clinical psych phd programs new york

Clinical Psychology PhD

Ph.d. in clinical psychology.

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

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

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

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

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

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

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

Teachers College Resilience Center for Veterans and Families

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

Dean Hope Center for Psychological Services

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

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Two (2) Letters of Recommendation
• GRE General Test

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

The Program requires the following:

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

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

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

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

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

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

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

Second Year

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

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

Fourth and Fifth Year

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

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

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Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

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

Email: shulevitz@tc.columbia.edu

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PhD Program in Clinical Psychology

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General Admission Contact The New School for Social Research Office of Admission 72 Fifth Avenue, 1st floor New York, NY 10011 212.229.5600 or 800.523.5411 [email protected]

Admissions Liaison [email protected]

Department of Psychology The New School for Social Research 80 Fifth Avenue, 7th floor New York, NY 10011 Tel: 212.229.5727 x3119 or x3223 (for Clinical Psychology) Fax: 212.989.0846

Department Co-chairs William Hirst (Cognitive, Social, and Developmental) McWelling Todman  (Clinical)

Department Secretary Janiera Warren

Clinical Secretary Nichelle Horlacher

Director of Clinical Training Sam Winer

Assistant Director of Clinical Training Lisa Rubin

Director of Clinical Student Affairs Trisha Toelstedt

Safran Center  Melany Rivera-Maldonado , Director Donna Mulcahy , Manager

Student Advisors First-Year MA: Hong Nguyen Continuing MA: Olivia Cadwell Clinical PhD: Lovelyne Julien BAMA and CSD PhD: Anne Kathrin Lehner

Psychology Departmental Handbook

Psychology Labs Handbook

Concentration in Substance Abuse and Mental Health Counseling Handbook

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The PhD in Clinical Psychology is accredited by the Commission on Accreditation of the American Psychological Association. It is one of the few clinical programs that combine a psychoanalytic emphasis with adherence to the scientist-practitioner model.

It also recognizes the importance of understanding the roles of culture and context in mediating healthy psychological development, psychopathology, and psychotherapeutic change.

• Degree Doctor of Philosophy (PhD)
• Credits 90 credits
• Format Full-time or part-time, on-campus
• Start Term Fall

View current tuition and fees View fellowship and funding opportunities

The mission of the Clinical Psychology doctoral program at The New School for Social Research is to train scientist-practitioners who:

• Are competent in clinical practice, including diagnostic assessment, case formulation, and intervention
• Are engaged in contributing to scholarship in all its forms 
• Are grounded in the broader field of scientific psychology and can integrate scientific knowledge with clinical research and practice 
• Can communicate about psychology effectively with a wide range of individuals
• Are respectful of the influence of context, culture, development, and individual differences
• Act ethically throughout their professional conduct

While introducing students to full range of evidence-based practice, we provide a foundation in psychodynamic theory and practice, whose core tenets we identify as 1) recognition of the importance of context and development for psychological trajectories; 2) acknowledgment of intrapsychic influences on behavior which may lay outside awareness; 3) appreciation of the fact that individuals attempt to manage difficult emotions through complex means; and 4) respect for the impact of relational factors on the amelioration of distress, including the therapist’s and client’s reactions to each other. It is expected that graduates will implement these skills in a variety of settings.

Consistent with The New School for Social Research’s institutional goals, we value progressive social thought, critical analysis, pluralism, diversity, and interdisciplinary dialogue and recognize the importance of pursuing and maintaining integration between scholarship and real-world concerns.

Approach to Training

Our overall ethos is a realistic take on the challenges to the scientist-practitioner model: Researchers sometimes fail to take into account the realities of clinical practice, and as surveys indicate, many practitioners are not interested in research findings. An important goal is thus to train students to think critically about the causes of the researcher-practitioner gap and to explore ways of reducing it. We attempt to create an atmosphere in which a critical spirit will flourish. Ongoing questioning and dialogue are encouraged, formally and informally, not only in classes and seminars but also at guest lectures, case conferences, research conferences, and various faculty and student meetings.

The program achieves mission through three primary modes of educational experiences: coursework, clinical placements, and research mentorship.

Coursework:  Students in the MA program undertake broad, foundational, and graduate-level study of psychological science, in the areas of affective, biological, cognitive, social, and developmental psychology, as well as research methods and statistics. As they move into the doctoral program, they integrate their acquired basic science learning into clinical skills coursework.

Clinical Placements and Supervision: In clinical placements, doctoral students participate in didactics on up-to-date clinical research, which their supervisors then help them incorporate into their interventions. An important element of the integration of science and practice is the clinical experience in the Safran Center for Psychological Services, in which students employ evidence-based interventions and actively participate in psychotherapy process and outcomes research.

Research Mentorship: Students are guided by mentors in their research labs in generating research that integrates the theoretical and clinical implications of their proposed research and its subsequent findings.  

For full details of the program curriculum, as well as all policies and procedures, please see the Psychology student handbook .

Program Ethos

Psychodynamic Roots: Many of our basic clinical skills courses have a broad-based psychodynamic emphasis. Others have a cognitive-behavioral emphasis. Students are also exposed to other therapeutic orientations, such as humanistic and existential approaches. They are encouraged to approach clinical practice with an open and inquiring mind and avoid a doctrinaire outlook.

In its clinical training, the program is pluralistic, with an emphasis on psychoanalytically informed practice. The psychoanalytic legacy of our program can be traced back to 1926, when Sándor Ferenczi, one of Freud's closest colleagues, taught a course at The New School. Other psychoanalytic pioneers who have taught at The New School include Alfred Adler, Ernst Kris, Karen Horney, and Erich Fromm. Our psychoanalytic legacy can also be traced to the World War II–era origins of The New School for Social Research, of which a number of founding faculty members were interested in the synthesis of social and political thought, psychoanalysis, and the humanities.

Critical Thinking: Critical inquiry and debate are encouraged, and students seek out training experiences in a range of different orientations during externship placements. Students are exposed to diverse orientations and taught to examine similarities, differences, and points of complementarity between them. They are taught to think critically about the strengths and weaknesses of different approaches and to explore different approaches to integrating both interventions and theories from different perspectives (e.g., technical eclecticism, theoretical integration, common factors approaches, assimilative integration).

Integration of Science and Practice: In accordance with the scientist-practitioner model of training for clinical psychology, we are committed to teaching our students to integrate research and practice in a meaningful way. We teach them to view the activities of conducting research and engaging in clinical practice as mutually enhancing—that is, to understand that clinical practice generates important questions and insights that can have a significant influence on the conceptualization and execution of research and that both research findings and the process of conducting research can have an important impact on clinical practice.

Consistent with the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology, the emphasis in our training model is on the integration of science and practice in all activities a clinical psychologist undertakes. From this perspective, the hallmark of the scientist-practitioner model is not publishing in scientific journals but rather bringing the integrative perspective of the scientific-practitioner model to all professional activities.

Many of our graduates choose to work in clinical settings, and when they do, we expect them to approach their work with the critical sensibility that is the hallmark of science; to value and seek out up-to-date information, including expertise in both clinical techniques and empirical findings regarding assessment, psychopathology, and therapeutic methods; and to evaluate this information critically. When they do research, we expect them to be attuned to real-world clinical concerns and to use their clinical experience to generate meaningful hypotheses.

We also believe it is important for students to be aware from the outset that the practice of clinical psychology often falls short of the ideals of the scientist-practitioner model, and that there is an increasing recognition in the field of a gap between researchers and clinicians. Researchers sometimes fail to take into account the realities of clinical practice, and, as surveys indicate, many practitioners are not interested in research findings. An important goal is thus to train students to think critically about the causes of the researcher-practitioner gap and to explore ways of reducing it. We attempt to create an atmosphere in which a critical spirit will flourish. Ongoing questioning and dialogue are encouraged, formally and informally, not only in class and seminar rooms but also at guest lectures, case conferences, research conferences, and various faculty and student meetings.

A full account of degree requirements and procedures is contained in the Psychology student handbook .

PhD candidates must earn 60 credits in addition to the 30 credits taken in the General Psychology MA program, for a total of 90 credits. 

Once admitted to the Clinical Psychology doctoral program:

• Students are expected to take courses in clinical theory and technique, diagnostic testing, evidence-based practice, culture and ethnicity, ethics, and statistics, and others
• Students must also complete a practicum at the program's training site, the Safran Center for Psychological Services, in their first year, followed by two full years of externship and externship seminars
• The clinical component of training culminates in a paid, full-time, APA-accredited internship, procured through a national match process. 

Timeline to Completion:  It is possible to complete the PhD degree in four years (not including the two-year MA program). The program is structured so that students spend three years completing academic and practicum requirements and one year completing an APA-accredited pre-doctoral internship. It is not unusual for students to take longer than four years, given the many concurrent academic, clinical, and research experiences that the program affords, and given many students' desire to gain additional clinical experience in light of the current internship match imbalance.

Graduate Minors

Students can use elective courses toward completing one of the university’s  graduate minors . These structured pathways of study immerse master's and doctoral students in disciplines outside their primary field and expose them to alternative modes of research and practice. Completed graduate minors are officially recorded on students' transcript.

Dissertation

The dissertation itself consists of two separate but related portions:

• Literature Review: The first portion is a stand-alone literature review article that is submitted in a form that is potentially acceptable to a peer-reviewed journal. This article should be approximately 10,000 words or 25-30 double-spaced pages in length (including references), and will review theoretical and empirical research relevant to the topic on which the dissertation research focuses.
• Empirical Article: The second portion consists of a stand-alone empirical article written in a form that would be acceptable to a peer-reviewed journal. This article should be approximately 10,000 words or 25-30 pages double spaced in length (including references). Students should familiarize themselves with the types of articles that appear in quality journals relevant to their area of research, and use these as models when writing their dissertation.  

See Dissertation Requirements in the Psychology department handbook for complete information.

Assistantships

A limited number of research and teaching assistantships are available in the Psychology department. Teaching assistantships are usually restricted to doctoral candidates.

Faculty Research Interests

The following Clinical Psychology faculty members typically serve as the primary research supervisors for Clinical Psychology doctoral students. However, all Cognitive, Social, and Development Psychology faculty members may also serve as primary research supervisors.

The most recent American Psychological Association site visit, in December 2013, resulted in the PhD program's accreditation for a full seven years. The program continues to be accredited, with its next site visit scheduled to take place in 2021.

Site visitors commented on the excellence of the program's training in scholarship, research, and practice, and on our success in integrating the three realms. 

To quote the site visit report:

“The focus of the program is not only on present knowledge available but on understanding the value of developing a stance of lifelong scholarly inquiry and the basic value of science as an important part of clinical practice. There is an emphasis on the constant change in knowledge and ideas that occur in the field and on the importance of both being aware of these changes and of being involved in them. The advanced students appear to have developed a very strong attitude of lifelong learning and also assist in the development of this attitude by being models and passing on the attitude to the new students.

"The program excels in the area of clinical training. The New School Psychotherapy Research Program provides a strong beginning to the students' clinical experience. A wide range of agencies are used for advanced practica and all are required to provide adequate supervision and appropriate professional supervisors. The clinical training experience is integrated with all appropriate courses. The practica from the very first year New School Psychotherapy Research Program placement on throughout the program are designed to fit with and be part of developing competencies and to meet both immediate and long term training during each year of the program. Since practicum training is part of the training during each year in the program, the amount, intensity and breadth of experience is well beyond what is expected by most internship sites.

"The program tracks placements of its graduates and is justly proud of the excellent jobs its students regularly obtain. In our interviews with supervisors in sites that support student placements and internships we learned that most of them consider New School graduate students to be the best graduate students they see."

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

Office of Program Consultation and Accreditation 750 First Street NE Washington, DC 20002-4242

202.336.5979 [email protected] apa.org/ed/accreditation

Detailed policies and procedures for admissions can be found in the Psychology student handbook .

