University (Cl) 1 0Howard University (Cl) 4 2Indiana State University (Co) 5 0James Madison University (Cm) 1 0Lehigh University (Co) 1 1Loyola University–Chicago (Co) 1 0Marquette University (Co) 2 0Marywood University (Psy.D.) (Cl) 4 0McGill University (Cl) 1 0Oklahoma State University (Co) 3 0Pepperdine University (Psy.D.) (Cl) 1 0Philadelphia College of Osteopathic 1 0

Medicine (Psy.D.) (Cl)Seattle Pacific University (Cl) 1 0Southern Illinois University (Co) 1 0Spalding University (Psy.D.) (Cl) 1 0University at Albany/State University 2 0

of New York (Co)University of Hartford (Psy.D.) (Cl) 1 0


354

# Faculty # Grants

University of Manitoba (Cl) 1 0University of Maryland (Co) 3 0University of Missouri–Columbia (Co) 2 1University of Missouri–Kansas City (Co) 2 0University of Virginia–Department of 4 6

Human Services (Cl)University of Wisconsin–Madison (Co) 1 1Washington State University (Co) 1 0West Virginia University (Co) 1 0

Trauma & Disaster

University of Georgia (Co) 1 0

Violence/Abuse/Sexual Abuse

Argosy University, Schaumburg (Psy.D.) 2 0(Cl)

Boston College (Co) 3 2Boston University (Cl) 1 0Catholic University of America (Cl) 1 1Central Michigan University (Cl) 1 0Colorado State University (Co) 2 0Columbia University, Teachers College 1 0

(Co)DePaul University (Cl)Drexel University (Cl) 2 1Duke University (Cl) 0 0Fairleigh Dickinson University (Cl) 3 0Fielding Graduate Institute (Cl) — —Florida Institute of Technology (Cl) 1 1George Mason University (Cl) 1 0Idaho State University (Cl) 1 2Indiana University of Pennsylvania (Cl) 1 0LaSalle University (Psy.D.) (Cl) 1 1Long Island University–C.W. Post 2 0

Campus (Cl)Loyola College in Maryland (Psy.D.) (Cl) 1 0Miami University (Cl) 4 2Michigan State University (Cl) 4 2Northern Illinois University (Cl) 3 1Nova Southeastern University (Ph.D. & 7 0

Psy.D.) (Cl)Ohio University (Cl) 1 1Oklahoma State University (Cl) 0 0Pennsylvania State University (Cl) 2 0St. John’s University (Cl) 1 0St. Louis University (Cl) 2 1Sam Houston State University (Cl) 2 1Simon Fraser University (Cl) 5 5Southern Illinois University (Cl) 1 0Southern Illinois University (Co) 2 0Texas Women’s University (Co) 3 1University of Alabama (Cl) 2 2University of California–Santa Barbara — —

(Cm)University of Colorado (Cl) 2 0University of Denver (Ph.D.) (Cl) 1 1University of Georgia (Cl) 8 2

University of Houston (Co) 1 1University of Illinois at Urbana– 2 0

Champaign (Co)University of Kansas (Cl) 3 1University of Kentucky (Cl) 1 2University of Manitoba (Cl) 5 0University of Maryland (Co) 1 0University of Maryland–Baltimore 1 1

County (Cl)University of Miami (Co) 1 0University of Michigan (Cl) 1 1University of Minnesota Dept of 1 0

Psychology (Co)University of Mississippi (Cl) 2 0University of Missouri–Columbia (Co) 1 1University of Montana (Cl) 1 1University of Nevada–Reno (Cl) 2 0University of North Dakota (Co) 1 0University of North Texas (Cl) 2 0University of Oregon (Co) 1 0University of South Carolina (Cl) 2 1University of South Dakota (Cl) 2 0University of Southern California (Cl) 3 2University of Toledo (Cl) 1 0University of Vermont (Cl) 2 0University of Virginia—Department 2 1

of Human Services (Cl)University of Virginia—Department 4 2

of Psychology (Cl)University of Washington (Cl) 2 1York University—Clinical- 4 3


Vocational Interests/Career Development

Argosy University, Chicago (Cl) 1 0Arizona State University (Co) 3 1Ball State University (Co) 4 0Boston College (Co) 1 3Colorado State University (Co) 2 0Florida State University (Cm) 2 2Fordham University (Co) 3 1Georgia State University (Co) 1 0Indiana State University (Co) 2 0Indiana University (Co) 1 0Iowa State University (Co) 3 1Lehigh University (Co) 1 1Louisiana Tech University (Co) 1 0Loyola University–Chicago (Co) 1 1New Mexico State University (Co) 2 0New York University (Co) 1 0Oklahoma State University (Co) 4 1Purdue University (Co) 1 0Seattle Pacific University (Cl) 3 0Seton Hall University (Co) 1 0Southern Illinois University (Co) 4 2Texas Tech University (Co) 2 0Texas Woman’s University (Co) 3 1University of Akron (Co) 2 0University at Albany/State University 1 0

of New York (Co)


355

# Faculty # Grants

University of British Columbia (Co) 3 4University at Buffalo/State University 2 0

of New York (Cm)University of California–Santa Barbara

(Cm)University of Denver (Co) 1 1University of Illinois at Urbana– 2 1

Champaign (Co)University of Iowa (Co) 1 1University of Kansas (Co) 1 2University of Louisville (Co) 1 2University of Maryland (Co) 4 2University of Memphis (Co) 2 0University of Minnesota—Department 2 4

of Educational Psychology (Co)University of Minnesota—Department 1 1

of Psychology (Co)University of So. Mississippi (Co) 1 0University of Missouri–Columbia (Co) 5 2University of Missouri–Kansas City (Co) 1 0University of Nebraska–Lincoln (Co) 1 0University of North Dakota (Co) 2 0University of North Texas (Co) 3 1University of Oregon (Co) 2 0University of Tennessee (Co) 2 0University of Utah (Co) 2 0University of Wisconsin–Madison (Co) 2 0University of Wisconsin–Milwaukee (Co) 2 0Virginia Commonwealth University (Co) 1 2Washington State University (Co) 2 0West Virginia University (Co) 2 0Yeshiva University (Cm) 2 0

Weight Management

University of Florida (Cl) 1 1University of Pittsburgh (Cl) 1 4Yeshiva University (Ph.D.)(Cl) 1 0

Women’s Studies/Issues

Alliant International University–Fresno 3(Psy.D.) (Cl)

Alliant International University– 3Los Angeles (Ph.D. & Psy.D.) (Cl)

Alliant International University– 2 1San Diego (Ph.D. & Psy.D.) (Cl)



Arizona State University (Co) 7 1Ball State University (Co) 2 0Boston University (Cl) 1 0Brigham Young University (Co) 2 1Colorado State University (Co) 3 1Columbia University, Teachers College 1 0

(Ph.D.) (Co)Fairleigh Dickinson University (Cl) 3 0Indiana State University (Psy.D.) (Cl) 2 0

Indiana University (Co) 1 0Indiana University of Pennsylvania (Cl) 2 0Iowa State University (Co) 1 1Loyola College in Maryland (Psy.D.) (Cl) 2 0Marshall University (Psy.D.) (Cl) 1 0Ohio State University (Co) 2 0Oklahoma State University (Co) 2 0San Diego State University (Cl) 3 0Seattle Pacific University (Cl) 2 1Southern Illinois University (Co) 1 0Texas Tech University (Co) 2 0University at Albany/State University 2 0

of New York (Co)University of Akron (Co) 3 0University of British Columbia (Co) 1 0University of Florida (Co) 1 0University of Georgia (Cl) 2 0University of Illinois at Urbana– 3 2

Champaign (Cl)University of Indianapolis (Psy.D.) (Cl) 1 0University of Kansas (Cl) 1 0University of Kansas (Co) 3 1University of Maine (Cl) 1 0University of Missouri–St. Louis (Cl) 1 0University of Nevada–Las Vegas (Cl) 1 0University of New Brunswick (Cl)University of North Dakota (Cl) 2 0University of North Dakota (Co) 1 0University of Utah (Co) 2 0University of Wisconsin–Milwaukee (Co) 1 1Virginia Consortium Program in Clinical 4 0

Psychology (Cl)West Virginia (Cl) 1 0

Miscellaneous

abortion—Southern Illinois University 1 0(Cl)

action research—Miami University (Cl) 2 1adoption—Rutgers University (Psy.D.) 1 1

(Cl)Auburn University (Co) 1 0

altruism—Columbia University, 1 0Teachers College (Cl)

behavior control—Emory University (Cl) 1 0University of Maryland (Cl) 2 1

behavioral dentistry—West Virginia; 1 0University (Cl)

biopsychology—Loma Linda University 2 2(Cl)Indiana University–Purdue

biopsychosocial—Fuller Theological 4 2Seminary (Cl)

bipolar disorder—University of 1 1California–Berkeley

brief therapy—Our Lady of the Lake 3 2University (Co)

burnout prevention—University of 2 0Minnesota—Department of Educational Psychology (Co)

caregiver burden—Southern Illinois 1 1University (Co)


356

# Faculty # Grants

change processes—Adelphi University 2 0(Cl)

chronic fatigue syndrome—DePaul 1 3University (Cl)University of Mississippi (Cl) 1 0

college student development— 2 0University of Oregon (Co)

computer based research—University 1 1of Mississippi (Cl)

conscious/unconscious processes— 1 0Drexel University (Cl)University of Michigan (Cl) 1 0

constructivist psychology—University 1 0of Florida (Co)University of Southern Mississippi 1 0(Co)

corporate systems—University of 1 0Wisconsin–Madison (Co)

countertransference—University of 2 0Maryland

creativity—Adelphi University (Cl) 1 1University of Kansas (Co) 1 1

critical incidence response—University 2 0of Detroit–Mercy (Cl)

data-based case management— 0 2University of Hawaii at Manoa (Cl)

Dementia—University of Texas 1 1Southwestern Medical Center at Dallas (Cl)

disability psychology—JFK University 1 0 (Cl) 1

dissociative disorders—Rutgers 1 0University (Psy.D.) (Cl)

diversity issues in the military—Regent 1 0University (Cl)

educational outcomes—Colorado State 1 1emotional social development— 2 1

University of Missouri Kansas City (Cl)empirically supported treatments— 2 0

University of Southern Mississippi (Co)epidemiology—Florida State University 1 1

(Cl);Yale University (Cl) 1 0

evolutionary psychology—University 2 0of Louisville (Co)

existential-humanistic—Immaculata 2 0College (Cl)

experiential therapy—Argosy University, 3 1Schaumburg (Psy.D.)

extracurricular activities—Loyola 1 0University–Chicago (Cl)

fear conditioning—Marquette University 1 0(Cl)

fear conditioning and extinction— 1 1Ponce School of Medicine

feminism—Rutgers (Psy.D.) (Cl) 1 0feminism pedagogy and multicultural 2 0

pedagogy—McGill Universityfetal alcohol disorder—University of 1 1

Victoria (Cl);Miami University (Cl) 1 0

Friendship—Indiana State University 2 1(Psy.D.) (Cl);University of North Dakota (Cl) 2 0

gambling—Loyola College–Maryland 1 1(Psy.D.)(Cl); University of Windsor (Cl) 0 3

genetic counseling—University of 1 1Minnesota—Department of Educational Psychology (Cl)

genetics—University of Colorado at 1 1Boulder (Cl)

gifted/talented children—Florida State 2 2University

habit behaviors—Western Michigan 1 0University (Cl)

health care administration—University 1 1of Nevada–Reno (Cl)

health care compliance—University 2 0of Hawaii at Manoa (Cl)

helping behavior—University of 1 0Detroit–Mercy (Cl)

help-seeking—Marquette University (Cl) 1 1human error—Hofstra University (Cm) 1 0hypothyroidism—Ontario Institute for 1 1

Studies in Education (Cm)identity development—University of 2 0

Detroit–Mercy (Cl)incest survivors—University of 2 0

Nevada–Reno (Cl)infertility—University of British 1 0

Columbia (Co)inner city children—University of 4 2

Michigan (Cl)inner-city children—Drexel University 4 2

(Cl)instrument validation—Carlos Albizu 2 0

University (PhD) (Cl)international adoption—University of 1 1

Minnesota Dept of Psychology (Co)Jungian and feminist topics—California 1 0

Institute of Integral Studies (Psy.D.) (Cl)

leadership—Northeastern University 3 1(Cm);Virginia Commonwealth University 1 0(Co)

media and psychology—University 1 0of Massachusetts at Boston (Cl)

medical illness/comorbidity—Pacific 2 1Graduate School of Professional Psychology (Cl)

mental health policy—University of 1 0Houston (Co)

mental health systems—University of 5 6Hawaii at Manoa (Cl)

migraines—Yeshiva University (PhD) 1 3(Cl)

mindfulness interventions—La Salle 2 1University (Psy.D.) (Cl)

multidisciplinary environments— 1 1University of Wisconsin–Madison (Co)

multisystemic therapy—University of 1 1Missouri–Columbia (Cl)


357

# Faculty # Grants

music apperception test development—California Institute of Integral Studies (Psy.D.)