Students begin their studies toward the PhD by obtaining an MA in General Psychology, which includes courses in cognition, social psychology, developmental psychology, neuroscience, psychopathology, and research methods and statistics, as well as three electives. For these electives, students may take the three-course module in Substance Abuse Counseling and Mental Health. In the middle of the second year of the MA, students with a GPA of 3.50 or higher, who are also pursuing research with faculty guidance, may apply for admission to the Clinical Psychology doctoral program. The Clinical program admits approximately 15 students per year. Successful completion of the MA in General Psychology does not guarantee admission to the PhD program.

Students with MA degrees in psychology from other universities  may be eligible for "Advanced Standing" status in the New School for Social Research MA program. Accepted students are informed of whether or not they will be admitted with Advanced Standing status prior to beginning the MA program. Once accepted, eligible students may apply to enter the Clinical Psychology PhD after at least one semester of study here at the MA level, depending on how many of their credits transfer and assuming they have successfully completed requisite courses to meet eligibility for doctoral application. Students in this situation should consult the "Advanced Standing" section in the department handbook for additional information.

Admission Data

Time to Completion for All Students Entering the Program

Also, please describe or provide a link to program admissions policies that allow students to enter with credit for prior graduate work, and the expected implications for time to completion. Please indicate NA if not applicable: N/A

Program Costs

  Internship Placement Table 1

Internship Placement Table 2

  Licensure

This program has been designed to meet educational requirements for professional licensure or certification in New York State. As such, a determination has not been made regarding whether this program will meet educational requirements for licensure or certification in other states or U.S. territories. Students who are considering enrolling in this program and who intend to pursue professional licensure or certification in a state other than New York should contact the appropriate agency to seek guidance and information confirming licensing or certification requirements before beginning the program. Students should be aware that licensure and certification requirements are subject to change periodically and may include educational or degree requirements, professional examinations, background checks, character and fitness qualifications, work experience, fingerprinting, and other requirements.

Disclaimer: The links below lead to websites created and maintained by other organizations. These links are provided for the user’s convenience. The New School does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Furthermore, the inclusion of these links is not intended to reflect their importance or to endorse the organizations sponsoring the websites nor to endorse the views expressed or the products or services offered on the websites. Please note that privacy policies on these websites may differ from those of The New School. Psychology Licensure Information by Profession

New School for Social Research Psychology faculty members regularly discuss their research in the media and receive honors for their work. Examples include:

• New School press release on the appointment of Miriam Steele to the Alfred J. and Monette C. Marrow Professorship in Psychology
• New York Times article , "What Can Be Learned From Differing Rates of Suicide Among Groups," featuring Lillian Polanco-Roman, assistant professor of psychology
• USA Today article , "Hurricane Fiona, natural disasters expose mental health crisis in Puerto Rico," featuring Daniel Gaztambide, assistant professor of clinical practice
• VeryWell Health article , "People With Mental Health Conditions Should Be Screened for Heart Disease Earlier," featuring McWelling Todman, professor of clinical practice
• New School News article , "Trauma and Global Mental Health Psychology Lab Partners with Danish Red Cross to Provide Short-Term Mental Health Interventions to New Yorkers," featuring Adam Brown, associate professor of psychology and vice provost for Research
• New School News article , "Psychology Professors Miriam and Howard Steele Discuss How Families Can Cope with Grief and Stress During the Pandemic," featuring Miriam Steele, Alfred J. and Monette C. Marrow Professor of Psychology, and Howard Steele, professor of psychology
• Psychology research conversation  between Wendy D'Andrea, associate professor of psychology, and Nadia Nieves, PhD Clinical Psychology '20

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Orange Alert

Clinical psychology graduate program overview.

Our department has eliminated the GRE General Test for admission to the fall 2024 class. Applicants should NOT submit their GRE scores through ETS nor report their scores in the application portal or on their CVs or personal statements .

Please note that our interviews for the Fall 2024 class will be offered virtually.

The doctoral program in Clinical Psychology at Syracuse University is dedicated to training outstanding students to become responsible, innovative, and scholarly clinical psychologists. Our program embraces the scientist-practitioner model, providing balanced training in the science and practice of clinical psychology. Our faculty view scholarly empirical research as the foundation of clinical psychology, and we seek to train students who are eager to embrace the research mission of the program. Graduates of our program are well-positioned to pursue a variety of career options, including academic appointments, clinical research, and the provision of clinical services. The doctoral program in Clinical Psychology at Syracuse University has been fully accredited by the American Psychological Association since 1956. Please see below for more information.

Student Admissions, Outcomes and Other Data

Data on students’ time to completion, program costs, attrition, internships, and licensure are collected and reported in keeping with the requirements of programs accredited by the Commission on Accreditation of the American Psychological Association. These education and training outcomes can be found at this link: Student Admissions, Outcomes, and Other Data .

Promising applicants will be invited for a zoom-based personal interviews. Applicants will be notified of their status by April 15th or earlier if possible. We encourage all admitted applicants to visit the campus and meet Clinical faculty and students before making a decision to accept an offer. The doctoral program in Clinical Psychology at Syracuse University does not discriminate based on race, color, creed, religion, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, veteran status, or any other status protected by applicable law.

Please also see the Council of University Directors of Clinical Psychology (CUDCP) policy regarding Admissions Offers and Acceptances .

State Professional Licensure and Certification Disclosure Information

Diversity, Equity, Inclusion and Accessibility in Clinical Psychology

The Syracuse University Clinical Psychology doctoral program is committed strongly to promoting diversity with respect to race, color, creed, religion, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, and veteran status. Our doctoral program also seeks to prepare students to be sensitive to issues of inclusion and diversity in all aspects of their culturally competent work.

We strive to maintain a diverse student population and historically underrepresented students are especially encouraged to apply for our doctoral program. The Clinical Psychology program is dedicated to the active recruitment of a diverse group of students and faculty. See here for an overview of the Diversity, Equity, Inclusion and Accessibility efforts across the university, college, and Department in terms of curriculum, research, clinical practice and programming .

We strongly support Syracuse University's institutional commitment to diversity and inclusion .

Financial Support

The Department of Psychology makes a determined effort to provide at financial support for all graduate students in good standing. For decades, all Psychology graduate students in good standing have been funded. Financial support consists of tuition scholarship, assistantships that provide a competitive stipend, research funding, and the opportunity for summer assistantships.

Tuition Scholarship

Students receive 24 hours of remitted tuition per year (at $1,683 per credit hour), up to 90 credits in total across the span of the graduate career, which funds the full PhD program of study. The tuition scholarship does not cover the costs of student fees or student insurance.

Funding for Academic Months

Students receive a competitive stipend that meets or exceeds the cost of living in Syracuse from one of several different sources including teaching assistantships, clinical assistantships, clinical externships, research assistantships, community or university externships, or university fellowships. In most cases, these are 9-month appointments although some are 12-month positions. Teaching assistants support the education of undergraduate students by teaching lab or recitation sections, grading, providing reviews, proctoring exams, or other activities. Research assistantships support a specific research project, typically one funded by extramural funding agencies such as the NIH. Fellowships provide protected time to pursue independent research projects. Clinical assistantshipsCommunity or university externships involve providinge mental health services to community and campus clients. Clinical externships are offered in conjunction with university and community partners.

Funding for Summer Funding

Although not guaranteed, most of psychology graduate students receive summer funding in the form of independent teaching, clinical assistantships, clinical community or university externships, research assistantships, or fellowships.

Research Support

The department offers a research fund to support the research and professional development of each student. These funds can be used for the collection or analysis of data, to attend a scientific conference or workshop, or other purposes that will enhance student training (such as attending professional or statistical workshops or traveling for predoctoral clinical internship applications).

Cost of Living Comparison

Syracuse is a very affordable city. We encourage you to use a cost-of-living comparison (such as the one available at this site ) to compare Syracuse to other cities.

Program Information

Official program requirements include at least 90 credit hours, including a 6-credit master's thesis and an 18-credit dissertation. Prior to beginning the dissertation, students must pass a doctoral qualifying exam. A full-time, one-year clinical internship is also required before the Ph.D. is awarded.

Program of Study

The doctoral program in Clinical Psychology at Syracuse University admits students to begin full-time study in the fall semester. Our curriculum has evolved in order to meet both responsibilities to the profession of Psychology as well as individual student needs. Doctoral students in Clinical Psychology typically follow a common core sequence in their first two years of study. The course content in the first two years is structured to ensure that all doctoral students receive comprehensive training in statistics and research design, theoretical underpinnings to Clinical Psychology as well as developing core foundational skills in evidence-based treatments. Students are also expected to complete their Master’s thesis in their second or third year of study.

This core sequence is then followed by an opportunity for students to tailor their training and study to match personal interests. These subsequent years of doctoral study include elective courses, additional research and dissertation work, clinical practica and a one-year predoctoral internship.

Consult the Course Catalog for specific requirements.

Our APA accredited Clinical Psychology doctoral program is also identified as New York State licensure-qualifying. This ensures that the education of program graduates will be accepted for licensure immediately in New York. The core courses that our doctoral students must complete are those required by New York State for licensure.

Optional Concentrations

In addition to completing the degree requirements for the doctorate in Clinical Psychology, students in good academic standing can also enroll in one of the two optional concentrations: (1) the Neuroscience Concentration and (2) the Concentration in Advanced Quantitative Methods in Psychology (CAMP), which appears as a graduate specialization on a student’s transcript. Your Ph.D. in Clinical psychology will be awarded the Psychology department with your concentration listed as an area of specialization in your degree. More information about the concentration can be found here .

Application Information

The Clinical faculty considers the mentoring of graduate students to be an integral part of our professional endeavors. Graduate students are carefully selected from a pool of applicants and work closely with a major advisor in a research apprentice training model. Although admissions decisions are made by the faculty as a committee, major advisors and students are matched based on shared research interests at the time an offer of admission is made. The following is intended to provide a quick reference for potential applicants. Please see the rest of this page for more detailed information about the doctoral program in Clinical Psychology at Syracuse University.

1.Applications are due no later than December 1.

2.Application requirements include but are not limited to:

• CV or Resume
• Transcripts from prior and current institutes
• Three letters of recommendation
• Personal Statement of Purpose (please indicate at least oneup to three faculty members within the clinical psychology program you are interested in working with; please see the below list of clinical psychology faculty members who will review applications for the fall 2024 class)

3.All application materials must be submitted via the online application for graduate study.

• To begin the application process visit https://www.syracuse.edu/admissions/graduate/apply/
• Click the online application link and create a New User account with Embark
• When queried as “to which program and degree do you intend to apply?” select “Clinical Psychology, Ph.D.”

4.Please direct questions about our program to [email protected] (preferred) or 315.443.3087.

Additional Resources

• Before you apply
• Other useful forms can be found via the Forms & Resources page
• Steps: Defense Procedures

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

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

Clinical Psychology Faculty

The doctoral program in Clinical Psychology at Syracuse University is dedicated to training outstanding students to become responsible, innovative, and scholarly clinical psychologists. Our program embraces the scientist-practitioner model, providing balanced training in the science and practice of clinical psychology. Our faculty view scholarly empirical research as the foundation of clinical psychology, and we seek to train students who are eager to embrace the research mission of the program.

Kevin Antshel, Ph.D. Dr. Antshel’s research and clinical interests focus on developmental psychopathology, with specific emphasis on attention deficit/hyperactivity disorder (ADHD) across the lifespan. Dr. Antshel investigates the heterogeneity of ADHD (e.g., ADHD in the context of autism spectrum disorder, ADHD in medical disorders such as 22q11.2 deletion syndrome) to further explore mediators and moderators of treatment outcomes. For more information, please visit Dr. Antshel's faculty page . Dr. Antshel will review applications for Fall admission in 2024.

Joseph W. Ditre, Ph.D. Dr. Ditre’s research cuts across basic and applied work in the areas of health psychology and behavioral medicine, with an emphasis on the intersection of addictive behaviors and comorbid medical disorders. Broadly, this research examines how the use of substances may influence the onset and progression of comorbid medical disorders, and vice versa. Specifically, his research applies a multi-method approach to the study of complex interrelations between pain, affect, comorbid psychopathology, and the maintenance of addiction. For more information, please visit Dr. Ditre's faculty page . Dr. Ditre will review applications for Fall admission in 2024.