Native American vocational 1 1development—Brigham Young (Co)

nonverbal communication—Loyola 1 0College in Maryland (Cl)

nutrition—San Diego State University/ 1 0University of California–San Diego (Cl)

obsessive-compulsive disorder— 1 2University of Virginia (Cl);University of Waterloo (Cl) 0 2

patient non-adherence—Philadelphia 1 0College of Osteopathic Medicine (Psy.D.) (Cl)

perception/eye movement—University 1 1 of Detroit–Mercy (Cl)

perfectionism—University of Missouri– 1 0Columbia (Co)

philosophical issues—Indiana State 1 5University (Co);Rutgers University (Psy.D.) (Cl) 2 0Rutgers University (Ph.D.) (Cl) 1 0

Play therapy—Alliant International 1University–Fresno (Psy.D. & Ph.D.) (Cl)

poverty—Marshall University (Psy.D.) 1 0(Cl)

poverty—University of Colorado (Cl); 1 1University of North Dakota (Co)

pregnancy—DePaul University (Cl); 2 1Virginia Commonwealth University 1 1(Cl)

psychological games—JFK University 1 0(Cl)

psychological reactance—Louisiana 1 0Tech University (Co)

psychological resources—University 1 0of Memphis (Co)

psychologies of peace and war— 1 0Seattle Pacific University (Cl)

psychology and the arts—Rutgers 1 0(Psy.D.) (Cl)

psychology of humor—San Diego 1 0State University (Cl)

psychology of immigration—JFK 1 0University (Cl)

rational-emotive therapy—Hofstra 1 0University (Cm)

reimbursement issues—Our Lady of the 1 0Lake University (Psy.D.) (Co)

retention—Arizona State University (Co) 4 1risk and resilience—Columbia University 2 2

(Cl); Boston CollegeRorschach—Argosy Twin Cities (PsyD) 2 1

(Cl);Sam Houston State University (Cl) 0 0

scale construction—University of 4 3Missouri–Columbia (Co)

self help—Wichita State University (Cl) 1 5self psychology—Seattle Pacific 1 0

University (Cl)self-determination theory—University 1 1

of Waterloo (Cl)self-efficacy—Southern Illinois 1 0

University (Co)sex offenders—Simon Fraser University 2 2

(Cl)shame—George Fox University (Cl) 1 0shyness—Virginia Polytechnic Institute 1 0

and State University (Cl)sizism—University of North Dakota (Co) 1 0social identity—New Mexico University 3 0

(Co)social influence—Washington State 1 1

University (Co);Sam Houston State University (Cl) 0 0

social learning—Rutgers University 1 1(Psy.D.) (Cl)

social policies—City University of 1 0New York at City College (Cl)

social/clinical psychology interface— 2 0University of Notre Dame (Co)

somatization disorders—Rutgers 1 1University (Cl)

stereotypes—University of 0 0Massachusetts–Boston (Cl)

student self-efficacy—University of 1 0North Dakota (Co)

student well being—Seton Hall 1 0University (Co)

symbolic play—Yeshiva University (Cm) 1 0teaching excellence—Wichita State 1 1

University (Cl)teaching of psychology—Tennessee 1 0

State University (Co)telehealth/technology—University of 2 0

Houston (Co)terrorism—Pacific Graduate School of 2 2

Professional Psychology (PsyD) (Cl)treatment cost effectiveness—American 1 0

University (Cl);Western Michigan University (Co)

treatment development—University of 3 1Nevada–Reno (Cl)

treatment dissemination—University of 1 1Missouri–Columbia (Cl)

unconscious processes and 1 3motivation—Adelphi University (Cl);University Indianapolis (Cl) 0 5–6

utilization of health services—Loyola 1 0College–Chicago (Cl)

verbal behavior—University of 4 0Nevada–Reno (Cl)

white privilege—University of 1 0North Dakota (Cl)


358

# Faculty # Grants

A P P E N D I X F

SPECIALTY CLINICSAND PRACTICA SITES

Acquired Immune Deficiency Syndrome(AIDS)/HIV

Argosy University–Phoenix (Cl)Argosy University–Twin Cities (Cl)Azusa Pacific University (Cl)California Institute of Integral Studies (Psy.D.) (Cl)George Washington University (Ph.D.) (Cl)Georgia State University (Cl)University of La Verne (Cl)Loyola University–Chicago (Cl)Pacific Graduate School of Psychology (Cl)Pepperdine University (Cl)Rutgers University (Psy.D.) (Cl)University of Illinois at Chicago (Cl)University of Miami (Cl)University of Nevada–Reno (Cl)University of Vermont (Cl)Virginia Polytechnic Institute and State University (Cl)Wright State University (Cl)

Adolescent Psychotherapy/At-RiskAdolescents/Delinquency

Alliant International University–Fresno (Ph.D. & Psy.D.) (Cl)Argosy University–Honolulu Campus (Cl)Auburn University (Cl)Binghamton University/State University of New York (Cl)Boston University (Cl)Brigham Young University (Cl)Colorado State University (Co)Concordia University (Cl)Duke University (Cl)Florida State University (Cl)

George Fox University (Cl)George Washington University (Ph.D. & Psy.D.) (Cl)Marshall University (Cl)Miami University (Cl)Northwestern University, Feinberg School of Medicine (Cl)Pepperdine University (Psy.D.) (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)Southern Illinois University (Cl)Tennessee State University (Co)University at Albany/State University of New York (Cl & Co)University of Denver (Ph.D.) (Cl)University of Georgia (Co)University of Maine (Cl)University of Massachusetts at Amherst (Cl)University of Memphis (Co)University of Montana (Cl)University of Pittsburgh (Cl)University of Saskatchewan (Cl)University of South Florida (Cl)University of Texas at Austin (Co)University of Utah (Cl)University of Vermont (Cl)University of Waterloo (Cl)Virginia Commonwealth University (Co)Virginia Consortium Program in Clinical Psychology (Cl)Yale University (Cl)Yeshiva University (Cl & Cm)

Adult/Aging/Gerontology

Alliant International University–Los Angeles (Ph.D. & Psy.D)(Cl)

Argosy University–Chicago (Cl)

359

Note. Cl, Clinical; Co, Counseling; Cm, combined psychology programs.

Argosy University–Washington, DC Campus (Cl)Arizona State University (Cl)Azusa Pacific University (Cl)Baylor University (Psy.D.) (Cl)Binghamton University (Cl)Boston University (Cl)California Institute of Integral Studies (Cl)Case Western Reserve University (Cl)Catholic University of American (Cl)Central Michigan University (Cl)City University of New York at City College (Cl)Concordia University (Cl)Duke University (Cl)Fairleigh Dickinson University (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)George Fox University (Cl)Loyola College in Maryland (Psy.D.) (Cl)Marywood University (Cl)Marquette University (Cl)Miami University (Cl)Michigan State University (Cl)Ohio State University (Cl)Pacific Graduate School of Psychology (Ph.D. & Psy.D) (Cl)Pepperdine University (Cl)Philadelphia College of Osteopathic Medicine (Cl)Rutgers University (Psy.D.) (Cl)Suffolk University (Cl)University of Alabama (Cl)University of Arizona (Cl)University of Houston (Cl)University of Iowa (Cl)University of Louisville (Cl)University of Massachusetts at Amherst (Cl)University of Minnesota (Cl)University of Missouri–St. Louis (Cl)University of Nevada–Reno (Cl)University of Ottawa (Cl)University of Southern California (Cl)University of Utah (Co)Virginia Polytechnic Institute and State University (Cl)Wayne State University (Cl)West Virginia University (Cl)Wright Institute (Cl)Yeshiva University (Ph.D. & Psy.D) (Cl)York University–Adult Clinical Program (Cl)

Affective Disorders/Depression/

Mood Disorders

Baylor University (Cl)Binghamton University/State University of New York (Cl)Boston University (Cl)Case Western Reserve University (Cl)Duke University (Cl)George Washington University (Ph.D.) (Cl)Georgia State University (Cl)

Illinois Institute of Technology (Cl)LaSalle University (Cl)Miami University (Cl)Michigan State University (Cl)Northwestern University (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Ohio State University (Cl)Purdue University (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)Temple University (Cl)University of Arizona (Cl)University at Buffalo/State University of New York (Cl)University of California–Los Angeles (Cl)University of Delaware (Cl)University of Georgia (Cl)University of Hartford (Cl)University of Houston (Cl)University of Illinois at Chicago (Cl)University of Illinois at Urbana–Champaign (Cl)University of Iowa (Cl)University of Louisville (Cl)University of Manitoba (Cl)University of Memphis (Cl)University of Minnesota (Cl)University of Montana (Cl)University of Nevada–Reno (Cl)University of North Dakota (Cl)University of North Texas (Cl)University of Oregon (Cl)University of Ottawa (Cl)University of Pittsburgh (Cl)University of South Florida (Cl)University of Texas at Austin (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Vermont (Cl)University of Virginia—Department of Psychology (Cl)University of Western Ontario (Cl)University of Wyoming (Cl)Vanderbilt University—Department of Psychology (Cl)Virginia Commonwealth University (Cl)Virginia Polytechnic Institute and State University (Cl)Wichita State University (Cl)Wright Institute (Cl)Yeshiva University (Psy.D.)(Cl)York University—Adult Clinical Program (Cl)

Anxiety Disorders/Panic Disorders

Argosy University–Washington, DC Campus (Cl)Auburn University (Cl)Baylor University (Psy.D.) (Cl)Binghamton University/State University of New York (Cl)Case Western Reserve University (Cl)Eastern Michigan University (Cl)Fairleigh Dickinson University (Cl)

APPENDIX F: SPECIALTY CLINICS AND PRACTICA SITES

360

Florida State University (Cl)George Washington University (Ph.D.) (Cl)Georgia State University (Cl)Howard University (Cl)Idaho State University (Cl)Indiana University–Bloomington (Cl)LaSalle University (Cl)Louisiana State University (Cl)Miami University (Cl)Michigan State University (Cl)Northern Illinois University (Cl)Northwestern University (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Ohio State University (Cl)Oklahoma State University (Cl)Ontario Institute for Studies in Education (Cm)Pacific Graduate School of Psychology (Ph.D. & Psy.D) (Cl)Purdue University (Cl)Roosevelt University (Cl)Rosalind Franklin University of Medicine and Science (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)St. Louis University (Cl)San Diego State University/University of California–

San Diego (Cl)Syracuse University (Cl)Temple University (Cl)University at Albany/State University of New York (Cl)University at Buffalo/State University of New York (Cl)University of Alabama (Cl)University of California–Los Angeles (Cl)University of Connecticut (Cl)University of Delaware (Cl)University of Florida (Cl & Co)University of Georgia (Cl)University of Hartford (Cl)University of Houston (Cl)University of Illinois at Chicago (Cl)University of Illinois at Urbana–Champaign (Cl)University of Kansas (Cl)University of Louisville (Cl)University of Maine (Cl)University of Manitoba (Cl)University of Memphis (Cl)University of Minnesota (Cl)University of Missouri–St. Louis (Cl)University of Nebraska–Lincoln (Cl)University of Nevada–Las Vegas (Cl)University of Nevada–Reno (Cl)University of North Carolina at Chapel Hill (Cl)University of North Dakota (Cl)University of Oregon (Cl)University of Ottawa (Cl)University of Pittsburgh (Cl)University of South Florida (Cl)University of Texas at Austin (Cl)University of Toledo (Cl)

University of Utah (Cl)University of Vermont (Cl)University of Virginia—Department of Psychology (Cl)University of Washington (Cl)University of Wyoming (Cl)Vanderbilt University—Department of Psychology (Cl)Virginia Commonwealth University (Cl)Virginia Polytechnic Institute and State University (Cl)West Virginia University (Cl)Wichita State University (Cl)Yale University (Cl)Yeshiva University (Ph.D. & Psy.D.) (Cl)York University—Adult Clinical Program (Cl)