Les A. Gellis, Ph.D. Dr. Gellis is an associate teaching professor. His research and teaching focuses on cognitive and behavioral elements that contribute to stress, insomnia, and other sleep disorders. Dr. Gellis is currently interested in testing and designing techniques to treat insomnia and understanding and causes and consequences of sleep problems in University students. For more information, please visit Dr. Gellis’ faculty page . Dr. Gellis does not accept PhD students.

Afton Kapuscinski, Ph.D. Dr. Kapuscinski is an assistant teaching professor and director of the psychological services center. She is interested in the treatment of mood, anxiety and obsessive-compulsive disorders, and other concerns particularly relevant to the young adult population, including body image, disordered eating, and religious/spiritual issues. Her clinical work and supervision utilize an integrative approach that emphasizes psychodynamic and humanistic therapy models. She also provides Cognitive Behavioral Therapy for the treatment of Attention-Deficit/Hyperactivity Disorder in adults. For more information, please visit Dr. Kapuscinski’s faculty page . Dr. Kapuscinski does not accept PhD students.

Katie Kidwell, Ph.D. Dr. Kidwell’s research focuses on pediatric health behaviors (primarily eating and sleep) as predictors, mechanisms, and intervention targets for improving physical and mental health. Dr. Kidwell employs a multilevel, multimethod approach to understand the relationships among physical health, mental health, and health behaviors within a larger social context in children and adolescents. This research program combines subjective and objective data with technology to build rich datasets to answer complex questions about the best way to improve children’s health. For more information, please visit Dr. Kidwell's faculty page . Dr. Kidwell will not review applications for Fall admission in 2024.

Aesoon Park, Ph.D. Dr. Park's research interests focus on individual risk pathways of the development and escalation of alcohol use/misuse involving and co-occurring high-risk health behaviors (such as sleep and substance use/misuse) within developmental contexts. She is also interested in statistical techniques that account for the time-varying and multi-level nature of human development (e.g., structural equation model, multilevel model, latent mixture model). For more information, please visit Dr. Park's faculty page . Dr. Park will not review applications for Fall admission in 2024.

Jillian R. Scheer, Ph.D. Dr. Scheer’s interdisciplinary research program focuses on (1) identifying biopsychosocial determinants of hazardous drinking and PTSD among sexual and gender minority people and (2) developing tailored evidence-based interventions for this population. For more information, please visit Dr. Scheer's faculty page . Dr. Scheer will review applications for Fall admission in 2024.

Shannon Sweeney, Ph.D. Dr. Sweeney is an assistant teaching professor. She teaches Foundations of Human Behavior, Psychology of Childhood and Pediatric Psychology. She also focuses on transferring theory to practice and in so doing provides her students with a strong foundation for their own practices in psychological service delivery. For more information, please visit Dr. Sweeney’s faculty page . Dr. Sweeney does not accept PhD students.

Peter A. Vanable, Ph.D. Dr. Vanable's research focuses on psychological aspects of health and illness, with an emphasis on behavioral aspects of HIV/AIDS. Current projects include studies designed to characterize the coping challenges and experiences of men and women who are living with HIV disease, as well as studies that evaluate the effectiveness of interventions to reduce high risk sexual behavior. Dr. Vanable's interests also include the prevention and treatment of addictive behaviors. For more information, please visit Dr. Vanable's faculty page . Dr. Vanable will not review applications for Fall admission in 2024.

Sarah Woolf-King, Ph.D . Dr. Woolf-King is a licensed clinical psychologist with a combined interest in health psychology, epidemiology, and behavioral medicine. The overarching goal of her work is to inform the development of behavioral and psychological interventions that can enhance the wellbeing of patients and families coping with chronic medical conditions. For more information, please visit Dr. Woolf-King's faculty page. Dr. Woolf-King will review applications for Fall admission in 2024.

Michelle Zaso, Ph.D. Dr. Zaso’s research focuses on sources of vulnerability and resiliency to alcohol-promoting environments. Her current projects work to identify in-the-moment cognitive processes in stress- and trauma-related drinking. Dr. Zaso’s research program utilizes ecological momentary assessment, intensive longitudinal data analysis, experimental laboratory paradigms, and other mixed methods approaches to model alcohol etiologies. For more information, please visit Dr. Zaso's faculty page .

Dr. Zaso will review applications for Fall admission in 2024.

Research Training

Research training is a primary mission in the Clinical Psychology training program. Through both coursework and supervised apprenticeship, doctoral students learn skills that will enable independent research upon graduation. Skills that provide the basis for our research training model include how to critically evaluate the existing knowledge base, formulate new hypotheses that can be empirically tested and disseminate research findings. Training in manuscript preparation, grant writing and presenting data orally are all core components of our research apprenticeship model.

Members of the Clinical faculty collaborate with each other and with colleagues within the Syracuse area and across the country. There are ongoing collaborative research projects at the Syracuse V.A. Medical Center and the State University of New York - Upstate Medical University. Both of these institutions are within easy walking distance of the Psychology Department and provide valuable research and clinical experiences for our students.

Clinical Training

Our clinical training is centered on providing doctoral students with a thorough grounding in evidence-based practice. Our goal is to equip students with core skills in assessment and intervention so that the student is fully prepared for the predoctoral internship training experience.

Students begin their formal clinical training by completing a year-long assessment course sequence and a year-long therapy practicum course. Both of these year-long sequences are completed before the students spend the third-year training in the Department's Psychological Services Center (PSC). The PSC provides psychotherapy and assessment services to university students and to members of the greater Syracuse community. Upon completion of the year-long PSC practicum, students are able to complete advanced practica at multiple local sites in the broader Syracuse community.

Clinical supervisors vary in their conceptual approaches to understanding and modifying behavior, which promotes lively discussion of clinical topics and the development of flexibility in clinical skills. Supervision is complemented by seminars in multicultural issues, ethics and psychopathology, as well as by regular case conferences.

Teaching Training

Many students also obtain teaching experience to help prepare them for academic careers. Initially, students may work as a teaching assistant, usually during the first year, in the undergraduate Introduction to Psychology course (PSY 205). Subsequent to this initial teaching experience, students may serve as course instructors and have full responsibility for an undergraduate course. Doctoral students interested in pursuing an academic career can be confident that they will receive significant teaching opportunities and mentoring on the essential skills of college instruction. Students frequently rank teaching among the most rewarding experiences of their graduate training. Many of our students also obtain additional training in teaching and career development experiences through the Future Professoriate Program and Women in Science and Engineering (WiSE) Future Professionals Program .

For more information about the program, visit the Frequently Asked Questions page. Please direct requests to: [email protected] .

Enter a Search Term

Clinical psychology, health care emphasis, phd.

• New York City

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

Healthcare Integration

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

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

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

A Scientist-Practitioner Model

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

Clinical Training and Research Opportunities

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

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

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

Take Courses Like

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

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

Prepare for Your Career

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

Application Information

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

Enter a Search Term

Clinical Psychology (Health Care Emphasis)

Campus: NYC, Westchester

The 101-credit PhD in Clinical Psychology (Health Care Emphasis) program prepares students for scientific, academic, and clinical careers. The program is aligned with the Boulder training model, underscoring the reciprocal relationship between research and practice. Empirical research guides clinical practice, while applied practice experiences influence research questions. This relatively new program admitted its first cohort in the fall of 2019. We are currently preparing self-study documents as we will be seeking accreditation from the Commission on Accreditation (CoA) of the American Psychological Association (APA) as a clinical program. Our program prepares students to be aware of and sensitive to issues of individual differences, diversity, and disparities in health service delivery, as in assessment and psychotherapy. Understanding the roles of context and culture in research and practice is imperative. While adhering to the scientist-practitioner model, education and training in the PhD Program underscores the importance of developing listening skills from multiple perspectives attending to both content and process, with appreciation for multiple theories and techniques. Thorough training in clinical psychology is augmented by training in health psychology and public health systems involved in preventing disease and promoting health.

The PhD in Clinical Psychology (Health Care Emphasis) program  develops competencies that integrate scientific study with pre- professional coursework and field training. An enroute master’s  degree is awarded upon completion of a thesis at the end of the  second year of study, and program graduates will have completed  all pre-doctoral academic and internship requirements needed  to be admitted to the New York State Licensing Examination for  the professional practice of psychology. The program requires 101  credit hours of study, a qualifying examination after the first year, a  comprehensive examination, typically during the third or fourth year,  and completion of a doctoral dissertation. The first four years involve on-campus study as well as externships. In  the initial semester, a practicum supplements coursework in Clinical  Interviewing that helps refine skills. In the following four semesters,  practicum experiences include supervised clinical experiences at  the Thomas J. McShane Center for Psychological Services at Pace  University. Experiences include intake interviewing, psychotherapy,  and (upon adequate preparedness/training), diagnostic assessment.  Students will devote eight hours per week in further practicum  experience during their second year of the program. This may be  in the field, in health-service delivery settings approved by the  Director of Field Training (and Program Committee), in which direct  supervision is offered by a licensed psychologist. The McShane Center  for Psychological Services may also serve as a site for this initial  practicum experience (with approval of the Directors of the McShane  Center and the Program Committee).  

DOCTORAL PROGRAM CURRICULUM

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2022-2023 Undergraduate Catalog

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2022-2023 Graduate Catalog

• Department of Psychology >
• Graduate >
• Doctoral (PhD) Programs >

Clinical Psychology Program

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

• 9/28/22 Graduate Admissions
• 6/11/21 Graduate Funding

Already enrolled in UB? Get details about advisement, forms and other resources for current students. 

• 8/24/23 Info for Current Students
• 8/10/23 Graduate Student Directory

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

• 6/7/23 Info for Transfer Students

Area Head, Jamie Ostrov, PhD

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

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

Associate Director of Clinical Training: John Roberts, PhD

The Learning Environment

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

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

Inclusivity Mission

Indigenous land acknowledgement.

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

Diversity and Inclusion

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

Licensure and Accreditation

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

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

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

In addition to APA accreditation, the program was admitted to the Academy of Psychological Clinical Science in 2008.  The program also was accredited by the Psychological Clinical Science Accreditation System (PCSAS) in 2017.  

For questions regarding our PCSAS accreditation status, please contact:

Psychological Clinical Science Accreditation System (PCSAS) 1800 Massachusetts Ave NW, Suite 402 Washington, DC 20036-1218, https://www.pcsas.org/

Program Faculty

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

Why does our Clinical Training Program have two accreditations? 

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

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

The Admissions Process

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

227 Park Hall

Phone: (716) 645-3680

[email protected]

Clinical Psychology Graduate Programs in the New York City Area

1-21 of 21 results

Ferkauf Graduate School of Psychology

Bronx, NY •

Yeshiva University •

Graduate School

• • Rating 3 out of 5   1 review

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Yeshiva University ,

Graduate School ,

BRONX, NY ,

1 Niche users give it an average review of 3 stars.

Read 1 reviews.

Fordham University Graduate School of Arts and Sciences

Fordham University •

• • Rating 4.5 out of 5   2 reviews

Niche User: Academics program at Fordham are not that much compatible as it seems the content is out dated and most of the time it is theoretical. ... Read 2 reviews

Fordham University ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Niche User says Academics program at Fordham are not that much compatible as it seems the content is out dated and most of the time it is theoretical. .

Read 2 reviews.

The New School for Social Research

New York, NY •

The New School •

• • Rating 2.5 out of 5   2 reviews

The New School ,

NEW YORK, NY ,

2 Niche users give it an average review of 2.5 stars.

Pratt Institute School of Liberal Arts and Sciences

Pratt Institute •

Graduate School •

BROOKLYN, NY

College of Arts and Sciences - Suffolk University

Suffolk University •

School of Communication, Media and the Arts - Sacred Heart University

Sacred Heart University •

FAIRFIELD, CT

College of Arts and Sciences - Stony Brook University, SUNY

Stony Brook, NY •

Stony Brook University, SUNY •

• • Rating 3 out of 5   3 reviews

Doctoral Student: In the Physics Department, the classes are wide-ranging and generally well taught. They are challenging and require the amount of effort expected of a very good graduate education. However, the department is also somewhat behind the times in the assessment that is required for a PhD. You will spend two years jumping through hoops before beginning any real work for very little money. Many students wish to do research in String Theory, but there is little funding available and many students are admitted. Funding in most other areas of the department are adequate enough that most students are in the research area they wish to pursue. ... Read 3 reviews

Stony Brook University, SUNY ,

STONY BROOK, NY ,

3 Niche users give it an average review of 3 stars.

Featured Review: Doctoral Student says In the Physics Department, the classes are wide-ranging and generally well taught. They are challenging and require the amount of effort expected of a very good graduate education. However, the... Many students wish to do research in String Theory, but there is little funding available and many students are admitted. Funding in most other areas of the department are adequate enough that most... .

Read 3 reviews.

Gordon F. Derner School of Psychology

Garden City, NY •

Adelphi University •

Adelphi University ,

GARDEN CITY, NY ,

Hofstra University's School of Health Professions and Human Services

Hempstead, NY •

Hofstra University •

• • Rating 4.08 out of 5   13 reviews

Master's Student: As a health professional nurse, I had a very good clinical experience, but I always wanted to update health care system technically to avoid workload on nurses so thought to graduate health informatics it gives me high chance to create electronic health records and to make accessible to all. ... Read 13 reviews

Hofstra University ,

HEMPSTEAD, NY ,

13 Niche users give it an average review of 4.1 stars.

Featured Review: Master's Student says As a health professional nurse, I had a very good clinical experience, but I always wanted to update health care system technically to avoid workload on nurses so thought to graduate health... .

Read 13 reviews.

• Find college scholarships

Hofstra University's School of Humanities, Fine and Performing Arts

Cuny queens college school of math and natural science.

Queens, NY •

CUNY Queens College •

• • Rating 1 out of 5   1 review

CUNY Queens College ,

QUEENS, NY ,

1 Niche users give it an average review of 1 stars.

College of Humanities and Social Sciences - Montclair State University

Montclair, NJ •

Montclair State University •

Montclair State University ,

MONTCLAIR, NJ ,

Colin Powell School for Civic and Global Leadership

CUNY City College of New York •

CUNY City College of New York ,

College of Liberal Arts and Sciences - St. John's University - New York

St. John's University - New York •

St. John's University - New York ,

College of Humanities and Social Sciences - William Paterson University of New Jersey

Wayne, NJ •

William Paterson University of New Jersey •

William Paterson University of New Jersey ,

WAYNE, NJ ,

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University College - Fairleigh Dickinson University - Metropolitan Campus

Teaneck, NJ •

Fairleigh Dickinson University - Metropolitan Campus •

• • Rating 5 out of 5   2 reviews

Master's Student: Small classes, personal attention in the masters nursing program. Secretary to the dean is very helpful in connecting you with the correct classes and faculty. Teachers were down to earth, approachable and had real life experience. Teachers were very interested in your education and assisting in any why they could. ... Read 2 reviews

Fairleigh Dickinson University - Metropolitan Campus ,

TEANECK, NJ ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says Small classes, personal attention in the masters nursing program. Secretary to the dean is very helpful in connecting you with the correct classes and faculty. Teachers were down to earth,... .

The CUNY School of Professional Studies

CUNY Graduate School & University Center •

• • Rating 4.5 out of 5   18 reviews

Master's Student: This program is notable for its rigorous curriculum and practical application of data science. It combines theoretical knowledge with real-world application, preparing students to face complex data challenges. Participating in hands-on projects with a tangible impact has been one of my most memorable experiences (machine learning to predict urban traffic patterns, demonstrating the power of data science to influence public policy). The faculty's commitment has provided me with invaluable mentorship, guiding me through the program's rigorous demands. However, the journey has not been without challenges. The coursework's intensity necessitated a steep learning curve, as well as changes in my study habits and time management strategies. While the program provides a solid foundation in data science, expanding its industry connections could provide students with more opportunities to participate in real-world projects and internships, enriching their academic experience. ... Read 18 reviews

CUNY Graduate School & University Center ,

18 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says This program is notable for its rigorous curriculum and practical application of data science. It combines theoretical knowledge with real-world application, preparing students to face complex data... .

Read 18 reviews.

College of Liberal Arts and Sciences - Long Island University

Brookville, NY •

Long Island University •

• • Rating 4 out of 5   2 reviews

Master's Student: My experience at Long Island University was amazing. My major as a Graduate was Public Administration. The professors and faculty staff for this program are amazing. If you ever needed to talk to them in their office, they would make time for you. The professors guided me through all courses I took with them. The professors encourage you to speak up so your voice can be heard. I never felt restricted in the Public Administration program. I wrote several papers on topics I was passionate about. This school also has amazing sport teams and societies you can join. There was a healthy balance between studying and having fun. The school would organize fun activities for students to attend. I attended a welcome party where there was food and fun games to play. I had a great time at this school. ... Read 2 reviews

Long Island University ,

BROOKVILLE, NY ,

2 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says My experience at Long Island University was amazing. My major as a Graduate was Public Administration. The professors and faculty staff for this program are amazing. If you ever needed to talk to... .

Columbia University Teachers College

Columbia University •

Master's Student: Excellent teachers, location, and academic program! You will learn so much from your coursework and opportunities provided from your program. ... Read 2 reviews

Columbia University ,

Featured Review: Master's Student says Excellent teachers, location, and academic program! You will learn so much from your coursework and opportunities provided from your program. .

CUNY Queens College Aaron Copland School of Music

• • Rating 5 out of 5   1 review

Other: Aaron Copland School of music has the best faculty and program. The quality of the education is extraordinarily high and you can experience virtually all areas of music field in one school. ... Read 1 review

1 Niche users give it an average review of 5 stars.

Featured Review: Other says Aaron Copland School of music has the best faculty and program. The quality of the education is extraordinarily high and you can experience virtually all areas of music field in one school. .

CUNY Queens College Graduate School of Library and Information Studies

Master's Student: I really enjoyed the dual degree program I was in at Queens College. The professors were engaging and truly cared about the students. I appreciated the swift switch to online courses in the midst of the pandemic. There was some learning curves due to the online format but it wasn't terrible. The main concerns that I had with the program was the lack of communication between students and faculty. Students concerns were dealt with but not in an appropriate and reasonable timeframe. ... Read 2 reviews

Featured Review: Master's Student says I really enjoyed the dual degree program I was in at Queens College. The professors were engaging and truly cared about the students. I appreciated the swift switch to online courses in the midst of... The main concerns that I had with the program was the lack of communication between students and faculty. Students concerns were dealt with but not in an appropriate and reasonable timeframe. .

CUNY Queens College School of Business

Cuny queens college school of earth and environmental sciences, touro university school of health sciences.

Bay Shore, NY •

Touro University •

Master's Student: I am very excited to continue my journey in this amazing program. In this way, allowing myself to increase my knowledges and professional skills needed to help others. ... Read 2 reviews

Touro University ,

BAY SHORE, NY ,

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Admissions to the Clinical Psychology PhD Program

Acceptance is based on assessment of an applicant's overall academic record, letters of recommendation, personal and supplemental essays, and clinical and research experiences. 

A master's degree in Psychology (or other clinical field) is not a prerequisite for acceptance. Students may enter the program with an undergraduate major in Psychology or in another field.

Applicants must have completed 15 credits in Psychology (typically five classes of 3 credits each). These credits must include at least one semester of Statistics and one semester of Experimental Psychology (Laboratory). Applicants who have not studied psychology as an undergraduate can either enroll in a post-baccalaureate program or take the required courses at a university that accepts non-matriculated students.

Admissions Open House (In-person)

6:30-8:00PM

RSVP: 

[email protected]

Admissions Open House (Zoom) 

Applications for the entering class of 2024 are due by December 1, 2023 by 11:59PM.

Application Fee

A fee waiver is only offered to US veterans with proof of active service.

Please discuss your past education and experience, academic and professional plans, and reasons for wishing to undertake graduate work. Please be sure to convey who you are as a person, not just your academic qualifications. Your personal statement should also include some detail about your intended specialization, your preparation for that specialization, and anything else you consider important for an assessment of your abilities. Since we are not a mentorship model program, it’s not essential to specify the faculty members you would like to work with. If you do decide to mention a faculty advisor of interest, please note that your primary advisor must be a core faculty member of the CCNY Clinical Psychology doctoral program.

We require transcripts from all post-secondary institutions attended , whether or not they include courses in Psychology departments. You may submit unofficial transcripts at the time of application, but upon acceptance, you will be required to provide official transcripts.

Please submit at least two letters of recommendation. We have no requirements as far as who writes your recommendation letters. In general, it is a good idea to include at least one from a professor, and one from a supervisor or employer, someone who can speak to your experiences, clinical work, research, and/or character. It is important to ask people who can speak of you with real knowledge of your abilities and personal qualities in depth. You may include more than two letters. 

Please describe how your personal and/or professional characteristics, experiences, and interests have shaped who you are and why you seek to join this field (Length: 500 words, maximum)

A writing sample is optional, but if you feel it would be helpful for us to get to know you, you may submit one. 

1. Create an CCNY online application account. 

2. Complete your application using the CCNY application portal. You can return to this link later to edit your application and check the status of your application.

Please note: Once you submit your application, you will not be able to make any changes to it using the online application system.

✓   For "School of Interest," select COLIN POWELL SCHOOL FOR CIVIC AND GLOBAL LEADERSHIP from the drop-down menu.

✓  For "Program of Study," select CLINICAL PSYCHOLOGY.

✓  Throughout the application, choose SAVE & CONTINUE when you are done with a section.

✓  You may return to earlier sections to edit by selecting a section from the menu.

✓  Make sure to complete all required sections: Statement of Purpose, Resume/CV, Recommendations, Supplemental Essay, and the Writing Sample.

✓  Once you have completed the application, click the SUBMIT button at the top right-hand side of any page of the application.

✓  Please take a moment to review our application FAQ.

If you have any more questions about the application, please email: [email protected]

Last Updated: 10/27/2023 17:50

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Doctor of Psychology (PsyD) in Clinical Psychology with Health Emphasis

Our unique PsyD program, with a health emphasis, gives 15 driven candidates each year, the support, training, and experience to provide superior evidence-based clinical services and make important scholarly contributions.

The Doctor of Psychology (PsyD) in Clinical Psychology program within The School of Health Sciences of Touro College, combines the academic, research, and clinical experiences necessary to prepare you to become a licensed clinical psychologist in the State of New York. With our health emphasis and the training provided, you will be ready to work as a psychologist in traditional mental health settings, in private practice, as well as in an increasingly integrated healthcare system with medical patients, and in collaboration with a variety of health care providers. The 114-credit full-time on-campus PsyD program in Clinical Psychology, Health Emphasis, requires a minimum of 4 full-time academic years of graduate study plus a full-year clinical internship prior to receiving the doctoral degree.

Demystifying Acceptance and Commitment Therapy (ACT)

Psychology continuing education course, March 8, 2024

A Practitioner-Scholar Training Philosophy

Our teaching and training philosophy is consistent with the practitioner-scholar model of training. The bidirectional integration of the functions of the practitioner and scholar is critical in translating and implementing empirically-based assessment and treatment approaches to diverse settings and furthering the scientific foundations of clinical psychology.

The program's practitioner-scholar training philosophy is aimed at producing psychologists who are both clinically and academically prepared to work as clinicians and researchers in a wide variety of settings. This program design is based on the premise that psychologists working in mental and physical healthcare settings need a strong foundation of clinical and research skills and is specifically designed to graduate skilled clinicians and scholars.

Our expert faculty members bring knowledge gained from their professional career and their own specialized clinical practice and research interests.

By the Numbers

Only PsyD program in NY with a health emphasis.

Years to complete the PsyD program.

Number of available program slots each year.

Minimum number of externship fieldwork hours you'll clock.