Assessment/Testing

Adelphi University (Cl)American University (Cl)Antioch/New England Graduate School (Psy.D.) (Cl)Argosy University–Atlanta (Cl)Arizona State University (Cl)Catholic University of America (Cl)Central Michigan University (Cl)DePaul University (Cl)Emory University (Cl)Fairleigh Dickinson University (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)Gallaudet University (Cl)George Fox University (Cl)George Mason University (Cl)George Washington University (Ph.D. & Psy.D.) (Cl)Georgia State University (Cl)Indiana University–Bloomington (Cl)Indiana University of Pennsylvania (Cl)James Madison University (Cm)LaSalle University (Cl)Loyola University–Chicago (Cl)Miami University (Cl)Michigan State University (Cl)Northern Illinois University (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Pacific Graduate School of Psychology (Cl)Pepperdine University (Cl)Purdue University (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)St. Louis University (Cl)University of British Columbia (Cl)University of Colorado (Cl)University of Delaware (Cl)University of Denver (Psy.D.) (Cl)University of Denver (Co)University of Florida (Co)University of Georgia (Cl)University of Hawaii at Manoa (Cl)University of Houston (Cl)University of Illinois at Urbana–Champaign (Cl)


361

University of Kentucky (Cl)University of Louisville (Cl)University of Mississippi (Cl)University of Missouri–Columbia (Cl)University of Montana (Cl)University of Nebraska–Lincoln (Co)University of North Carolina at Chapel Hill (Cl)University of North Dakota (Cl)University of Pennsylvania (Cl)University of Pittsburgh (Cl)University of South Florida (Cl)University of Toledo (Cl)University of Virginia—Department of Human Services (Cl)University of Wisconsin–Madison (Cl)Virginia Commonwealth University (Cl)Virginia Consortium Program in Clinical Psychology (Cl)Widener University (Cl)Wright Institute (Cl)

Attention-Deficit/Hyperactivity Disorder

Auburn University (Cl)Case Western Reserve University (Cl)George Washington University (Ph.D.) (Cl)Indiana State University (Psy.D.)(Cl)Iowa State University (Co)Marquette University (Cl)Miami University (Cl)Northern Illinois University (Cl)Ontario Institute for Studies in Education (Cm)Pepperdine University (Cl)Purdue University (Cl)Rutgers University (Psy.D.) (Cl)University of Arkansas (Cl)University at Buffalo/State University of New York (Cl)University of Georgia (Cl)University of Maine (Cl)University of Minnesota (Cl)University of North Texas (Cl)University of Pittsburgh (Cl)University of Rochester (Cl)University of South Florida (Cl)Virginia Polytechnic Institute and State University (Cl)York University—Clinical Developmental Area (Cl)

Behavioral Medicine/Health Psychology

Alliant International University–Fresno (Ph.D. & Psy.D) (Cl)Antioch/New England Graduate School (Cl)Argosy University–Atlanta (Cl)Argosy University–Chicago (Cl)Argosy University–Schaumburg (Cl)Arizona State University (Cl)Azusa Pacific University (Cl)Baylor University (Cl)Binghamton University/State University of New York (Cl)

Boston University (Cl)Bowling Green State University (Cl)California Institute of Integral Studies (Cl)Chicago School of Professional Psychology (Cl)Drexel University (Cl)Duke University (Cl)Eastern Michigan University (Cl)Emory University (Cl)Fairleigh Dickinson University (Cl)Florida Institute of Technology (Cl)Florida State University (Cl)Forest Institute of Professional Psychology (Cl)George Fox University (Cl)George Washington University (Ph.D.) (Cl)Georgia State University (Cl)Georgia State University (Co)Howard University (Cl)Illinois Institute of Technology (Cl)Indiana State University (Cl)Indiana University (Cl)Indiana University–Bloomington (Cl)Indiana University of Pennsylvania (Cl)Indiana University–Purdue University Indianapolis (Cl)Jackson State University (Cl)Kent State University (Cl)LaSalle University (Cl)Loma Linda University (Ph.D. & Psy.D.) (Cl)Louisiana State University (Cl)Louisiana Tech University (Co)Loyola College in Maryland (Psy.D.) (Cl)Loyola University–Chicago (Cl)Marywood University (Cl)Marquette University (Co)Northwestern University (Cl)Ohio State University (Cl)Oklahoma State University (Cl)Our Lady of the Lake University (Co)Pacific Graduate School of Psychology (Cl)Pepperdine University (Cl)Regent University (Cl)Roosevelt University (Cl)Rosalind Franklin University of Medicine and Science (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)San Diego State University/University of California–

San Diego (Cl)Seattle Pacific University (Cl)Spalding University (Cl)Syracuse University (Cl)St. Louis University (Cl)Tennessee State University (Co)Texas Tech University (Co)University of Alabama (Cl)University of Alabama at Birmingham (Cl)University at Albany/State University of New York (Cl)University of Arizona (Cl)University of British Columbia (Cl)


362

University of Cincinnati (Cl)University of Connecticut (Cl)University of Delaware (Cl)University of Denver (Psy.D.) (Cl)University of Florida (Co)University of Georgia (Cl)University of Hawaii at Manoa (Cl)University of Houston (Cl)University of Illinois at Chicago (Cl)University of Illinois at Urbana–Champaign (Co)University of Iowa (Cl)University of Kansas (Cl)University of Kentucky (Cl)University of Louisville (Cl)University of Maine (Cl)University of Manitoba (Cl)University of Memphis (Cl)University of Miami (Cl)University of Mississippi (Cl)University of Missouri–Columbia (Cl)University of Missouri–St. Louis (Cl)University of Nebraska–Lincoln (Co)University of Nevada–Reno (Cl)University of New Brunswick (Cl)University of New Mexico (Cl)University of North Carolina at Chapel Hill (Cl)University of North Dakota (Cl)University of Pittsburgh (Cl)University of Rhode Island (Cl)University of Saskatchewan (Cl)University of South Florida (Cl)University of Tennessee (Cl)University of Texas at Austin (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Utah (Cl)University of Vermont (Cl)University of Virginia—Department of Human Services (Cl)University of Virginia—Department of Psychology (Cl)University of Wisconsin–Milwaukee (Cl)Utah State University (Cm)Vanderbilt University—Department of Psychology (Cl)Virginia Commonwealth University (Cl)Virginia Polytechnic Institute and State University (Cl)Washington State University (Cl)Wayne State University (Cl)West Virginia University (Cl)Widener University (Cl)Yale University (Cl)Yeshiva University (Ph.D.) (Cl)York University—Adult Clinical Program (Cl)

Biofeedback

Forest Institute of Professional Psychology (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Widener University (Cl)

Child/Pediatric

Adelphi University (Cl)Alliant International University–Fresno (Ph.D. & Psy.D) (Cl)Alliant International University–San Francisco (Ph.D. &

Psy.D.) (Cl)Antioch/New England Graduate School (Cl)Argosy University–Atlanta (Cl)Argosy University–Chicago (Cl)Argosy University–Honolulu Campus (Cl)Argosy University–Phoenix (Cl)Argosy University–Schaumberg (Cl)Argosy University–Washington, DC Campus (Cl)Arizona State University (Cl)Azusa Pacific University (Cl)Baylor University (Cl)Binghamton University–State University of New York (Cl)Boston College (Co)Biola University (Ph.D.) (Cl)Biola University (Psy.D.) (Cl)Bowling Green State University (Cl)California Institute of Integral Studies (Cl)Case Western Reserve University (Cl)Central Michigan University (Cl)Chicago School of Professional Psychology (Cl)City University of New York at City College (Cl)Columbia University, Teachers College (Cl)Concordia University (Cl)DePaul University (Cl)Drexel University (Cl)Duke University (Cl)Florida State University (Cl)Forest Institute of Professional Psychology (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)George Fox University (Cl)George Washington University (Ph.D.) (Cl)Georgia School of Professional Psychology (Cl)Georgia State University (Cl)Illinois Institute of Technology (Cl)Illinois School of Professional Psychology–ChicagoJackson State University (Cl)Kent State University (Cl)LaSalle University (Cl)Loma Linda University (Cl)Louisiana Tech University (Co)Loyola College in Maryland (Cl)Marywood University (Cl)Marquette University (Cl)Miami University (Cl)McGill University (Cl & Co)Northern Illinois University (Cl)Northwestern University, Feinberg School of Medicine (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Ohio State University (Cl)Ohio University (Cl)Ontario Institute for Studies in Education (Cm)Pace University (Psy.D.) (Cm)


363

Pacific Graduate School of Psychology (Cl)Pepperdine University (Cl)Purdue University (Cl)Queen’s University (Cl)Regent University (Cl)Roosevelt University (Cl)St. John’s University (Cl)San Diego State University/University of California–

San Diego (Cl)Seattle Pacific University (Cl)Suffolk University (Cl)Texas Tech University (Co)Uniformed Services University of Health Sciences (Cl)University at Albany–State University of New York (Cl)University of Arkansas (Cl)University of British Columbia (Cl)University at Buffalo/State University of New York (Cl)University of California–Los Angeles (Cl)University of Central Florida (Cl)University of Cincinnati (Cl)University of Connecticut (Cl)University of Delaware (Cl)University of Denver (Ph.D.) (Cl)University of Florida (Cl)University of Florida (Co)University of Georgia (Cl)University of Hartford (Cl)University of Hawaii at Manoa (Cl)University of Houston (Cl)University of Houston (Co)University of Illinois at Urbana–Champaign (Cl)University of Illinois at Urbana–Champaign (Co)University of Iowa (Cl)University of Kansas (Cl)University of Kentucky (Cl)University of La Verne (Cl)University of Louisville (Cl)University of Louisville (Co)University of Maine (Cl)University of Manitoba (Cl)University of Maryland–Baltimore County (Cl)University of Massachusetts at Amherst (Cl)University of Memphis (Co)University of Miami (Cl)University of Michigan (Cl)University of Minnesota (Cl)University of Mississippi (Cl)University of Missouri–Columbia (Cl)University of Missouri–St. Louis (Cl)University of Montana (Cl)University of Nevada–LasVegas (Cl)University of New Mexico (Cl)University of North Carolina at Chapel Hill (Cl)University of North Texas (Cl)University of Oklahoma (Co)University of Oregon (Cl)University of Oregon (Co)

University of Pittsburgh (Cl)University of Rhode Island (Cl)University of Rochester (Cl)University of Saskatchewan (Cl)University of South Florida (Cl)University of Southern Mississippi (Cl)University of Texas at Austin (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Toledo (Cl)University of Utah (Cl)University of Vermont (Cl)University of Victoria (Cl)University of Virginia (Human Services) (Cl)University of Virginia—Department of Psychology (Cl)University of Washington (Cl)University of Waterloo (Cl)University of Wisconsin–Milwaukee (Cl)University of Wisconsin–Milwaukee (Co)Utah State University (Cm)Vanderbilt University—Department of Psychology (Cl)Virginia Commonwealth University (Cl)Virginia Commonwealth University (Co)Virginia Polytechnic Institute and State University (Cl)Wright Institute (Cl)Wright State University (Cl)Yale University (Cl)Yeshiva University (Cl & Cm)York University—Clinical-Developmental Area (Cl)

Chronic/Severe Mental Illness

Alliant International University–Los Angeles (Ph.D. & Psy.D)(Cl)

Argosy University–Chicago (Cl)Argosy University–Schaumberg (Cl)California Institute of Integral Studies (Cl)Azusa Pacific University (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)Indiana University–Purdue University Indianapolis (Cl)Northeastern University (Cm)Northwestern University, Feinberg School of Medicine (Cl)Pepperdine University (Cl)Roosevelt University (Cl)Seattle Pacific University (Cl)University of Alabama (Cl)University of California–Los Angeles (Cl)University of Cincinnati (Cl)University of Connecticut (Cl)University of Hartford (Cl)University of Hawaii at Manoa (Cl)University of Kentucky (Cl)University of Maryland–Baltimore County (Cl)University of Mississippi (Cl)University of Nebraska–Lincoln (Cl)University of Pittsburg (Cl)University of South Dakota (Cl)


364

University of Texas at Austin (Cl)University of Vermont (Cl)Utah State University (Cm)Virginia Commonwealth University (Cl)

Cognitive/Cognitive-Behavioral Therapy

American University (Cl)Antioch/New England Graduate School (Cl)Argosy University–Chicago (Cl)Central Michigan University (Cl)Concordia University (Cl)Drexel University (Cl)Duke University (Cl)Emory University (Cl)Fielding Graduate Institute (Cl)George Mason University (Cl)Georgia State University (Co)Idaho State University (Cl)Long Island University (Cl)McGill University (Co)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Pepperdine University (Cl)Philadelphia College of Osteopathic Medicine (Cl)St. John’s University (Cl)San Diego State University/University of California–

San Diego (Cl)University of Colorado (Cl)University of Denver (Psy.D.) (Cl)University of Georgia (Cl)University of Houston (Cl)University of Iowa (Cl)University of Kentucky (Cl)University of Manitoba (Cl)University of Massachusetts at Amherst (Cl)University of Minnesota (Cl)University of Missouri–Columbia (Co)University of North Carolina at Chapel Hill (Cl)University of Northern Colorado (Co)University of Oregon (Cl)University of Pennsylvania (Cl)University of Pittsburgh (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of ToledoUniversity of Utah (Cl)University of Wisconsin–Madison (Cl)Widener University (Cl)Yeshiva University (Cl)

Community Psychology

Adler School of Professional Psychology (Cl)Antioch/New England Graduate School (Cl)Argosy University–Chicago (Cl)Argosy University–Schaumberg (Cl)Azusa Pacific University (Cl)

Baylor University (Cl)Brigham Young University (Cl)Boston College (Co)Boston University (Cl)Bowling Green State University (Cl)California Institute of Integral Studies (Cl)Chicago School of Professional Psychology (Cl)DePaul University (Cl)Fairleigh Dickinson University (Cl)George Fox University (Cl)George Mason University (Cl)Georgia State University (Cl)Howard University (Cl)Northwest (Cl)Indiana State University (Co)Indiana University (Cl)Iowa State University (Co)Loma Linda University (Ph.D. & Psy.D.) (Cl)Louisiana Tech University (Co)Marshall University (Cl)Marywood University (Cl)Marquette University (Co)Miami University (Cl)New Mexico State University (Co)Nova Southeastern University (Cl)Our Lady of the Lake University (Co)Pepperdine University (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)Seattle Pacific University (Cl)Southern Illinois University (Co)Stony Brook University (Cl)Syracuse University (Cl)Tennessee State University (Co)Texas A&M University (Cl)Texas Tech University (Co)University at Buffalo/State University of New York (Cl)University of Arizona (Cl)University of Arkansas (Cl)University of California–Los Angeles (Cl)University of California–Santa Barbara (Cm)University of Cincinnati (Cl)University of Florida (Co)University of Illinois at Urbana–Champaign (Cl)University of Iowa (Co)University of Kansas (Cl)University of Kentucky (Cl)University of Kentucky (Co)University of Maine (Cl)University of Manitoba (Cl)University of Minnesota (Cl)University of Mississippi (Cl)University of Montana (Cl)University of New Brunswick (Cl)University of North Dakota (Cl)University of Oregon (Co)University of Ottawa (Cl)


365

University of Pennsylvania (Cm)University of Rhode Island (Cl)University of South Carolina (Cl)University of South Dakota (Cl)University of Southern California (Cl)University of Southern Mississippi (Co)University of Texas at Austin (Cl)University of Texas at Austin (Co)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Utah (Co)University of Virginia—Department of Psychology (Cl)University of Washington (Cl)University of Wisconsin–Milwaukee (Co)Utah State University (Cm)Virginia Commonwealth University (Cl)Virginia Commonwealth University (Co)Wayne State University (Cl)West Virginia University (Co)

Conduct Disorder

Antioch/New England Graduate School (Cl)Binghamton University (Cl)George Washington University (Ph.D.) (Cl)Miami University (Cl)Purdue University (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)Temple University (Cl)University of Alabama (Cl)University of Delaware (Cl)University of Houston (Cl)University of Miami (Cl)University of Minnesota (Cl)University of Pittsburgh (Cl)University of Tennessee (Cl)Virginia Polytechnic Institute and State University (Cl)Yale University (Cl)

Consultation

University of Maryland (Co)Miami University (Cl)Nova Southeastern University (Ph.D. & Psy.D) (Cl)University of Mississippi (Cl)Virginia Polytechnic Institute and State University (Cl)

Correctional Psychology/Prisons

Adler School of Professional Psychology (Cl)Argosy University–Honolulu Campus (Cl)Argosy University–Schaumburg (Cl)Binghamton University/SUNY (Cl)George Fox University (Cl)

Indiana State University (Co)Loyola College–Maryland (Psy.D.) (Cl)Oklahoma State University (Co)Seattle Pacific University (Cl)Southern Illinois University (Cl)Southern Illinois University (Co)Texas Tech University (Co)University of Florida (Co)University of Iowa (Co)University of Kentucky (Co)University of Louisville (Co)University of Missouri–Columbia (Co)University of Texas–AustinUniversity of Virginia—Department of Human Services (Cl)Virginia Commonwealth University (Cl & Co)West Virginia University (Co)

Crisis Intervention

Argosy University–Atlanta (Cl)Argosy University–Chicago (Cl)Baylor University (Cl)California Institute of Integral Studies (Psy.D.) (Cl)Georgia School of Professional Psychology (Cl)Howard University (Cl)Indiana University–Purdue University Indianapolis (Cl)Northwestern University (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Ohio State University (Cl)Syracuse University (Cl)University of Houston (Co)University of Maine (Cl)University of Minnesota (Cl)University of South Dakota (Cl)University of Texas at Austin (Cl)University of Virginia—Department of Human Services (Cl)Wright Institute (Cl)Wright State University (Cl)

Deafness

Gallaudet University (Cl)Louisiana State University (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)

Developmental Disabilities/Autism

Adler School of Professional Psychology (Cl)Argosy University–Honolulu Campus (Cl)Auburn University (Cl)Binghamton University (Cl)George Washington University (Ph.D. & Psy.D.) (Cl)Georgia State University (Cl)Long Island University–C.W. Post Campus (Cl)


366

Louisiana State University (Cl)Miami University (Cl)Northeastern University (Cm)Northern Illinois University (Cl)Ontario Institute for Studies in Education (Cm)Pacific Graduate School of Psychology (Psy.D.) (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)University of Alabama (Cl)University at Albany/State University of New York (Cl)University of California–Los Angeles (Cl)University of California–Santa Barbara (Cm)University of Cincinnati (Cl) (developmental disorders)University of Connecticut (Cl)University of Delaware (Cl)University of Denver (Ph.D.) (Cl)University of Georgia (Cl)University of Hawaii at Manoa (Cl)University of Louisville (Co)University of Maine (Cl)University of Manitoba (Cl)University of Memphis (Cl)University of Miami (Cl)University of Milwaukee (Cl)University of Mississippi (Cl)University of North Carolina at Chapel Hill (Cl)University of Pittsburgh (Cl)University of Rochester (Cl)University of Saskatchewan (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)Vanderbilt University (Cl)University of Washington (Cl)University of Wyoming (Cl)York University (Cl)

Disabilities/Disabled Persons

Alliant International University–Fresno (Ph.D. & Psy.D.) (Cl)

Alliant International University–San Francisco (Ph.D. &Psy.D.) (Cl)

Argosy School of Professional Psychology (Cl)Ontario Institute for Studies in Education (Cm)Utah State University (Cm)

Disaster/Trauma/Torture

University of Connecticut (Cl)University of Denver (Psy.D.) (Cl)Marquette University (Co)University of Missouri–St. Louis (Cl)University of Montana (Cl)University of South Dakota (Cl)Virginia Consortium Program in Clinical Psychology (Cl)

Dissociative Disorder/Multiple Personality Disorder

Boston University (Cl)George Washington University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)University of Georgia (Cl)

Divorce/Child Custody

Alliant International University—San Diego (Cl)University of Houston (Cl)Virginia Commonwealth University (Cl)

Eating Disorders/Body Image

Alliant International University–Fresno (Ph.D. & Psy.D.) (Cl)

Argosy University–Chicago (Cl)Baylor University (Cl)Boston University (Cl)Brigham Young University (Cl & Co)Duke University (Cl)Florida Institute of Technology (Cl)George Washington University (Ph.D.) (Cl)Kent State University (Cl)Long Island University–C.W. Post Campus (Cl)Louisiana State University (Cl)Loyola College in Maryland (Psy.D.) (Cl)Loyola University–Chicago (Cl)McGill University (Co)Michigan State University (Cl)Ohio State University (Cl)Pepperdine University (Psy.D.) (Cl)Roosevelt University (Psy.D.) (Cl)Rutgers University (Ph.D. & Psy.D.) (Cl)St. Louis University (Cl)University at Albany/State University of New York (Cl)University of California–Santa Barbara (Cm)University of Central Florida (Cl)University of Georgia (Cl)University of Hawaii at Manoa (Cl)University of Iowa (Cl)University of Maine (Cl)University of Manitoba (Cl)University of Memphis (Cl)University of Miami (Cl)University of Minnesota (Cl)University of Mississippi (Cl)University of Pittsburgh (Cl)University of South Florida (Cl)University of Vermont (Cl)Utah State University (Cm)Yale University (Cl)York University—Adult Clinical Program (Cl)


367

Family Therapy/Systems

Adelphi University (Cl)Alliant International University–Fresno (Ph.D. & Psy.D) (Cl)Antioch/New England Graduate School (Cl)Argosy University–Chicago (Cl)Argosy University–San Francisco (Cl)Argosy University–Schaumburg (Cl)Arizona State University (Cl)Azusa Pacific University (Cl)Baylor University (Cl)Binghamton University/State University of New York (Cl)Biola University (Ph.D.) (Cl)Biola University (Psy.D.) (Cl)Boston University (Cl)Bowling Green State University (Cl)Brigham Young University (Cl & Co)California Institute of Integral Studies (Psy.D.) (Cl)Carlos Albizu–San Juan (Psy.D.) (Cl)Catholic University of America (Cl)City University of New York at City College (Cl)Clark University (Cl)Colorado State University (Co)Concordia University (Cl)DePaul University (Cl)Drexel University (Cl)Fairleigh Dickinson University (Cl)Florida Institute of Technology (Psy.D.) (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)George Mason University (Cl)George Washington University (Ph.D. & Psy.D.) (Cl)Georgia State University (Cl)Howard University (Cl)Idaho State University (Cl)Indiana State University (Co)Indiana University of Pennsylvania (Cl)Iowa University (Co)James Madison University (Cm)Long Island University (Cl)Long Island University–C.W. Post Campus (Cl)Louisiana State University (Cl)Loyola College in Maryland (Psy.D.) (Cl)Loyola University–Chicago (Cl)Marquette University (Cl)Miami University (Cl)Michigan State University (Cl)New Mexico State University (Co)Northeastern University (Cm)Northern Illinois University (Cl)Northwestern University (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Ohio State University (Cl)Ohio University (Cl)Oklahoma State University (Cl)Oklahoma State University (Co)Ontario Institute for Studies in Education (Cm)Pacific Graduate School of Psychology (Cl)

Philadelphia College of Osteopathic Medicine (Psy.D.) (Cl)Purdue University (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)St. John’s University (Cl)St. Louis University (Cl)San Diego State University/University of California–

San Diego (Cl)Southern Illinois University (Cl)Southern Illinois University (Co)Spalding University (Psy.D.) (Cl)Syracuse University (Cl)Texas A&M University (Cl)University of Akron (Co)University of Arizona (Cl)University of California–Los Angeles (Cl)University of California–Santa Barbara (Cm)University of Central Florida (Cl)University of Colorado (Cl)University of Delaware (Cl)University of Denver (Ph.D.) (Cl)University of Florida (Co)University of Georgia (Cl)University of Hartford (Psy.D.) (Cl)University of Houston (Co)University of Illinois at Urbana–Champaign (Cl)University of La Verne (Cl)University of Manitoba (Cl)University of Maryland–Baltimore County (Cl)University of Memphis (Cl & Co)University of Miami (Cl)University of Michigan (Cl)University of Minnesota (Cl)University of Mississippi (Cl)University of Missouri–Columbia (Co)University of Missouri–St. Louis (Cl)University of Montana (Cl)University of Nebraska–Lincoln (Co)University of Northern Colorado (Co)University of Oregon (Cl)University of Oregon (Co)University of Ottawa (Cl)University of Pittsburgh (Cl)University of Rhode Island (Cl)University of South Carolina (Cl)University of South Florida (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Toledo (Cl)University of Utah (Cl)University of Utah (Co)University of Victoria (Cl)University of Virginia—Department of Human Services (Cl)University of Virginia—Department of Psychology (Cl)University of Washington (Cl)University of Wisconsin–Madison (Cl)University of Wisconsin–Milwaukee (Cl) (Co)


368

Vanderbilt University—Department of Psychology (Cl)Widener University (Psy.D.) (Cl)Wright Institute (Cl)Wright State University (Cl)Yeshiva University (Cl) (Psy.D.)Yeshiva University (Cm)

Forensic

Alliant International University–Fresno (Ph.D. & Psy.D.) (Cl)Alliant International University–San Francisco (Ph.D. &