Health Emphasis: How Psychology Fits into an Integrated Health System

Our PsyD degree prepares you to work as a general psychologist, but also provides the specialty training to work within a larger medical environment and on the frontlines of a healthcare system that is increasingly interdisciplinary and integrated. Through your course work and clinical experiences, you’ll be trained to address mental health issues in a medical, as well as behavioral health, setting. You’ll take specialized courses in healthcare and aging, the healthcare system, and neuropsychological assessment, and clinical health psychology/behavioral medicine in addition to general and advanced courses in assessment, treatment, consultation, ethics, and diversity.

As a practicing psychologist on an integrated healthcare team, your work might vary from a 1-2 session conversation with a patient who is mildly depressed, to a long-term intervention as a patient copes with trauma or chronic disease. You might work in a setting in which you have brief sessions with a diabetic patient who is not adhering to their medication regimen or proper diet, treat a patient whose anxiety is interfering with daily activities, help patients with debilitating eating disorders, or work at a cardiac rehabilitation unit and help patients with stress reduction and lifestyle modification.

Clinical psychologists have important roles at medical centers, VA hospitals, long-term COVID facilities, and helping allied health care professionals with pain management, obesity, addiction, and medication mismanagement. In many medical settings, including primary and specialty care facilities, and behavioral health facilities, psychological treatment is increasingly emphasized for overall health and well-being.

The pandemic and health disparities have created a great deal of stress, impacting both mental and physical well-being. In this new world, our program emphasizes creating 21st century psychologists to respond to new and challenging realities. — Jeff Gardere, PhD, ABPP, Associate Professor

Becoming a Licensed Clinical Psychologist

In our Doctor of Psychology (PsyD) program, you’ll complete rigorous didactic coursework and earn the necessary pre-doctoral clinical experience for license eligibility in NYS.

After graduation, prior to receiving your NYS licensure, you’ll need to earn one year of additional experience practicing under the supervision of a professional psychologist and to pass the Examination for Professional Practice in Psychology, which is the national licensing exam. In NYS you may choose to take your licensure exam right after graduation, or after completing your additional year of training.

All states and territories in the U.S. require licensure applicants to achieve a satisfactory score on the Examination for Professional Practice in Psychology (EPPP). Many states also require a jurisprudence examination (i.e., an examination covering the laws and rules governing the practice of psychology in that jurisdiction) and/or an oral examination in addition to the EPPP. Information on which jurisdictions require supplemental examinations, as well as other licensure-related information, can be found at www.asppb.net/page/psybook

PsyD Program Curriculum

Our clinical psychology program is built on a foundation of psychological science and emphasizes cognitive-behavioral models of practice, and trains you in evidence-based therapies as well as other interventions with demonstrated empirical support. In this doctoral program, you’ll gain a wide range of clinical experience working with culturally, ethnically, and racially diverse populations across the life span. You’ll learn about healthcare disparities and how to bring this understanding into your clinical practice.

Didactic Coursework

During the first year of the program, you’ll take an intensive series of foundational courses in the psychological sciences that prepare you for later clinical training. Later in the program, you balance more advanced didactic courses with clinical training experiences and are engaged in scholarly activities throughout.

Learn more about academic coursework and externship on our PsyD Academics page.

Externship (Practicum)

Second, third, and fourth-year doctoral students take part in closely monitored externships at one of 50 respected training sites in the New York-New Jersey metro area. These externship opportunities are in outpatient, inpatient, medical, and local mental health facilities.

Dissertation

During the 3rd and 4th years in the program, you will work on your doctoral dissertation under the supervision of a program faculty member. The dissertation demonstrates your ability to think critically and address an area of clinical interest.

The 5th year is mainly focused on a full-time clinical internship in clinical psychology. In this position, you’ll apply what you’ve learned in your practicum and coursework and work under the supervision of licensed clinical psychologists. Finding an institution for your internship is competitive and involves a national match process.

Our PsyD Prepares You For the Future of Healthcare & Psychology

Faculty Research Interests

Our PsyD program faculty members are distinguished scholars and clinical practitioners with varied research interests. During the program, PsyD candidates will be directly involved with faculty research projects. As a PsyD candidate, you will have the opportunity to grow with the research, participating in all aspects of design, data collection, administrative duties, and analysis.

The following introduces a few of our faculty members and outlines possible research areas you can be involved with in our program.

Frank Gardner, PhD, ABPP , the Executive Director of the PsyD Program, was the founding editor of the Journal of Clinical Sports Psychology and has expert knowledge of sport and performance psychology, in addition to his broad expertise in cognitive behavior therapy. His clinical and research areas include the role of emotion dysregulation in anger, violent behavior, and chronic illness as well as the use of biometric wearables in understanding physical and emotional wellbeing.

Lila Pereira, PhD , Clinical Associate Professor, conducts research focused on adjustment and quality of life after a medical diagnosis, in the Pediatric Hematology, Oncology, and Stem Cell Transplantation Division at Maria Fareri Children's Hospital. Current research projects include the role of digital storytelling in trauma processing for young adults, and the quality of life of sibling donors in stem cell transplant.

Yosef Sokol, PhD , Assistant Professor, is the MIRECC Health Specialist Research Scientist at the Bronx VA Medical Center, where he oversees a variety of funded research projects. His research has been designed to develop and evaluate efficacy of a recovery-oriented treatment for post-suicidal patients, as well as develop a theoretical model of post Covid-19 psychiatric conditions that integrates direct medical and psychiatric sequala with psychosocial downstream effects of loss of functioning. 

Visit our PsyD Faculty page to learn more about our faculty research projects and areas of expertise.

Program Prerequisites and Admissions Requirements

Admission into our doctoral degree program is highly competitive. In order to be considered, at minimum you’ll need a bachelor’s degree with at least a 3.0 GPA, three letters of recommendation, and combined verbal and quantitative GRE scores above 300. For fall 2023 admissions GRE scores (verbal, quantitative, writing sections) are optional.

If your undergraduate degree is in an area other than psychology, you’ll also need to submit Psychology GRE scores. You’ll need to have a minimum of 18 credits in psychology, with a grade of B or above, including a course in Introduction to Psychology, Statistics, Research Design or Methods, and Abnormal Psychology. A course in physiological psychology or its equivalent is highly recommended but not required.

All applications are through PSYCAS . For more detail on prerequisites and admissions requirements, visit our PsyD Admissions page.

Accreditation Status

The PsyD Program at the School of Health Sciences of Touro College is approved by the NYS Department of Education. The program has been developed in accordance with APA accreditation guidelines and we intend to apply for APA accreditation at the earliest possible time.

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Doctor of Philosophy Counseling Psychology

The principles underlying our Counseling Psychology doctorate are a focus on a developmental understanding of clients; commitment to a health model of intervention; and appreciation of the gendered, cultural, and institutional contexts of people’s lives, as these contexts affect both clients and counselors.

Degree Details

Official degree title.

PhD in Counseling Psychology

About the Program 

The program follows the basic pattern of a scientist-practitioner model. The major components of the Counseling Psychology doctorate are course work, clinical training (practica, externships, internship), and research training (including dissertation). Solid training in teaching and mentoring, giving students the professional background toward a career in academics, is another key feature of our program. Across all components, attention is given to the integration of practice, theory, and research.

Licensure and Accreditation

The PhD in Counseling Psychology was first registered with the New York State Department of Education for the professional preparation of psychologists in 1971. Graduates of the program become fully qualified psychologists with specialized training in counseling and are eligible for licensure by the state. Learn more about licensure requirements in those states in which students are doing learning placements.

The Counseling Psychology program has been fully accredited since 1981 by the American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington DC 20002-4242 (202-336-5979). Questions related to the program's accreditation status may be directed to this office.

Center for Counseling and Community Wellbeing

The Center is part of the teaching and training program in Counseling Psychology and provides services to meet the local community's social, emotional, and behavioral health. We provide a range of services to children, adolescents, adults, and families.  Learn more about the Center , an important part of the Department of Applied Psychology at NYU Steinhardt.

Admissions Information

Careers and outcomes.

CNPS Student Handbook

Counseling Psychology Doctoral Program Online Info Session

Individuals interested in learning about and applying for the Doctoral Program in Counseling Psychology in the Department of Applied Psychology at New York University will have the opportunity to hear from the Chair of the Admission Committee, Dr. Anil Chacko, about the process. This will include information about the mission of the program, requirements for applying, and what makes for a successful candidate/application. There will also be an opportunity for Questions and Answers.

Registration Required. 

GRE Requirements: 

Although the GRE is typically required for this program, for the 2024 admissions cycle, the GRE general test score is optional, and the GRE subject test is not required. The Admissions Committee will review all applications holistically, and the applications submitted without GRE scores will not be disadvantaged in the review.

Research Mentors:

The doctoral program in counseling psychology at NYU is a small, individualized scientist-practitioner training program; thus, we pay close attention to the match between the candidate and the program’s faculty and resources. In particular, we seek to admit students whose professional interests align with the program as a whole and whose research interests are well-matched with those of more than one faculty member. Each new student will be matched with a primary research mentor and will also be supported by secondary faculty mentors in other research and clinical roles.

The faculty who are available to serve as primary research mentors for the Fall 2024 admission are:

• Anil Chacko
• Shabnam Javdani
• William Tsai

Other faculty are potentially available to serve as secondary mentors, so we encourage you to write about your interests and experiences that demonstrate that you are a good match with the program as a whole as well as with your potential primary mentor.

Questions: 

If you have questions regarding admission requirements, please review our How to Apply  page.

If you have any additional questions that are not addressed on the "How to Apply" page, please contact us at  [email protected] .

NYU Steinhardt offers a competitive funding package for PhD students who study full time.   Learn more about Steinhardt's funding opportunities .

Our program will prepare you for diverse roles in academia, social research, and clinical practice. In the academic arena, our students can go on to jobs in schools of psychology, public health, and public policy. In the area of social research, students are prepared to obtain positions in research, advocacy, and social service organizations. 

Additionally, our students are well-positioned for jobs in private-practice and healthcare organizations. Indeed, there is increasing demand for evidence-based strategies in health and social service organizations and our students are qualified to contribute to the design and implementation of such strategies, and the delivery of evidence-based interventions.

Learn more about Students Admissions, Outcomes, and Other Data .

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Advance your personal and professional journey – apply to join our community of students.

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Clinical Psychology

The Clinical Psychology area of focus is an informal track within the M.A. Psychology Program that does not appear on students' transcripts.   If you are a prospective applicant interested in the Clinical area of focus, you should apply directly to the M.A. Psychology Program and indicate Clinical Psychology as your area of interest. 

CLINICAL PSYCHOLOGY AREA OF FOCUS DESCRIPTION

The Clinical Psychology focus area prepares students who plan to pursue doctoral studies in clinical or counseling psychology, to work in clinical psychology research labs, or to work in careers in human services. Students learn about normal and abnormal behavior, psychological testing, the biological and social factors that influence psychological disorders, the familial and societal context of disorders, and treatment approaches. Research opportunities are also available while in our program for getting hands-on lab experience. Our program does not provide opportunities for accruing supervised clinical practice hours, and does not lead to licensure at the Master’s level. Most of the students in our clinical psychology focus area continue on to doctoral studies, either in Ph.D. programs (which tend to include a significant research component) or in Psy.D. programs (which are practice-oriented programs).

CLINICAL PSYCHOLOGY COURSE RECOMMENDATIONS

See program requirements link for required foundation and core courses - 15 credits.

(Note that Core classes other than those recommended may be taken instead if desired and will also fulfill your Core requirements, but may not be as relevant to clinical psychology).