Psy.D.) (Cl)Antioch/New England Graduate School (Cl)Argosy University–Atlanta (Cl)Argosy University–Chicago (Cl)Argosy University–San Francisco (Cl)Argosy University–Schaumburg (Cl)Argosy University–Washington, DC Campus (Cl)Azusa Pacific University (Cl)California Institute of Integral Studies (Psy.D.) (Cl)Carlos Albizu University–San Juan (Psy.D.) (Cl)Central Michigan University (Cl)Chicago School of Professional Psychology (Cl)Drexel University (Cl)Florida Institute of Technology (Cl)Forest Institute of Professional Psychology (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)George Washington University (Ph.D.) (Cl)Georgia State University (Co)Indiana State University (Psy.D.) (Cl)Jackson State University (Cl)James Madison University (Cm)Kent State University (Cl)Long Island University (Cl)Loyola College in Maryland (Psy.D.) (Cl)Northern Illinois University (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Pacific Graduate School of Psychology (Cl)Pepperdine University (Cl)Regent University (Cl)Rutgers University (Psy.D.) (Cl)Southern Illinois University (Cl)Suffolk University (Cl)Tennessee State University (Co)Texas A&M University (Cl)University of Alabama (Cl)University of British Columbia (Cl)University of Florida (Cl & Co)University of Hartford (Psy.D.) (Cl)University of Houston (Cl & Co)University of Illinois at Urbana–Champaign (Cl)University of Kansas (Cl)University of La Verne (Cl)University of Louisville (Cl)University of Maryland–Baltimore County (Cl)University of Memphis (Co)University of Minnesota (Cl)

University of Nebraska–Lincoln (Cl)University of New Mexico (Cl)University of North Texas (Cl)University of Saskatchewan (Cl)University of South Dakota (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Utah (Cl)University of Victoria (Cl)University of Virginia (Human Services) (Cl)University of Virginia—Department of Psychology (Cl)West Michigan University (Cl)West Virginia University (Cl)Widener University (Psy.D.) (Cl)Wright Institute (Cl)Wright State University (Cl)York University—Adult Clinical Program (Cl)

Gay/Lesbian/Bisexual/Transgender


Alliant International University–Fresno (Ph.D. & Psy.D.) (Cl)Antioch/New England Graduate School (Cl)Argosy University–Chicago (Cl)Argosy University–Washington, DC Campus (Cl)California Institute of Integral Studies (Psy.D.) (Cl)Chicago School of Professional Psychology (Cl)Pacific Graduate School of Psychology (Cl)University of Pittsburgh (Cl)Wright Institute (Psy.D.) (Cl)Wright State University (Cl)York University—Clinical-Developmental Area (Cl)

Group Therapy

Adelphi University (Cl)Antioch/New England Graduate School (Cl)Argosy–Chicago (Cl)Baylor University (Cl)Catholic University of America (Cl)DePaul University (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)George Mason University (Cl)George Washington University (Ph.D.) (Cl)Georgia State University (Cl)Long Island University–C.W. Post Campus (Cl)Miami University (Cl)Michigan State University (Cl)New Mexico State University (Co)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Pepperdine University (Cl)Rutgers University (Psy.D.) (Cl)St. John’s University (Cl)University of Colorado (Cl)University of Denver (Psy.D.) (Cl)


369

University of Illinois at Urbana–Champaign (Cl)University of Louisville (Co)University of Maryland (Co)University of Miami (Cl)University of Ottawa (Cl)University of Pittsburgh (Cl)Widener University (Cl)Wright Institute (Psy.D.) (Cl)Wright State University (Cl)

Hypnosis

Rutgers University (Psy.D.) (Cl)University of Denver (Psy.D.) (Cl)University of Tennessee (Cl)University of Waterloo (Cl)

Impulse Control/Aggression/Anger Control

Baylor University (Cl)George Washington University (Ph.D.) (Cl)Long Island University–C.W. Post Campus (Cl)Rutgers University (Psy.D.) (Cl)University of Georgia (Cl)

Infancy/Postpartum

Chicago School of Professional Psychology (Cl)Rutgers University (Psy.D.) (Cl)University of Iowa (Cl)

Inpatient Psychology/Psychiatry

Alliant International University–Alameda (Ph.D. & Psy.D.)(Cl)

Argosy University–Atlanta (Cl)Argosy University–Schaumburg (Cl)Azusa Pacific University (Cl)Biola University (Ph.D.) (Cl)Biola University (Psy.D.) (Cl)Boston College (Co)Chicago School of Professional Psychology (Cl)Colorado State University (Co)Duke University (Cl)East Michigan University (Cl)Florida State University (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)George Fox University (Cl)Indiana State University (Co)Jackson State University (Cl)James Madison University (Cm)Long Island University (Cl)Loyola College in Maryland (Psy.D.) (Cl)Marshall University (Psy.D.) (Cl)Marywood University (Psy.D.) (Cl)Miami University (Cl)

McGill University (Cl & Co)Ohio University (Cl)Oklahoma State University (Co)Pacific Graduate School of Psychology (Ph.D. & Psy.D.)

(Cl)Pepperdine University (Psy.D.) (Cl)Ponce School of Medicine (Cl)Regent University (Cl)Roosevelt University (Psy.D.) (Cl)Southern Illinois University (Co)Suffolk University (Cl)Texas Tech University (Co)University of California–Santa Barbara (Cm)University of Denver (Ph.D.) (Cl & Co)University of Florida (Cl & Co)University of Iowa (Co)University of Kentucky (Co)University of Louisville (Co)University of Massachusetts at Amherst (Cl)University of Memphis (Co)University of Missouri–Columbia (Cl & Co)University of New Brunswick (Cl)University of New Mexico (Cl)University of Oregon (Co)University of Pittsburgh (Cl)University of Southern Mississippi (Co)University of Texas at Austin (Co)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Utah (Cl & Co)University of Victoria (Cl)University of Virginia—Department of Human Services (Cl)University of Wisconsin–Milwaukee (Cl & Co)University of Wyoming (Cl)Virginia Commonwealth University (Cl & Co)Washington State University (Cl)

Interpersonal Therapy

Emory University (Cl)Fuller Theological Seminary (Ph.D. & Psy.D) (Cl)University of ColoradoUniversity of Louisville (Cl)Yale University (Cl)

Learning Disabilities

Binghamton University/SUNY (Cl)George Washington University (Psy.D.) (Cm)James Madison University (Cm)Ontario Institute for Studies in Education (Cm)St. Louis University (Cl)University of Houston (Cl)University of Missouri–Columbia (Co)University of Wisconsin–Milwaukee (Cl)York University—Clinical-Developmental Area (Cl)


370

Marital/Couples

Argosy International University–Chicago (Cl)Arizona State University (Cl)Binghamton University/State University of New York (Cl)Boston University (Cl)Carlos Albizu University–San Juan (Psy.D.) (Cl)Catholic University of America (Cl)Clark University (Cl)Concordia University (Cl)Forest Institute of Professional Psychology (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)George Mason University (Cl)George Washington University (Ph.D.) (Cl)Illinois Institute of Technology (Cl)Indiana State University (Co)Indiana University–Bloomington (Cl)Kent State University (Cl)Long Island University–C.W. Post Campus (Cl)Michigan State University (Cl)Northwestern University (Cl)Oklahoma State University (Cl)Oklahoma State University (Co)Pepperdine University (Cl)Rutgers University (Psy.D.) (Cl)St. Louis University (Cl)Southern Illinois University (Co)Stony Brook University/State University of New York

(Cl)Syracuse University (Cl)University of Arizona (Cl)University of California–Los Angeles (Cl)University of Colorado (Cl)University of Delaware (Cl)University of Denver (Ph.D.) (Cl)University of Georgia (Cl)University of Manitoba (Cl)University of Memphis (Co)University of Miami (Cl)University of Montana (Cl)University of Nevada–Reno (Cl)University of North Carolina at Chapel Hill (Cl)University of North Dakota (Cl)University of Northern Colorado (Co)University of Oregon (Cl)University of Ottawa (Cl)University of Rhode Island (Cl)University of Southern California (Cl)University of Tennessee (Cl)University of Texas at Austin (Cl)University of Virginia (Human Services) (Cl)University of Virginia—Department of Psychology (Cl)University of Wisconsin–Milwaukee (Cl)University of Washington (Cl)Virginia Polytechnic Institute and State University (Cl)Widener University (Cl)Wright Institute (Cl)

Wright State University (Cl)Yeshiva University (Cl)

Mental Retardation

Ontario Institute for Studies in Education (Cm)University of Mississippi (Cl)University of Vermont (Cl)

Minority/Cross-Cultural/Multicultural


Alliant International University–Fresno (Ph.D. & Psy.D.) (Cl)Argosy University–San Francisco (Cl)Biola University (Ph.D.) (Cl)Biola University (Psy.D.) (Cl)California Institute of Integral Studies (Psy.D.) (Cl)Catholic University of America (Cl)Chicago School of Professional Psychology (Cl)DePaul University (Cl)Fairleigh Dickinson University (Cl)Forest Institute of Professional Psychology (Cl)George Fox University (Cl)George Washington University (Ph.D.) (Cl)Georgia State University (Co)Howard University (Cl)Illinois Institute of Technology (Cl)Marquette University (Co)Michigan State University (Cl)Miami University (Cl)New Mexico State University (Co)Northeastern University (Cm)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Oklahoma State University (Co)Our Lady of the Lake University (Co)Pacific Graduate School of Psychology (Psy.D.) (Cl)Pepperdine University (Psy.D.) (Cl)Philadelphia College of Osteopathic Medicine (Psy.D.) (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)Seattle University (Cl)St. Louis University (Cl)University at Albany/State University of New York (Cl)University of California–Los Angeles (Cl)University of Connecticut (Cl)University of Denver (Co)University of Denver (Ph.D.) (Cl)University of Hawaii at Manoa (Cl)University of Houston (Cl)University of Illinois–Urbana (Cl)University of Maryland (Co)University of Massachusetts at Amherst (Cl)University of Miami (Cl)University of Nebraska–Lincoln (Cl)University of Nebraska–Lincoln (Co)


371

University of New Mexico (Cl)University of North Dakota (Cl)University of Pittsburgh (Cl)University of South Dakota (Cl)University of Southern California (Cl)University of Utah (Cl & Co)University of Washington (Cl)Utah State University (Cm)Wayne State University (Cl)Widener University (Cl)Wright Institute (Cl)Wright State University (Cl)Yeshiva University (Cl & Cm)

Neuropsychology/ClinicalNeuropsychology/Brain Injury/Stroke

Adelphi University (Cl)Alliant International University–Fresno (Ph.D. & Psy.D.) (Cl)Alliant International University–San Francisco (Ph.D. &

Psy.D.) (Cl)Antioch/New England Graduate School (Cl)Argosy University–Atlanta (Cl)Argosy University–Chicago (Cl)Argosy University–Phoenix (Cl)Argosy University–San Francisco (Cl)Argosy University–Schaumburg (Cl)Argosy University, Washington, DC Campus (Cl)Baylor University (Cl)Binghamton University/State University of New York (Cl)Boston University (Cl)Brigham Young University (Cl)California Institute of Integral Studies (Cl)Catholic University of America (Cl)Central Michigan University (Cl)Colorado State (Co)Drexel University (Cl)Duke University (Cl)East Michigan University (Cl)Emory University (Cl)Fairleigh Dickinson University (Cl)Florida Institute of Technology (Cl)Forest Institute of Professional Psychology (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)George Fox University (Psy.D.) (Cl)George Washington University (Cl)Georgia State University (Cl)Howard University (Cl)Idaho University (Cl)Illinois Institute of Technology (Cl)Indiana University–Bloomington (Cl)Indiana University–Purdue University Indianapolis (Cl)James Madison University (Cm)Kent State University (Cl)Loma Linda University (Cl)Long Island University (Cl)Long Island University–C.W. Post Campus (Cl)

Louisiana State University (Cl)Loyola University–Chicago (Cl)Marquette University (Cl & Co)Northwestern University (Cl)Northwestern University, Feinberg School of Medicine (Cl)Nova Southeastern (Ph.D. & Psy.D.) (Cl)Ohio State University (Cl)Ohio University (Cl)Ontario Institute for Studies in Education (Cm)Pace University (Psy.D.) (Cm)Pacific Graduate School of Psychology (Ph.D. & Psy.D) (Cl)Pepperdine University (Cl)Regent University (Cl)Roosevelt University (Psy.D.) (Cl)Rosalind Franklin University of Medicine and Science (Cl)Rutgers University (Psy.D.) (Cl)St. John’s University (Cl)St. Louis University (Cl)San Diego State University/University of California–

San Diego (Cl)Seattle Pacific University (Cl)Southern Illinois University (Cl)Suffolk University (Cl)Syracuse University (Cl)Temple University (Cl)Texas A&M University (Cl)Texas Tech University (Co)University of Alabama at Birmingham (Cl)University of Alabama at Tuscaloosa (Cl)University at Albany/State University of New York (Cl)University at Albany/State University of New York (Co)University of Arizona (Cl)University of Arkansas (Cl)University of Central Florida (Cl)University of Cincinnati (Cl)University of Connecticut (Cl)University of Denver (Ph.D.) (Cl & Co)University of Florida (Cl)University of Georgia (Cl)University of Hawaii at Manoa (Cl)University of Houston (Cl)University of Illinois at Urbana–Champaign (Cl)University of Iowa (Cl)University of Kentucky (Cl)University of Louisville (Co)University of Manitoba (Cl)University of Maryland–Baltimore County (Cl)University of Memphis (Cl)University of Miami (Cl)University of Minnesota (Cl)University of Montana (Cl)University of Nebraska–Lincoln (Cl)University of New Brunswick (Cl)University of New Mexico (Cl)University of Oregon (Cl)University of Pittsburgh (Cl)University of Rochester (Cl)


372

University of Saskatchewan (Cl)University of South Carolina (Cl)University of South Florida (Cl)University of Texas at Austin (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Vermont (Cl)University of Victoria (Cl)University of Virginia—Department of Human Services (Cl)University of Virginia—Department of Psychology (Cl)University of Washington (Cl)University of Waterloo (Cl)University of Wisconsin–Madison (Cl)University of Wisconsin–Milwaukee (Cl)Utah State University (Cm)Vanderbilt University—Department of Psychology (Cl)Virginia Commonwealth University (Cl)Virginia Polytechnic Institute and State University (Cl)Washington State University (Cl)Wayne State University (Cl)Widener University (Cl)Wright Institute (Cl)Wright State University (Cl)Yeshiva University (Cl)York University—Adult Clinical Program (Cl)

Obsessive–Compulsive Disorder

Case Western Reserve University (Cl)George Washington University (Cl)Indiana University–Bloomington (Cl)Louisiana State University (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)University of Manitoba (Cl)University of Minnesota (Cl)University of North Dakota (Cl)University of Pittsburgh (Cl)University of Virginia—Department of Psychology (Cl)

Organizational

Chicago School of Professional Psychology (Cl)Rutgers University (Psy.D.) (Cl)Widener University (Cl)

Pain Management

Argosy University–Phoenix (Cl)Binghamton University/State University of New York (Cl)Forest Institute of Professional Psychology (Cl)George Fox University (Cl)Illinois Institute of Technology (Cl)Marquette University (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Ohio University (Cl)

Pacific Graduate School of Psychology (Psy.D.) (Cl)University of Alabama (Cl)University of Florida (Cl)University of Missouri–Kansas City (Cl)University of Montana (Cl)University of Ottawa (Cl)University of Pittsburgh (Cl)University of Utah (Co)Virginia Commonwealth University (Cl)

Parent–Child Interaction/Parent Training

Arizona State University (Cl)Central Michigan University (Cl)Idaho State University (Cl)Long Island University–C.W. Post Campus (Cl)Miami University (Cl)Northern Illinois University (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)St. Louis University (Cl)University of Alabama (Cl)University at Buffalo/State University of New York (Cl)University of Florida (Cl)University of Ottawa (Cl)University of Pittsburgh (Cl)University of Virginia—Department of Human Services (Cl)West Virginia University (Cl)Yeshiva University (Cl & Cm)

Personality Disorders

Antioch/New England Graduate School (Cl)Argosy University–Chicago (Cl)Baylor University (Cl)Case Western Reserve University (Cl)George Washington University (Ph.D.) (Cl)Georgia State University (Cl)Loyola University–Chicago (Cl)Northern Illinois University (Cl)Purdue University (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)St. Louis University (Cl)Texas Tech University (Co)University of Georgia (Cl)University of Minnesota (Cl)University of Montana (Cl)University of Nevada–Reno (Cl)University of North Dakota (Cl)University of Northern Colorado (Co)University of Pittsburgh (Cl)University of Tennessee (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Utah (Cl)University of Washington (Cl)


373

Vanderbilt University—Department of Psychology (Cl)Wright State University (Ph.D. & Psy.D) (Cl)

Posttraumatic Stress Disorder/Trauma

Argosy University–Washington, DC Campus (Cl)Auburn University (Cl)Florida Institute of Technology (Cl)Miami University (Cl)Pacific Graduate School of Psychology (Psy.D.) (Cl)Pepperdine University (Cl)University of Houston (Cl)University of Mississippi (Cl)University of Missouri–St. Louis (Cl)University of Nevada–Reno (Cl)University of North Texas (Cl)University of Ottawa (Cl)Western Michigan University (Cl)

Prevention

Argosy University–Chicago (Cl)Arizona State University (Cl)Clark University (Cl)Miami University (Cl)University of Illinois at Chicago (Cl)University of Maryland–Baltimore County (Cl)University of Missouri–Columbia (Cl)University of Vermont (Cl)Virginia Polytechnic Institute and State University (Cl)

Primary Care

Colorado State University (Co)Loma Linda University (Cl)West Virginia University (Cl)

Private Practice

Brigham Young University (Cl)Chicago School of Professional Psychology (Cl)Loyola College in Maryland (Psy.D.) (Cl)

Psychiatric Emergency Care

University of Maryland–Baltimore County (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)

Psychoanalytic/Psychodynamic Therapy

Adelphi University (Cl)American University (Cl)Antioch/New England Graduate School (Cl)Argosy University–Chicago (Cl)

Central Michigan University (Cl)Columbia University, Teachers College (Cl)Concordia University (Cl)Emory University (Cl)Fielding Graduate Institute (Cl)George Washington University (Ph.D.) (Cl)Long Island University–C.W. Post Campus (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Rutgers University (Psy.D.) (Cl)St. John’s University (Cl)St. Louis University (Cl)University of Colorado (Cl)University of Denver (Psy.D.) (Cl)University of Massachusetts at Amherst (Cl)University of Minnesota (Cl)University of Pennsylvania (Cl)University of Rochester (Cl)University of Toledo (Cl)Widener University (Psy.D.) (Cl)Wright Institute (Cl)Wright State University (Cl)Yeshiva University (Cl)

Psychotherapy Integration

Adelphi University (Cl)George Mason University (Cl)Loyola College–Chicago (Cl)McGill University (Co)

Rational-Emotive Therapy

Rutgers University (Psy.D.) (Cl)University of Utah (Cl)

Rehabilitation

Antioch/New England Graduate School (Cl)Argosy University–Atlanta (Cl)Argosy University–Chicago (Cl)Argosy University–Schaumburg (Cl)Auburn University (Co)Georgia State University (Cl)Illinois School of Professional Psychology–Chicago Campus

(Psy.D. & Ph.D.) (Cl)Jackson State University (Cl)Pepperdine University (Cl)Southern Illinois University (Cl)Southern Illinois University (Co)University of Hawaii at Manoa (Cl)University of Houston (Cl)University of Illinois at Urbana–Champaign (Co)University of Maryland–Baltimore County (Cl)University of Memphis (Co)University of Missouri–Columbia (Cl)University of Missouri–Columbia (Co)


374

University of Texas Southwestern Medical Center at Dallas(Cl)

University of Victoria (Cl)University of Washington (Cl)Virginia Commonwealth University (Co)Wayne State University (Cl)Wright Institute (Cl)Wright State University (Cl)York University—Clinical-Developmental Area (Cl)

Religion/Spirituality

Argosy University–Chicago (Cl)Biola University (Ph.D.) (Cl)Biola University (Psy.D.) (Cl)Pepperdine University (Cl)Regent University (Cl)Seattle Pacific University (Cl)

Rural Mental Health/Psychology

Antioch/New England Graduate School (Cl)Baylor University (Cl)Chicago School of Professional Psychology (Cl)George Fox University (Cl)Indiana State University (Psy.D.) (Cl)Marshall University (Psy.D.) (Cl)Miami University (Cl)New Mexico State University (Co)Oklahoma State University (Co)Southern Illinois University (Co)Texas A&M University (Cl)University of Florida (Co)University of Kentucky (Co)University of Missouri–Columbia (Co)University of Montana (Cl)University of North Dakota (Cl)University of South Dakota (Cl)University of Wyoming (Cl)

Schizophrenia/Psychosis/Serious Mental Illness

Argosy University–San Francisco (Cl)Baylor University (Cl)Binghamton University/State University of New York (Cl)Boston University (Cl)Case Western Reserve University (Cl)George Washington University (Ph.D. & Psy.D.) (Cl)Howard University (Cl)Indiana University–Bloomington (Cl)Kent State University (Cl)Louisiana State University (Cl)Northwestern University (Cl)Pepperdine University (Cl)Rutgers University (Psy.D.) (Cl)

University of Houston (Cl)University of Louisville (Cl)University of Minnesota (Cl)University of Montana (Cl)University of Pittsburgh (Cl)University of Texas at Austin (Cl)University of Virginia—Department of Psychology (Cl)Vanderbilt University—Department of Psychology (Cl)Wright Institute (Cl)Wright State University (Cl)

School/Educational

Adler School of Professional Psychology (Cl)Alliant International University–Fresno (Ph.D. & Psy.D.)

(Cl)Alliant International University–Los Angeles (Ph.D. & Psy.D)

(Cl)Argosy University–Atlanta (Cl)Argosy University–Chicago (Cl)Argosy University–Honolulu Campus (Cl)Argosy University–Phoenix (Cl)Argosy University–San Francisco (Cl)Argosy University–Washington, DC Campus (Cl)Azusa Pacific University (Cl)Baylor University (Cl)Binghamton University/State University of New York (Cl)Boston College (Co)Bowling Green State University (Cl)Brigham Young University (Cl)Central Michigan University (Cl)Chicago School of Professional Psychology (Cl)Clark University (Cl)Duke University (Cl)George Fox University (Cl)Georgia State University (Co)Indiana University (Cl)Indiana University–Bloomington (Cl)Indiana University–Purdue University Indianapolis (Cl)Long Island University–C.W. Post Campus (Cl)Louisiana State University (Cl)James Madison University (Cm)Marquette University (Co)Marshall University (Psy.D.) (Cl)Miami University (Cl)Ohio State University (Cl)Ohio University (Cl)Our Lady of the Lake University (Co)Pepperdine University (Psy.D.) (Cl)Roosevelt University (Psy.D.) (Cl)Rutgers University (Psy.D.) (Cl)San Diego University (Cl)Suffolk University (Cl)Syracuse University (Cl)Texas Tech University (Co)University of Arkansas (Cl)University at Buffalo/State University of New York (Cm)


375

University of California–Los Angeles (Cl)University of California–Santa Barbara (Cm)University of Cincinnati (Cl)University of Georgia (Co)University of Illinois at Urbana–Champaign (Co)University of Iowa (Co)University of Louisville (Co)University of Maryland–Baltimore County (Cl)University of Memphis (Cl & Co)University of Nebraska–LincolnUniversity of New Mexico (Cl)University of North Carolina at Greensboro (Cl)University of Virginia (Human Services) (Cl)University of Washington (Cl)University of Waterloo (Cl)Utah State University (Cm)Virginia Commonwealth University (Cl)West Virginia University (Cl)Western Michigan University (Cl & Co)Widener University (Cl)Yeshiva University (Cl & Cm)York University—Clinical-Developmental Area (Cl)

Sex Therapy/Deviation and Dysfunction

Adler School of Professional Psychology (Cl)Argosy University–Chicago (Cl)Baylor University (Psy.D.) (Cl)Carlos Albizu University (Psy.D.) (Cl)Idaho State University (Cl)Ohio State University (Cl)Rutgers University (Ph.D.) (Cl)Rutgers University (Psy.D.) (Cl)Southern Illinois University (Co)University of Florida (Co)University of Louisville (Co)University of Ottawa (Cl)University of Rhode Island (Cl)University of Utah (Cl)Widener University (Cl)

Sleep Disorders

University of Alabama (Cl)University of Arizona (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)

Smoking Cessation

Indiana University–Bloomington (Cl)University of Illinois at Chicago (Cl)University of Kansas (Cl)University of Mississippi (Cl)University of Pittsburgh (Cl)University of Rochester (Cl)

Sports Psychology

Argosy University–Chicago (Cl)Carlos Albizu University–San Juan (Cl)University of Manitoba (Cl)

Stress

Georgia State University (Co)Indiana University of Pennsylvania (Cl)Long Island University–C.W. Post Campus (Cl)Loyola College in Maryland (Psy.D.) (Cl)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Southern Illinois University (Co)University of Connecticut (Cl)University of Georgia (Cl)University of Wisconsin–Milwaukee (Cl)