• Physiological Basis of Behavior
• Principles of Learning
• Cognitive Neuroscience
• Theories of Personality
• Child Development
• Foundations of Psychopathology
• Affective Neuroscience

Electives relevant to clinical psychology:

• Emotion and its Development
• Psychology of Violence
• Psychosis in Social Context
• Psychological Testing and Assessment
• Biological Basis of Abnormal Behavior
• Love and Attachment in Adult Relationships
• Sexual Behavior and Treatment
• Anxiety and Affective Disorders
• Health Psychology
• Theories of Cognitive-Behavioral Therapy
• Traumatic Stress Reactions
• Culture, Thought and Emotion
• Psychopharmacology
• Interpersonal Approaches to Psychotherapy
• Neuropsychology
• Rehabilitative Neuropsychology

Electives in other departments and schools at NYU

As the largest private University in the country, NYU has multiple Schools, Centers, and Departments with psychology related courses. Cross registration requires advisor approval.

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• PsyD vs PhD

New York Psychology Doctorate Programs

New York state is the home of many excellent Psy.D. and Ph.D. programs in psychology. Earning your doctoral degree in this field takes hard work and discipline. Learn more about the available programs in New York below, as well as how to earn your psychology license after graduation.

What’s On This Page

Quick facts.

• New York PsyD Programs
• Other Psychology Doctorates
• New York Psychologist Requirements
• New York Doctorate Salary Outlook
• The annual tuition for a student at Syracuse University is roughly $45,000 per year.
• Columbia University sports an incredible graduation rate of nearly 95% for first-time, full-time students.
• The average annual tuition of an in-state student attending Binghamton University is $26,000.
• Columbia Unversity Teacher’s College was the first APA accredited program ever, dating back to 1948.
• Syracuse University offers more than 200 different majors for students to pursue.

List of PsyD Programs In New York

Below are the programs in New York where you can obtain your Psy.D. degree. This doctoral degree is a good choice if you want to work in a clinical environment with patients, rather than in research or academia.

SEE ALSO:   5+ Best Online PsyD Programs

Pace University

Pace University offers a Psy.D. in School-Clinical Child Psychology that prepares professional psychologists as leading health service providers with skills in clinical and school psychology. Students will be prepared to develop, provide, supervise, and research many types of evidence-based psychological services. The program features a practitioner-scholar training model that prepares doctoral students to offer direct and indirect services from many theoretical perspectives. The program integrates several field experiences with didactic preparation, and students are trained in major psychological foundations, assessment and evaluation methods, and program research and evaluation.

• Institution type: Private
• Main campus: New York City
• Annual tuition: $1,352 per credit hour
• Degrees offered: Psy.D. in School-Clinical Child Psychology
• Accreditation: APA
• Visit School: Click here

Hofstra University

Hofstra University offers a Psy.D. program in School-Community Psychology that prepares doctoral students to become highly skilled psychology practitioners in community and school health settings. The program is fully accredited by the APA, and the emphasis is put on training psychologists to coordinate school and community services in diverse settings. The training model is designed to educate students in the traditional roles of school psychology, including psychological assessment and intervention, while also offering special training in community service agencies that encourage family and child functioning.

• Main campus: Hempstead
• Annual tuition: $27,144
• Degrees offered: Psy.D.in School-Community Psychology

Long Island University

Long Island University offers a Psy.D. in Clinical Psychology that trains doctoral students who want to practice as clinical psychologists who work with traditionally underserved populations. Each student will choose a concentration area in Serious Mental Illnesses; Dialectical Behavior Therapy; Interventions with High-Risk Families; and Assessment & Treatment of Substance Use Disorders. After the first year, doctoral students must balance course work with clinical training in approved patient-care facilities. Third- and fourth-year doctoral students complete supervised externships at one of dozens of training sites in New York City.

• Main campus: Brookville, New York
• Annual tuition: $52,000
• Degrees offered: Psy.D.in Clinical Psychology

University of Albany

The University of Albany has a Psy.D. in Clinical Psychology that is designed to prepare life-long learners who work in the reflective practice of school psychology by studying psychological theory, research, and practice to contribute to the potential of children and families while showing respect for individual and cultural diversity. The four-year program is designed to prepare school psychologists to integrate psychological research, theory and established scientific inquiry methods into practice. They also are taught to engage in evaluation and research activities that contribute to the practice and science of psychology.

• Institution type: Public
• Main campus: Albany, New York
• Annual tuition: $21,000 in-state, $44,400 out-of-state
• Degrees offered: Psy.D.in School Psychology

Adelphi University

Adelphi University offers a Psy.D. in School Psychology that prepares doctoral students for advanced school psychology careers in many settings, where Psy.D. graduates will positively affect the lives of students, families, schools, and communities. Students are provided with exemplary skills and training in clinical, diagnostic, and consultative foundations of psychology. Each student will develop their applied psychology skills, pursue innovative research projects, and learn about several theoretical approaches of school psychology.

• Main campus: Garden City
• Annual tuition: $1,395 per credit hour

Roberts Wesleyan College

Roberts Wesleyan College offers a Psy.D. in Clinical and School Psychology that blends the professional areas of school and clinical psychology that culminates at the end of the four-year program in a dissertation that deals with an issue relevant to the practice of school and clinical psychology. Required courses in the 96-credit hour program include Adult Psychopathology; Advanced Developmental Psychology; Assessment and Psychological Measurement; Cognitive-Affective Bases of Behavior, and Group Dynamics and Group Counseling.

• Main campus: Rochester
• Annual tuition: $1,010 per credit hour
• Degrees offered: Psy.D.in Clinical and School Psychology

Yeshiva University

Yeshiva University has been offering a Psy.D. in Clinical Psychology for more than 50 years. The program has been accredited by the APA since 1985. The mission of the four-year program is to provide doctoral-level psychological training in the empirical and conceptual foundations of clinical psychology and to enable students to become thoughtful and knowledgeable academic scholars. Doctoral students also are trained intensively in many research, assessment, and therapeutic approaches. The program consists of 116 credits and offers students the skills and knowledge to assume the role of a professional clinical psychologist in many settings.

• Annual tuition: $35,100

Alfred University

Alfred University offers a Psy.D. degree in School Psychology that follows the respected practitioner-scientist model. The four-year, APA-accredited program is designed to prepare school psychologists to practice advanced psychological skills in schools and related family and child settings. It also is intended to prepare students for leadership positions in applied research, supervision and administration, mental health agencies, hospitals, private practice, and higher education.

• Main campus: Alfred
• Annual tuition: $38,700

Other Psychology Doctorates in New York

If you want to earn your Ph.D. in psychology with a focus on academic research, you have several great options in New York. Read more below.

Columbia University

The focus of Columbia University’s Ph.D. in Psychology is on research, teaching, and scholarship in perception, cognition, behavioral neuroscience, and social-personality psychology. Students initiate their own research in the first year and are encouraged to do original and innovative research work throughout the five-year program. This program has relatively few course requirements, so doctoral students have the chance to fully immerse themselves in research and their instructional training. Students attend many research seminars and events, and within a community of devoted faculty, they explore and tailor their psychology research interests to create their own unique learning environments.

• Annual tuition: $51,000
• Degrees offered: Ph.D. in Psychology

How To Become A Practicing Psychologist In New York

Becoming a licensed and certified psychologist in the state of New York requires commitment and dedication. Not only do you have to have all of the required education, which we will highlight further on, you must also be possessed of high moral character while meeting or exceeding testing scores on a variety of different subjects.

Individuals interested in pursuing a psychologist license will have to start by first pursuing their Bachelor’s and Master’s degree in the field of psychology. You can choose from a Bachelor of Science or a Bachelor of the Arts. Your bachelor’s degree will require you to complete more than 120 total semester credits which require four years of committed education.

After you have acquired your BA, you will push on to your Master’s which will require an additional 54 semester credits.  Some universities in the state of New York offers hybrid programs that allow you to combine your Master’s and doctoral program in order to facilitate the process easier. Once you’ve accomplished your Master’s, you will move on toward your PsyD or Ph.D. in psychology.

You’ll need to make sure that your coursework adheres to the American Psychology Association’s guidelines , as well. Over this period of time, you’ll have to engage in nearly three study years and thirty hours of approved work with a grant program. You’ll also need a year of experience via an internship. Once your coursework is complete, and this is a process that could take up to eight years, you’ll be ready to approach your licensing.

Getting licensed in New York requires a multi-step approach that includes:

• Submitting an application to the Office of Professions for something known as a limited permit. This will allow you to practice under direct supervision and will count toward your two years of mandatory licensing experience. This permit will last for three years.
• Referencing supervised experience, you’ll have to acquire two full years of supervised professional experience in your field of education. The Board will require at least 1,750 total hours of work in the field in order to fulfill this requirement.
• Additionally, you must also pass the core exams that are part of all licensing requests.  The exam you must pass is known as the Examination for Professional Practice in Psychology and you will require at least a score of 75 to be able to move forward. At this point, your information will be pushed toward the Association of State and Provincial Psychology Boards.
• Finally, you get to submit your application in order to receive your license.

New York Clinical Psychologist Salary and Job Outlook

The state of New York is poised for significant growth in the next decade with reports by the BLS stating that 14% job growth in the field of clinical psychology is possible within the next decade.

SEE ALSO: New York Clinical Psychologist Salary Outlook

Additionally, New York sports the wealthiest mean wage for clinical psychologists in the region with an annual salary of $91,180. Clinical psychologists earning in the top 10% of the field will be making more than $130,000 annually.

• Weill Cornell Medicine

Psychology Fellowship - Manhattan

Student mental health fellowship.

The Department of Psychiatry at Weill Cornell Medicine New York, New York is accepting applications for a one-year postdoctoral psychology fellowship position available in our Student Mental Health Program.   The fellowship position in Student Mental Health offers an opportunity for postdoctoral level clinicians to increase their expertise in providing evidence-based psychotherapy with a population of diverse emerging adults. Clinicians in Student Mental Health provide time-limited therapy to medical, doctoral, and master’s level students at Weill Cornell Medicine who present with a wide range of diagnoses and presenting problems. Student Mental Health is comprised of a multi-disciplinary team of psychologists, psychiatrists, nurse practioners and social workers. Fellows will conduct diagnostic evaluations and provide evidenced-based interventions, including both individual and group therapy, in an outpatient setting. Past group interventions include: Executive Functioning Skills, Anxiety Skills, Mindfulness, and CBT for Insomnia. Fellows will have the opportunity to provide comprehensive DBT (i.e. individual therapy, co-leading DBT skills group, phone coaching and weekly consultation team), as well as, CBT, and dynamic approaches. Fellows in Student Mental Health are offered a variety of didactics, case conferences, and workshops to enhance their training experience and advance their professional development. We aim to train ethical and culturally sensitive future clinicians and fellows are encouraged to attend multicultural workshops and diversity, equity, and inclusion discussion groups available through the WCM Department of Psychiatry. If interested, fellows are welcomed to participate in ongoing research projects within Student Mental Health, as well as, consider their own projects. The fellowship is based in Manhattan, NY and services are conducted both virtually and in person. Services are primarily conducted via telehealth in order to increase access and utilization of therapeutic services among students. Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information. Requirements : Applicants must have a doctorate in Clinical Psychology from an APA-accredited program and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date.   Application Deadline :  December 12, 2023   Start Date :  September 1, 2024 (pending limited permit)   Fellowship Duration : One year   Salary Minimum Stipend: $58,500 Maximum Stipend: $58,500   Weill Cornell Medicine provides the above salary range in compliance with the New York City law on Salary Transparency in Job Advertisements. The salary range listed is for full‐time employment not including bonuses, clinical incentive compensation, or benefits. Actual salaries depend on a variety of factors including but not limited to internal equity, specialty, training, and hospital/community needs.   The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting. Application : Applicants should submit a current curriculum vitae, three letters of recommendation, and a letter of intent. In the letter of intent, applicants should specify their career goals, status of your dissertation, and their clinical training goals for the fellowship.   Applicants : please compile the application materials into a single PDF document labeled with your last name, first initial (e.g., "Doe J”) and then submit the PDF file by emailing Gina Ortiz at [email protected] . Please note: If your mentors prefer to submit their letters separately, please request that they indicate your name in their email. Address your letter of intent to:   Patricia Marino

PhD Associate Professor of Clinical Psychiatry at Weill Cornell Medicine Director of the Student Mental Health Program and Alyssa DePasquale, PhD Assistant Professor of Clinical Psychiatry at Weill Cornell Medicine

Lifespan Neuropsychology Fellowship

The Department of Psychiatry at Weill Cornell Medicine offers a two-year postdoctoral fellowship position in pediatric neuropsychology. WCM/NYPH offers training in the scientist/clinician model for neuropsychologists who are interested in becoming academic leaders. 