Substance Abuse/Addiction

Adelphi University (Cl)Antioch/New England Graduate School (Cl)Argosy University–Atlanta (Cl)Argosy University–Honolulu Campus (Cl)Argosy University–Phoenix (Cl)Argosy University–San Francisco (Cl)Argosy University–Schaumburg (Cl)Argosy University–Washington, DC Campus (Cl)Auburn University (Co)Azusa Pacific University (Cl)Baylor University (Cl)Binghamton University (Cl)Duke University (Cl)Fairleigh Dickinson University (Cl)George Fox University (Cl)George Washington University (Ph.D. (Cl)Howard University (Cl)Idaho State University (Cl)Long Island University (Cl)Loyola University–Chicago (Cl)Marquette University (Co)New Mexico State University (Co)Nova Southeastern University (Ph.D. & Psy.D.) (Cl)Ohio University (Cl)Oklahoma State University (Cl)Pacific Graduate School of Psychology (Psy.D.) (Cl)Pepperdine University (Cl)Rutgers University (Ph.D.) (Cl)Southern Illinois University (Cl)Southern Illinois University (Co)Syracuse University (Cl)University at Albany/State University of New York (Cl)University at Albany/State University of New York (Co)Texas A&M University (Cl)Uniformed Services University of Health Sciences (Cl)University of Arkansas (Cl)University of Central Florida (Cl)


376

University of Colorado (Cl)University of Connecticut (Cl)University of Florida (Co)University of Georgia (Cl)University of Hawaii at Manoa (Cl)University of La Verne (Cl)University of Maryland–Baltimore County (Cl)University of Memphis (Cl)University of Memphis (Co)University of Miami (Cl)University of Minnesota (Cl)University of Mississippi (Cl)University of Montana (Cl)University of Nebraska–Lincoln (Cl)University of Nevada–Reno (Cl)University of New Mexico (Cl)University of North Dakota (Cl)University of Pittsburgh (Cl)University of South Dakota (Cl)University of South Florida (Cl)University of Southern Mississippi (Co)University of Tennessee (Cl)University of Utah (Cl & Co)University of Vermont (Cl)University of Washington (Cl)University of Wisconsin–Madison (Cl)Vanderbilt University (Cl)Virginia Commonwealth University (Cl & Co)Virginia Polytechnic Institute and State University (Cl)Wayne State University (Cl)Wright Institute (Cl)Wright State University (Cl)Yale University (Cl)York University—Adult Clinical Program (Cl)

Suicide/Prevention

Baylor University (Cl)University of Houston (Cl)University of Pittsburgh (Cl)

Supervision

Antioch/New England Graduate School (Cl)Binghamton University/State University of New York (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)Georgia State University (Cl)James Madison University (Cm)Marquette University (Co)University of California–Los Angeles (Cl)University of Denver (Psy.D.) (Cl)University of Georgia (Cl)University of Georgia (Co)University of Manitoba (Cl)University of Maryland (Co)University of Massachusetts at Amherst (Cl)University of Northern Colorado (Co)

Veterans Hospital/Medical Center

Argosy University–Honolulu Campus (Cl)Brigham Young University (Cl)Chicago School of Professional Psychology (Cl)Indiana State University (Co)Iowa State University (Co)Louisiana Tech University (Co)Pacific Graduate School of Psychology (Ph.D. & Psy.D) (Cl)Pepperdine University (Psy.D.) (Cl)Regent University (Cl)Roosevelt University (Psy.D.) (Cl)Southern Illinois University (Co)Tennessee State University (Co)Texas A&M University (Co)Uniformed Services University of Health Sciences (Cl)University at Albany/State University of New York (Co)University of Denver (Co)University of Houston (Co)University of Illinois at Urbana–Champaign (Co)University of Iowa (Co)University of Kentucky (Co)University of Missouri–Columbia (Cl)University of Missouri–Columbia (Co)University of Oregon (Co)University of Pittsburgh (Cl)University of Southern Mississippi (Co)University of Texas at Austin (Co)University of Utah (Co)Virginia Commonwealth University (Co)West Virginia University (Co)

Victim/Violence/Sexual Abuse

Antioch/New England Graduate School (Psy.D.) (Cl)Argosy University–Chicago (Cl)Baylor University (Cl)Boston College (Co)Boston University (Cl)Carlos Albizu University–San Juan (Psy.D.) (Cl)Carlos Albizu University–San Juan (Ph.D.) (Cl)Clark University (Cl)Florida Institute of Technology (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)George Washington University (Ph.D.) (Cl)Georgia State University (Cl)Howard University (Cl)Long Island University–C.W. Post Campus (Cl)Loyola University–Chicago (Cl)Michigan State University (Cl)Northern Illinois University (Cl)Nova Southeastern University (Ph.D. & Psy.D) (Cl)Oklahoma State University (Co)Pacific Graduate School of Psychology (Psy.D.) (Cl)Rutgers University (Psy.D.) (Cl)Southern Illinois University (Cl)Texas Woman’s University (Co)


377

University of Delaware (Cl)University of Florida (Co)University of Georgia (Cl)University of Houston (Cl)University of Manitoba (Cl)University of Maryland–Baltimore County (Cl)University of Memphis (Co)University of Miami (Cl)University of Mississippi (Cl)University of Montana (Cl)University of Nebraska–Lincoln (Cl)University of Nevada–Reno (Cl)University of North Dakota (Cl)University of Pittsburgh (Cl)University of Utah (Co)University of Virginia—Department of Psychology (Cl)

Vocational/Career Development

Florida State University (Cm)New Mexico State University (Co)Southern Illinois University (Co)Temple University (Co)Uniformed Services University of Health Sciences (Cl)University of California–Santa Barbara (Cm)University of Florida (Co)University of Georgia (Co)University of Louisville (Co)University of Maryland (Co)University of Missouri–Columbia (Co)University of Nebraska–Lincoln (Co)University of Texas Southwestern Medical Center at Dallas

(Cl)

Weight Management

University of Florida (Cl)University of Illinois at Chicago (Cl)University of Kansas (Cl)University of Pittsburgh (Cl)University of South Florida (Cl)Yeshiva University (Cl)

Women’s Studies/Issues

Alliant International University–Fresno (Ph.D. & Psy.D.) (Cl)Alliant International University–San Francisco (Ph.D. &

Psy.D.) (Cl)University of Iowa (Co)University of Missouri–Columbia (Co)

University of Utah (Co)Wright State University (Cl)

Miscellaneous

adoption—Pepperdine University (Cl)attachment disorder—Miami University (Cl)behavioral analysis—Arizona State University (Cl)behavior genetics—University of Oregon (Cl)behavioral dentistry—West Virginia University (Cl)behavior therapy—Central Michigan University (Cl), McGill

University (Co)creative & expressive arts—Chicago School of Professional

Psychology (Cl)data management systems—Virginia Polytechnic Institute

and State University (Cl)dual diagnosis clinic—University of Hawaii at Manoa (Cl)factitious disorders—University of Alabama (Cl)gambling—University of Memphis (Cl)homeless shelter—University of Georgia (Co), University of

Iowa (Co)hypnosis—University of Northern Colorado (Co)humanistic/experiential therapy—Pepperdine University

(Cl), American University (Cl)interpersonal therapy—Emory University (Cl), Fuller

Theological Seminary (Ph.D. & Psy.D) (Cl)low income populations—New Mexico State University

(Co)immigrants—Florida State University (Cl), University of

Texas–Austin (Co)military settings—Uniformed Services University of Health

Sciences (Cl)mindfulness—University of Colorado (Cl)National Guard Youth Challenge Program—University of

Southern Mississippi (Co)nursing facility—University of Florida (Co)play therapy—Baylor University (Psy.D.) (Cl), Michigan

State University (Cl)positive psychology—University of Louisville (Co)program evaluation—George Mason University (Cl)psychopharmacology/medication management—Forest

Institute of Professional Psychology (Psy.D.) (Cl)selective mutism—University of South Florida (Cl)shyness—Pacific Graduate School of Psychology (Cl)social skills—University of Mississippi (Cl)somatization disorders—Rutgers University (Ph.D.) (Cl)systems management—Virginia Polytechnic Institute and

State University (Cl)TA Gestalt training—Fielding Graduate University (Cl)underserved populations—Forest Institute of Professional

Psychology (Cl), New Mexico State University (Co)


378

A P P E N D I X G

PROGRAMCONCENTRATIONSAND TRACKS

Adult/Aging/Geropsychology

Antioch University New England (Psy.D.)Argosy University–Atlanta Campus (Psy.D.)Boston University (Cl)Case Western Reserve University (Cl)Catholic University of America (Cl)Duke University (Cl)Howard University (Cl)George Washington University (Psy.D.)Marquette University (Cl)Miami University (Cl)Northwestern University (Cl)Ohio State University (Cl)Purdue University (Cl)Seton Hall University (Co)Southern Illinois University (Cl)Spalding University (Psy.D.) (Cl)Texas A&M University (Co)University of Alabama at Birmingham (Cl)University of Alabama at Tuscaloosa (Cl)University of Central Florida (Cl)University of Houston (Cl)University of Indianapolis (Psy.D.) (Cl)University of Iowa (Cl)University of Kansas (Cl)University of La Verne (Psy.D.) (Cl)University of Massachusetts at Amherst (Cl)University of Miami (Cl)University of Missouri–Columbia (Cl)University of Nebraska–Lincoln (Cl)University of North Carolina at Chapel Hill (Cl)University of North Texas (Co)University of Pittsburgh (Cl)University of Southern California (Cl)University of Southern Mississippi (Cl)University of Utah (Cl)

University of Washington (Cl)University of Windsor (Cl)University of Wisconsin–Madison (Cl)Vanderbilt University (Psychology and Human

Development) (Cl)Xavier University (Psy.D.) (Cl)Yeshiva University (Psy.D.) (Cl)York University (Cl)

Assessment

Antioch University New England (Psy.D.)George Washington University (Psy.D.) (Cl)Kent State University (Cl)University of Florida (Co)University of Texas–Austin (Co)University of Massachusetts at Amherst (Cl)

Child/Pediatric

Adler School of Professional Psychology (Cl)Alliant International University–Fresno (Psy.D. & Ph.D.) (Cl)Alliant International University–San Francisco Bay (Psy.D. &

Ph.D.) (Cl)Antioch University New England (Psy.D.)Argosy University Chicago (Cl)Argosy University, Hawaii Campus (Psy.D.)Arizona State University (Cl)Auburn University (Cl)Boston University (Cl)Bowling Green State University (Cl)Brigham Young University (Cl)Carlos Albizu University–Miami Campus (Psy.D.) (Cl)Case Western Reserve University (Cl)Catholic University of America (Cl)Chicago School of Professional Psychology (Psy.D.) (Cl)

379

DePaul University (Cl)Duke University (Cl)George Washington University (Psy.D.) (Cl)Howard University (Cl)Indiana State University (Psy.D.) (Cl)Indiana University of Pennsylvania (Psy.D.) (Cl)Loyola University of Chicago (Cl)Marquette University (Cl & Co)Massachusetts School of Professional Psychology (Psy.D.) (Cl)Northwestern University, Feinberg School of Medicine (Cl)Ohio University (Cl)Oklahoma State University (Cl)Pacific University (Cl)Purdue University (Cl)Simon Fraser University (Cl)Spalding University (Psy.D.) (Cl)St. John’s University (Cl)Suffolk University (Cl)Columbia University–Teachers College (Cl)Southern Illinois University (Cl)The Ohio State University (Cl)University of Alabama at Birmingham (Cl)University of Alabama at Tuscaloosa (Cl)University of Central Florida (Cl)University of Connecticut (Cl)University of Denver (Cl) (Ph.D. & Psy.D.)University of Florida (Cl)University of Georgia (Cl)University of Hartford (Psy.D.) (Cl)University of Indianapolis (Psy.D.) (Cl)University of Iowa (Cl)University of Kansas (Cl)The University of Memphis (Cl)University of Miami (Cl)University of Missouri–Columbia (Cl)University of Missouri–St. Louis (Cl)University of Montana (Cl)University of North Carolina at Chapel Hill (Cl)University of North Carolina at Greensboro (Cl)University of South Florida (Cl)University of Southern Mississippi (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Virginia–Department of Human Services (Cl)University of Washington (Cl)University of Windsor (Cl)Virginia Commonwealth University (Cl)Wayne State University (Cl)West Virginia University (Cl)Xavier University (Psy.D.) (Cl)Yeshiva University (Psy.D.) (Cm)

Child & Family

Adler School of Professional Psychology (Cl)Alliant International University–San Diego (Psy.D. & Ph.D.)