The fellowship is designed to provide advanced training in Clinical Neuropsychology following the guidelines of the Houston Conference so as to prepare the fellow to become certified in Clinical Neuropsychology by the American Board of Professional Psychology/American Board of Clinical Neuropsychology (ABPP/ABCN) and to complete the Subspecialty Certification in Pediatric Neuropsychology.

The Division of Neuropsychology within the Department of Psychiatry consists of six neuropsychologists, two of whom work with individuals across the lifespan and will serve as the fellow’s primary supervisors. One of those supervisors is an ABPP certified neuropsychologist and pediatric subspecialist and the other supervisor is in the process of attaining board certification. Both neuropsychologists bring to supervision a variety of developmental models and theoretical orientations. The fellow will receive training and experience working with individuals ranging in age from toddlerhood through young adulthood - in both inpatient and outpatient settings.  Clinical cases primarily involve patients who present with a variety of psychiatric illnesses with accompanying cognitive symptoms and/or comorbid medical illnesses (e.g., autism spectrum disorders, ADHD, learning disorders, mood disorders, seizure disorders, traumatic brain injury, substance abuse). Training is based on an apprenticeship model in which the fellows work closely with clinical neuropsychologists. Extensive experience in report writing that integrates demographic, historical, medical, and psychological information is emphasized. The fellow will also gain considerable experience in providing oral feedback to patients, family members, treatment team members, and school personnel. Additionally, the fellow will assist in teaching practicum students methods of assessment, scoring, interpretation, and report writing. These exams, as well as the fellow’s supervision techniques, will be supervised by an attending.

The primary focus of our postdoctoral program is clinical training, with clinical activities comprising approximately 60% of the fellow’s time. The remaining time will be devoted to education and to research. A broad range of didactics are offered including neuropsychology case conferences, neuropsychology seminars, psychiatry grand rounds, and psychology rounds. The fellow will also work closely with a research mentor. Areas of research may include using cognitive and affective neuroscience techniques (MRI, EEG) to investigate the neurobiology of developmental disorders, the development of the social brain, the development of novel treatment approaches (e.g., transcranial magnetic stimulation, cognitive remediation approaches, behavioral interventions) for psychiatric and/or cognitive symptoms, and a longitudinal study evaluating cognitive and psychiatric outcomes after COVID-19. The goal will be to submit a scholarly work to relevant conferences (e.g., INS, AACN) and to peer-reviewed journals.

Please note that we are not currently recruiting for this position.

Fellowship in Pediatric Psychology & Integrated Care

Weill cornell medicine fellowship in pediatric psychology & integrated care.

The Division of Child Psychiatry in the Department of Psychiatry at Weill Cornell Medicine p is accepting applications for a one-year postdoctoral clinical psychology fellowship with a focus on pediatric integrated care services within the Center for Youth Mental Health.

The Pediatric Psychology & Integrated Care fellowship provides an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children, adolescents, and young adults in medical settings. The fellow will provide behavioral health care to youth with acute and chronic medical illness within pediatric primary care, outpatient sub-specialty care, and the inpatient medical service, under the supervision of licensed clinical psychologists and in collaboration with a multi-disciplinary team. The fellow will participate in training in the assessment and triage of mental health concerns presented by youth in primary care and pediatric care settings. Consultation and teaching to Pediatric residents and attendings on the recognition and treatment of behavioral health concerns are core components of the fellowship. A variety of didactics, case conferences, and grand rounds complement the fellow’s clinical training and support their professional development. The fellow will contribute to ongoing clinical and translational research studies focused on the development of integrated care models within Pediatrics and increasing access to evidence based treatments for anxiety and related disorders via these approaches. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged. Opportunities for a second year and transitioning to faculty following the fellowship period may be available but are not guaranteed.

Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information.

Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. One year experience in a pediatric integrated care setting is required.

Minimum Stipend: $58,500

Maximum Stipend: $58,500

Weill Cornell Medicine provides the above salary range in compliance with the New York City law on Salary Transparency in Job Advertisements. The salary range listed is for full‐time employment not including bonuses, clinical incentive compensation, or benefits. Actual salaries depend on a variety of factors including but not limited to internal equity, specialty, training, and hospital/community needs.

The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting.

Application deadline: December 12, 2023

Interviews held in January

Start Date: September 1, 2024

Fellowship Duration: One year

Salary: Salary is competitive with full health benefits and vacation package included. Application: Applicants should send current curriculum vitae and three letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Corinne Catarozoli, Ph.D. Assistant Professor of Psychology in Clinical Psychiatry and Pediatrics Weill Cornell Medicine, New York-Presbyterian Hospital 525 East 68th street, New York, NY 10065 [email protected]

Fellowship in the Pediatric OCD, Anxiety, and Tic Disorders Program (POCAT)

Weill Cornell Medicine Postdoctoral Fellowship in Pediatric OCD, Anxiety and Tic Disorders. We are currently accepting applications for a two-year postdoctoral clinical psychology fellowship with a focus on children and adolescents struggling with OCD, anxiety, and/or tic disorders through the Pediatric OCD, Anxiety, and Tic Disorders (POCAT) Program.

The POCAT fellowship aims to provide an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children and adolescents with OCD, anxiety, and related disorders. In the first year, the fellow will be actively involved in program development and clinical care to increase programming for OCD and related disorders in the outpatient and adolescent partial hospital program at NewYork-Presbyterian Hospital, under the supervision of a licensed clinical psychologist and in collaboration with a multi-disciplinary team of psychology, psychiatry, social work, and other specialized care providers. In the second year, the fellow will continue engaging in program development, research and clinical care in another branch of POCAT and will work within Weill Cornell Medicine’s Intensive Treatment Program for OCD and Anxiety.

A variety of didactics, case conferences, and grand rounds are offered to fellows to enhance their training and engage in professional development. The fellow will contribute to ongoing clinical and translational research studies focused on the development of novel interventions and the effective dissemination and implementation of existing evidence based treatments for OCD, anxiety, and related disorders. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged.

Opportunities for transitioning to faculty following the fellowship period may be available.

Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information.

Requirements: Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. Experience in applying evidence-based treatments across a range of clinical settings is encouraged.

Application Deadline: December 12, 2023. Interviews are offered on a rolling basis upon receipt of application.

Fellowship Duration: Two years

Full health benefits, professional development and vacation package included. Second year bonus eligible.

Application: Applicants should send current curriculum vitae and two letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Avital Falk, Ph.D. Assistant Professor of Psychology in Clinical Psychiatry Director, Pediatric OCD, Anxiety, and Tic Disorders (POCAT) Program Program Director, Intensive Treatment Program (ITP) for OCD and Anxiety [email protected]

Fellowship in the Program for Anxiety and Traumatic Stress Studies (PATSS)

Weill Cornell Medicine and the Program for Anxiety and Traumatic Stress Studies (PATSS) is seeking a fulltime postdoctoral fellow to start immediately. Postdoctoral fellows will participate in clinical and research endeavors targeting survivors of trauma, which may include populations such as healthcare workers caring for COVID-19 patients, MST survivors, active-duty service members, veterans and their family members, and other trauma populations, including burn and World Trade Center survivors.

Training will be provided in state-of-the art-clinical assessment and treatment of trauma-related diagnoses distance technologies for the provision of treatment and virtual reality simulations in the treatment of trauma. Responsibilities include conducting assessments, providing evidence-based treatments, serving as project coordinator, aiding in recruitment, and other clinical and administrative roles. The individual will be an integral member of a vibrant trauma program.

Applicants should have the following qualifications : 1) doctorate from an APA-accredited doctoral program; 2) completion of an APA-accredited internship; 3) eligible for a New York State limited permit or have a New York State psychology license; 4) demonstrated interest in trauma. Interest in CBT, PTSD, and trauma treatment is preferred, as is a strong background in clinical research (scientist-practitioner). We anticipate hiring 1-2 postdoctoral fellows.

Interested parties should:

Apply by emailing the following materials to Research Coordinator Olivia Baryluk: [email protected] . • Cover letter • CV (with references) • Two (2) letters of recommendation Applications are reviewed on a rolling basis. Start date is immediate.

JoAnn Difede, PhD Director, Program for Anxiety and Traumatic Stress Studies Weill Cornell Medicine 525 East 68th Street, Box 200 New York, NY 10065

Fellowship in the Cognitive Therapy Clinic

Weill Cornell Medicine's Department of Psychiatry offers a one-year post-doctoral clinical fellowship for a psychologist, starting September 1, 2024 .  The fellowship offers intensive training in individual cognitive-behavior psychotherapy.  The patient population consists of adults with a wide variety of acute emotional and behavioral disorders.  There are many opportunities to participate in, and to develop clinical research studies. Candidates must have Doctorate by start date.

Please send C.V. and letter of interest by December 12, 2023  to:

Susan Evans, Ph.D. Director of Education in Psychology 425 East 61st Street, PH Floor New York, NY 10065

or e-mail to:  [email protected]

Fellowship in Child, Adolescent & Young Adult Anxiety Disorders

The Division of Child Psychiatry in the Department of Psychiatry at Weill Cornell Medicine is accepting applications for a two-year postdoctoral clinical psychology fellowship with a focus on adolescent and young adults services within the Center for Youth Mental Health. 

The Center for Youth Mental Health fellowship aims to provide an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children, adolescents, and young adults with anxiety and related disorders. The fellow will provide clinical care in the outpatient and partial hospital programs at New York Presbyterian Hospital, under the supervision of a licensed clinical psychologist and in collaboration with a multidisciplinary team of psychology, psychiatry, social work, and other specialized care providers. A variety of didactics, case conferences, and grand rounds are offered to fellows to enhance their training and engage in professional development. The fellow will also participate in supervising graduate student externs. The fellow will contribute to ongoing clinical and translational research studies focused on the development of novel interventions, the neurobiology of anxiety disorders, and the effective dissemination and implementation of existing evidence based treatments for anxiety and related disorders. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged. Opportunities for transitioning to faculty following the fellowship period may be available but are not guaranteed.

Requirements:  Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. Experience in applying evidence-based treatments (e.g. CBT, DBT) across a range of clinical settings is encouraged.

Application Deadline:  December 1, 2023. Interviews held in January. Start Date:  September 1, 2024 Fellowship Duration:  Two years

Full health benefits and vacation package included.

 The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting.

Application:  Applicants should send current curriculum vitae and three letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Shannon M. Bennett, Ph.D. Clinical Director, Center for Youth Mental Health at Weill Cornell Medicine Weill Cornell Medicine, New York Presbyterian Hospital 525 East 68th street, New York, NY 10065 [email protected]

Fellowship in Rehabilitation and Psychiatric Neuropsychology

The Department of Psychiatry at Weill Cornell Medicine is offers a two-year postdoctoral fellowship position in clinical neuropsychology. The fellowship provides advanced training in clinical neuropsychology in physical medicine & rehabilitation and psychiatry settings that are consistent with the Houston Conference guidelines. The goal is to prepare the fellow for a career as a clinical neuropsychologist and for board certification by the American Board of Professional Psychology/American Board of Clinical Neuropsychology.

The position is located at NewYork-Presbyterian/Weill Cornell Medical Center on Manhattan’s Upper East Side.  Clinical cases involve: (1) neuropsychological assessment of inpatients undergoing acute rehabilitation; (2) neuropsychological assessment of psychiatric inpatients; and (3) outpatient neuropsychological evaluations of patients across the lifespan. Presenting concerns on the acute rehabilitation unit commonly include stroke, brain tumor, traumatic brain injury, and cognitive dysfunction in the context of medical illness. Referral questions in psychiatry include diagnostic clarification for neurodegenerative diseases such as Alzheimer’s disease, frontotemporal dementia, and Lewy Body dementia; neuropsychological assessment in first-episode psychosis and prodromal schizophrenia; and evaluation of cognitive function in neurodevelopmental disorders such as ADHD and autism spectrum disorder. The fellow will also learn and implement cutting-edge, evidence-based cognitive rehabilitation approaches. Training is based on an apprenticeship model in which the fellow works closely with clinical neuropsychologists and is integrated within interdisciplinary treatment teams. The fellow will also have opportunities to supervise junior trainees.

A broad range of didactic opportunities are available that include biweekly neuropsychology didactics focused on topical presentations, case conferences, and journal club; weekly Department of Psychiatry grand rounds; monthly Psychology grand rounds; and monthly Department of Rehabilitation Medicine grand rounds.

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Psychologist , phd, practice at a glance.

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New York, NY 10023

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Psychology PhD Student Evaluation

Measuring up to professional standards.

All Derner students are representatives of the Gordon F. Derner School of Psychology and the larger professional community and are expected to follow the American Psychological Association (APA) Ethics Code and the New York State (NYS) definition of professional conduct for psychologists under Article 131 , Section 6530. Further, students are responsible for adhering to Adelphi University policies and expectations within the Code of Conduct . These expectations include academic performance as well as professional skills in clinical practice and research.

In order for the doctoral program to carefully monitor student progress and achievement of core competencies, as well as to develop remediation plans when problems emerge, there is an evaluation of students at specific points in the program, in addition to course grades. The program has a procedure for review of student progress that includes academic concerns, professional behavior and student misconduct. It also includes non-academic concerns that have implications for a student’s potential performance as a professional in the field.

View the student handbook for more details.

Students found to violate the University’s Code of Conduct, to demonstrate poor academic performance or to exercise unprofessional behavior may be subject to a remedial or disciplinary action. These concerns include but are not limited to the following: poor academic performance; poor clinical performance; unprofessional and/or unethical behavior; failure to achieve one or more of the competencies required by the program; failure to fulfill graduate assistant responsibilities; academic dishonesty; substance abuse; violence or other destructive behavior; carrying weapons; behavior that interferes with ability to satisfactorily complete program requirements; and behavior that interferes with another student’s training. Concerns resulting in an action may be initiated by recommendation resulting from a student evaluation meeting or complaint filed by a student, faculty or interested party (outside of this meeting).

• Poor academic performance is defined in number of ways, including but not limited to grades < B or multiple Bs in a semester. Multiple Bs in courses corresponding to a training goal and incompletes may also be considered an indication of poor academic performance.
• Academic dishonesty is outlined in Adelphi University’s Code of Academic Honesty , which states that lying, cheating or stealing are prohibited. Violations of the code of academic honesty will be handled according to University policies and procedures, as well as the policies and procedures of the Derner Institute as outlined below.
• Unprofessional behavior is defined broadly as any inappropriate conduct with regard to clinical practice and research. To define such misconduct, the program adopts the APA Ethics Code , as well as the NYS definition of unprofessional conduct for psychologists under Article 131, Section 6530.

There are two end-of-semester, full-day student evaluation meetings, typically in January and June, which are attended by all faculty teaching in the doctoral program. The intent of the meeting is to evaluate students in the program in order to inform students of their progress. Course evaluations and developmental achievement level (DAL) ratings for clinical and research practica are collected at this meeting and then incorporated in the adviser’s feedback to each student. These also become part of the student’s portfolio review, which is used to establish each student’s competencies and readiness to apply for an internship after the third year of training.

Each adviser meets with his/her students shortly after these meetings to present them with their evaluations and review their progress. When progress is deemed below expectations and there are concerns, the faculty may decide by majority vote to recommend the student for an action, such as concern, warning, probation or dismissal.

Each semester, students and advisers will be advised by individual faculty or supervisors through an early warning system of any behavior that may result in an action.

Students recommended by faculty for actions are subject to an evaluation conference, which is convened by the program director and designed to gather and consider relevant information regarding alleged difficulties or violations and to determine an action, if applicable. The evaluation conference includes individuals who are deemed relevant for all students demonstrating behavior subject to remedial or disciplinary action, including the student and his/her adviser.

At the evaluation conference, the concerns and recommendations are discussed with the rationale for the action and the remedies that the student will take to address the issues. The purpose of the meeting is an opportunity for the student to respond to the concerns, to provide additional evidence and to discuss the action that has been recommended. Further details of this evaluation procedure and due process, including procedures for appeals and grievance, are provided in the student handbook .

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MS in Clinical Psychoparmacology (Post Doctorate)

Increasing access to multi-dimensional mental health care

  Credit hours: 30

  On-campus (1 intensive Maymester course) and online courses

  Start terms:  fall

Apply to CU Denver

The post-doctoral masters of clinical psychopharmacology is designed to provide you with the didactic information to use clinical psychopharmacology information, comprehend new psychopharmacology research, and consider how this information can be integrated into an ethical and culturally responsive clinical psychology practice. Prescribing psychology has been shown to be a safe and effective step toward meeting the overwhelming unmet mental health needs in the US for over 30 years.  We are excited that the passage of HB-1701 in Colorado, now means that psychologists in Colorado have the opportunity to be part of this growing field.

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists.

• Program Highlights
• Learning Outcomes
• Tuition and Funding
• Admission Process and Deadline
• Admission Requirements

Becoming a prescribing psychologist doesn't just give you the power to prescribe medication, but also the power to unprescribe medication when the patient has reached their sustainable clinical goals to prevent medication overuse, reduce patient costs, and the impact of side effects. Our program will teach you to do both.

The program is primarily online, with the exception of a 1 week intensive on campus course in the summer between year 1 and 2 covering physical assessment and lab analysis. The program is designed for working professionals with weekly synchronous online class meetings, and asynchronous work. Academic year semesters will be divided into 8 week terms, with 2 classes per semester (so that students will take 2 courses per semester, but they take them sequentially rather than simultaneously). Courses are generally required to be completed in the order listed below, though exceptions could be made in unique situations.

The Psychopharmacology curriculum

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists. Complete the required courses in order:

• Clinical Science 1: Basic Science
• Clinical Science 2: Neuroscience
• Pathology and Pathophysiology
• Clinical Medicine
• Applied Clinical Science
• Pharmacology
• Clinical Pharmacology
• Neuropharmacology & Neurotherapeutics
• Clinical Psychopharmacology 1
• Clinical Psychopharmacology 2
• Professional & Ethical Issues

Third Year Clinical Psychopharmacology Fellowship Certificate

If you are on the Clinical Licensing Track and intend to pursue licensure, you will also need to complete the 3rd year Psychopharmacology Fellowship Certificate. This is designed to meet the supervised practice requirements of the state of Colorado. It is a period of not less than 12 months with a minimum of 750 hours with 150 unique patients . For those wishing to have a geriatric or pediatric special population endorsement for their Colorado license, 250 of those hours must be focused on the specific population desired (e.g. geriatric or pediatric).

Topics include:

• Observatory Fellowship – including physical assessment and integrative health components
• Prescribing Psychopharmacology Fellowship 1 – initial experience in supervised psychopharmacology practice
• Prescribing Psychopharmacology Fellowship 2 – expanded experience in supervised psychopharmacology practice

Program Objectives

Goal #1: prepare students to use clinical psychopharmacology scientific research., objectives for mscp goal #1:.

• 1a.Students will acquire knowledge of basic research methods in clinical psychopharmacology.
• 1b.Students will acquire basic understanding of statistical analytic methods in clinical psychopharmacology.
• 1c. Students will be able to read and integrate empirical research into their clinical psychopharmacology practice.

Competencies for Goal 1 Objectives:

• Demonstrate entry-level ability to review, integrate, and critically evaluate research in clinical psychopharmacology.
• Demonstrate entry-level ability to understand and share scientific psychopharmacology research findings to peers and patients.
• Demonstrate critical and integrative thinking skills as well as intellectual curiosity.

Goal #2: Students will be trained to be capable entry-level practitioners of clinical psychopharmacology information.

Objectives for goal #2:.

• 2a. Students will acquire information about human anatomy and physiology, pharmacology, and neuroscience.
• 2b. Students will acquire knowledge of theory and research to understand psychological disorders in the context of multi-dimensional aspect of physical health and illness.
• 2c. Students will acquire knowledge of theory and research and related skills to conduct effective evidence-based psychopharmacological assessment and psychopharmacological interventions.
• 2d. Students will acquire knowledge regarding the application of ethical concepts and awareness regarding professional activities.
• 2e. Students will be knowledgeable and sensitive to individual, group, and cultural differences in clinical practice.

Competencies for Goal 2 Objectives:

• Demonstrate entry-level knowledge of human anatomy, physiology, pharmacology and neuroscience.
• Demonstrate entry-level ability to diagnose psychological disorders in the context of physical health and illness.
• Demonstrate entry-level ability to conduct psychopharmacological and physical assessment.
• Demonstrate entry-level ability to select and deliver empirically-supported and evidence-based psychopharmacological interventions.
• Understand ethical principles and demonstrate ethical behavior in the application of clinical psychopharmacology practice.
• Demonstrate sensitivity to cultural and diversity issues and adapt clinical psychopharmacology practice accordingly.

PF_C Goal #1: Students will be trained to be competent as entry-level clinical psychopharmacology prescribers.

Objectives for pf_c goal #1:.

• 3a. Students will acquire basic knowledge of biopsychosocial principles and research relevant to clinical psychopharmacology.
• 3b. Students will acquire basic, entry-level skills to conduct diagnostic assessments, and provide psychopharmacology services in clinical psychology and integrated health settings.

Competencies for PF_C Goal #1 Objectives:

• Demonstrate knowledge of biopsychosocial principles in the application of psychopharmacology practice.
• Demonstrate knowledge of clinical psychopharmacology research and ability to integrate best-principles into practices.
• Demonstrate knowledge and entry-level skill in application of clinical psychopharmacology assessment and prescribing skills in clinical psychology and integrated health settings.

Course tuition rates for the MSCP program AY 2024-25 if you are taking the program as outlined to complete the MSCP in two years and the Fellowship in your 3rd year.

For 2024-25 Academic Year:

• Extended Studies Online courses: $700/credit hour + online course fees
• Extended Studies In person course (Physical Assessment): $700/credit hour + course and materials fee -TBD
• Fee Schedule   
• No surcharge for out of state tuition

This is an extended studies professional program. Some employers may fully or partially reimburse you for participating in this degree program. Please check with your employer to see if they may provide reimbursement to lower the final cost of the program for you.

Clinical Psychopharmacology MS students are accepted for Fall admission only. Applications by pre-doctoral applicants must submitted by July 15th. Post-doctoral candidates who submit by July 15th will receive priority consideration for admission and funding opportunities. Applications by post-doctoral candidates submitted after the deadline are considered on a rolling basis until the first day of the semester.

Application Materials

For applicants currently holding a phd or psyd in a mental health field:.

• Two letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate credit hours were taken
• Statement of purpose and goal of graduate study (Part 2, Question 6 on application).
• International students: Please contact International Education for requirements and guidance.

For pre-doctoral applicants:

• Three letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate and undergraduate credit hours were taken
• Professional De-identified Clinical Writing sample
• Optional: GRE score not required, but may be submitted to aid application file

University Graduate Admissions (How to Apply)

Post-doctoral Applicants

• Completion of a PsyD or PhD in a mental health field
• If licensed, must be in good standing.

Pre-doctoral Applicants

• Must be currently enrolled in a PsyD or PhD mental health program
• Must have successfully completed a minimum of 45 hours of graduate coursework in their mental health program with a minimum 3.0 GPA. As part of the graduate coursework requirement, the applicant must have evidence on their transcript that they completed the 5 courses below with a minimum of a B-/80% in each class:
• Psychopathology/Abnormal Psychology/Diagnostics
• Biological Bases of Behavior/Neuroscience
• Research Methods
• Clinical Assessment/Interviewing/Clinical Practicum

Other professionals

For unique situations, please contact the program director prior to the July 15th application deadline to discuss your qualifications further.

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