(Cl)

Argosy University–Atlanta Campus (Psy.D.) (Cl)Alliant International University–San Francisco Bay (Psy.D. &

Ph.D.) (Cl)Argosy University–Washington DC Campus (Psy.D) (Cl)Argosy University–Twin Cities Campus (Psy.D.) (Cl)Florida Institute of Technology (Psy.D.) (Cl)Fordham University (Cl)Forest Institute of Professional Psychology (Cl)Kent State University (Cl)La Salle University (Psy.D.) (Cl)Miami University (Cl)Regent University (Cl)University of Houston (Cl)University of Massachusetts at Amherst (Cl)The University of Montana (Cl)University of North Texas (Co)University of Nebraska–Lincoln (Cl)University of Rhode Island (Cl)University of South Carolina (Cl)University of Southern California (Cl)University of Toledo (Cl)University of Utah (Cl)Vanderbilt University (Psychology and Human

Development) (Cl)

Cognitive/Cognitive-Behavioral

American University (Cl)Concordia University (Cl)Pepperdine University (Psy.D.) (Cl)University of Toledo (Cl)

Community

Arizona State University (Cl)Bowling Green State University (Cl)DePaul University (Cl)Georgia State University (Cl)Pepperdine University (Psy.D.) (Cl)Rutgers, The State University of New Jersey (Psy.D.)(Cl)University of Maryland, Baltimore County (Cl)Wayne State University (Cl)

Family/Marriage & Family

Alliant International University–Los Angeles (Psy.D. &Ph.D.) (Cl)

Alliant International University–San Diego (Psy.D. & Ph.D.)(Cl)

Alliant International University–San Francisco Bay (Psy.D. &Ph.D.) (Cl)

Argosy University Chicago (Cl)Argosy University, Hawaii Campus (Psy.D.) (Cl)Azusa Pacific University (PsyD) (Cl)Ball State University (Co)Catholic University of America (Cl)Chestnut Hill University (Psy.D.) (Cl)

PROGRAM CONCENTRATIONS AND TRACKS

380

Forest Institute of Professional Psychology (Cl)Fuller Theological Seminary (Ph.D. & Psy.D.) (Cl)Indiana University of Pennsylvania (Psy.D.) (Cl)Loma Linda University (Cl)Massachusetts School of Professional Psychology (Psy.D.)

(Cl)Pepperdine University (Psy.D.) (Cl)Regent University (Cl)Seton Hall University (Co)Spalding University (Psy.D.) (Cl)Texas Woman’s University (Co)University of Florida (Co)University of Toledo (Cl)University of Miami (Co)University of Nebraska–Lincoln (Co)University of Virginia–Department of Human Services (Cl)Widener University (Psy.D.) (Cl)

Forensic/Psychology & Law

Alliant International University–Fresno (Psy.D. & Ph.D.) (Cl)Alliant International University–San Diego (Psy.D. & Ph.D.)

(Cl)Alliant International University–San Francisco Bay (Psy.D. &

Ph.D.) (Cl)Argosy University, Chicago (Cl)Argosy University, Washington DC Campus (Psy.D) (Cl)Argosy University, Twin Cities Campus (Psy.D.) (Cl)Azusa Pacific University (Psy.D.) (Cl)Carlos Albizu University–Miami Campus (Psy.D.) (Cl)Chicago School of Professional Psychology (Psy.D.) (Cl)City University of New York at City College (Cl)Drexel University (Cl)Fielding Graduate University (Cl)Florida Institute of Technology (Psy.D.) (Cl)Fordham University (Cl)Forest Institute of Professional Psychology (Cl)Indiana State University (Psy.D.) (Cl)Loma Linda University (Cl)Massachusetts School of Professional Psychology (Psy.D.)

(Cl)Pacific University (Cl)Pepperdine University (Psy.D.) (Cl)Simon Fraser University (Cl)Spalding University (Psy.D.) (Cl)University of Alabama at Tuscaloosa (Cl)University of Denver (Psy.D.) (Cl)University of La Verne (Psy.D.) (Cl)University of Nebraska–Lincoln (Cl)University of Virginia–Department of Human Services (Cl)Widener University (Psy.D.) (Cl)

Gender Studies

City University of New York at City College (Cl)University of Missouri–St. Louis (Cl)University of Nebraska–Lincoln (Co)

Generalist

Argosy University–Phoenix (Psy.D.) (Cl)Baylor University (Psy.D.) (Cl)Carlos Albizu University–Miami Campus (Psy.D.) (Cl)Chicago School of Professional Psychology (Psy.D.) (Cl)Georgia State University (Cl)Illinois Institute of Technology (Cl)Kent State University (Cl)La Salle University (Psy.D.) (Cl)Simon Fraser University (Cl)University of Cincinnati (Cl)University of Georgia (Cl)University of Hartford (Psy.D.) (Cl)University of Indianapolis (Psy.D.) (Cl)University of Kentucky (Cl)University of Maine (Cl)University of Maryland, Baltimore County (Cl)University of Tulsa (Cl)West Virginia University (Cl)

Health/Behavioral Medicine

Alliant International University–Fresno (Psy.D. & Ph.D.) (Cl)Alliant International University–Los Angeles (Psy.D. &

Ph.D.) (Cl)Alliant International University–San Diego (Psy.D. & Ph.D.)

(Cl)Alliant International University–San Francisco Bay (Psy.D. &

Ph.D.) (Cl)Antioch University New England (Psy.D.)Argosy University, Atlanta Campus (Psy.D.) (Cl)Argosy University, Chicago (Cl)Argosy University, Hawaii Campus (Psy.D.)Antioch University New England (Psy.D.)Argosy University, Twin Cities Campus (Psy.D.) (Cl)Argosy University, Washington DC Campus (Psy.D) (Cl)Arizona State University (Cl)Bowling Green State University (Cl)Chicago School of Professional Psychology (Psy.D.) (Cl)City University of New York at City College (Cl)Drexel University (Cl)Duke University (Cl)Fielding Graduate University (Cl)Florida Institute of Technology (Psy.D.) (Cl)Fordham University (Cl)Indiana State University (Psy.D.) (Cl)Indiana University of Pennsylvania (Psy.D.) (Cl)Kent State University (Cl)La Salle University (Psy.D.) (Cl)Loma Linda University (Cl)Massachusetts School of Professional Psychology (Psy.D.)

(Cl)New Mexico University (Co)Ohio University (Cl)Ohio State University (Cl)Oklahoma State University (Cl)


381

Our Lady of the Lake University (Psy.D.) (Co)Ponce School of Medicine (Cl)Regent University (Cl)Rosalind Franklin University of Medicine and Science (Cl)Spalding University (Psy.D.) (Cl)Syracuse University (Cl)Texas A&M University (Co)University of Alabama at Tuscaloosa (Cl)University of Cincinnati (Cl)University of Connecticut (Cl)University of Florida (Cl)University of Indianapolis (Psy.D.) (Cl)University of Iowa (Cl)University of Kansas (Cl)University of Kentucky (Cl)University of Maryland, Baltimore County (Cl)The University of Memphis (Cl)University of Miami (Cl & Co)University of Missouri Kansas City (Cl)University of Missouri–St. Louis (Cl)University of Pittsburgh (Cl)University of South Florida (Cl)University of Texas–Austin (Co)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Utah (Cl)University of Wyoming (Cl)Utah State University (Cm)Virginia Commonwealth University (Cl)Wayne State University (Cl)West Virginia University (Cl)Widener University (Psy.D.) (Cl)York University (Cl)

Human Development/Developmental/Lifespan

Concordia University (Cl)West Virginia University (Cl)University of Delaware (Cl)University of Maine (Cl)University of Minnesota (Cl)University of Pittsburgh (Cl)University of Rochester (Cl)University of Victoria (Cl)York University (Clinical-Developmental Psychology) (Cl)

Multicultural/Cross-Cultural/Diversity

Alliant International University–Los Angeles (Psy.D. &Ph.D.) (Cl)



Argosy University, Chicago (Cl)Argosy University, Hawaii Campus (Psy.D.) (Cl)

Argosy University, Washington DC Campus (Psy.D) (Cl)Ball State University (Co)Catholic University of America (Cl)Chicago School of Professional Psychology (Psy.D.) (Cl)JFK University (Cl)Marquette University (Co)McGill University (Co)New Mexico State University (Co)Pacific University (Cl)Pepperdine University (Cl)Seton Hall University (Co)Texas A&M University (Co)Texas Woman’s University (Co)University of La Verne (Psy.D.) (Cl)University of Memphis (Co)University of Miami (Co)University of Missouri–Columbia (Co)University of Nebraska–Lincoln (Co)University of Texas–Austin (Co)Widener University (Psy.D.) (Cl)

Neuropsychology

Adler School of Professional Psychology (Cl)Argosy University, Atlanta Campus (Psy.D.) (Cl)Argosy University, Washington DC Campus (Psy.D) (Cl)Boston University (Cl)Brigham Young University (Cl)Concordia University (Cl)Carlos Albizu University–Miami Campus (Psy.D.) (Cl)Drexel University (Cl)Fielding Graduate University (Cl)Florida Institute of Technology (Psy.D.) (Cl)Fordham University (Cl)Forest Institute of Professional Psychology (Cl)Georgia State University (Cl)Loma Linda University (Cl)Loyola University of Chicago (Cl)Northwestern University, Feinberg School of Medicine (Cl)Pacific University (Cl)Ponce School of Medicine (Cl)Rosalind Franklin University of Medicine and Science (Cl)Seton Hall University (Co)Simon Fraser University (Cl)Suffolk University (Cl)University of Alabama at Birmingham (Cl)University of Cincinnati (Cl)University of Colorado at Boulder (Cl)University of Connecticut (Cl)University of Florida (Cl)University of Georgia (Cl)University of Houston (Cl)University of Iowa (Cl)University of Kentucky (Cl)University of Montana (Cl)University of Ottawa (Cl)University of Rhode Island (Cl)


382

University of South Florida (Cl)University of Texas Southwestern Medical Center at Dallas

(Cl)University of Utah (Cl)University of Victoria (Cl)University of Windsor (Cl)Virginia Consortium Program in Clinical Psychology

(Psy.D.) (Cl)Wayne State University (Cl)Widener University (Psy.D.) (Cl)

Organizational/Consulting

Pacific University (Cl)Regent University (Cl)Widener University (Psy.D.) (Cl)

Psychoanalytic/Psychodynamic Therapy



Pepperdine University (Psy.D.) (Cl)University of Toledo (Cl)Widener University (Psy.D.) (Cl)

Sport Psychology/Clinical Sport

La Salle University (Psy.D.) (Cl)Rutgers, The State University of New Jersey (Psy.D.) (Cl)University of Denver (Psy.D.) (Cl)University of Missouri–Columbia (Co)University of North Texas (Co)

Substance Abuse/Addiction

Adler School of Professional Psychology (Cl)Immaculata University (Psy.D.) (Cl)Marquette University (Co)Syracuse University (Cl)University of South Florida (Cl)

Supervision/Clinical Supervision

Yeshiva University (Psy.D.)McGill University (Co)New Mexico State University (Co)University of Florida (Co)

Trauma/Disaster

Argosy University–Twin Cities Campus (Psy.D.)Miami University (Cl)

University of Denver (Psy.D.) (Cl)University of Missouri–St. Louis (Cl)University of South Dakota (Cl)

Miscellaneous

AD/HD—University of North Carolina at Greensboro (Cl)Adlerian psychotherapy—Adler School of Professional

Psychology (Cl)applied methodology—University of Rhode Island (Cl)applied behavior analysis—West Virginia University (Cl);

Eastern Michigan University (Cl)behavioral genetics—University of Colorado at Boulder (Cl)career development—University of Missouri–Columbia (Co)clinical and health research—Concordia University (Cl)close relationship—Stony Brook University/State University

of New York (Cl)group—Widener University (Psy.D.) (Cl), Adler School of

Professional Psychology (Cl)health service administration & business—Xavier University

(Psy.D.) (Cl)human factors—University of Cincinnati (Cl)humanistic existential—Pepperdine University (Psy.D.) (Cl)infant mental health—Seton Hall University (Co)integrated health care—Forest Institute of Professional

Psychology (Cl)international studies—University of Memphis (Co)leadership—Fuller Theological Seminary (Psy.D.) (Cl)medical clinical—Uniformed Services University of Health

Sciences (Cl); University of Alabama at Birmingham(Cl)

military clinical—Uniformed Services University of HealthSciences (Cl)

pediatric health—Loma Linda University (Cl); University ofMiami (Cl)

personality—University of Iowa (Cl); University of SouthFlorida (Cl)

primary care psychology—Adler School of Professional Psychology (Cl)

psychological testing—Immaculata University (Psy.D.) (Cl);Chestnut Hill University (Psy.D.) (Cl)

psychopathology—Rosalind Franklin University of Medicineand Science (Cl)

psychotherapy research—University of Memphis (Cl);McGill University (Co)

public health—Loma Linda University (Cl)rehabilitation—Illinois Institute of Technology (Cl)rural/minority—Utah State University (Cm)severe mental illness—Xavier University (Psy.D.) (Cl)statistics—University of Missouri–Columbia (Co)teaching—University of Missouri–Columbia (Co)


383

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