boston university phd counseling psychology

• Partnerships

Counseling Psychology (PhD)

YOU ARE BOUVÉ

We’re training the next generation of mental health professionals

The Ph.D. Program in Counseling Psychology offers doctoral education and training in psychology and prepares students for entry-level practice in counseling psychology.

Doctoral-level counseling psychologists conduct research, teach at the university level, supervise students and professionals, consult with community agencies, and provide clinical services to people across the developmental lifespan.

Counseling psychologists also enhance the science of health promotion and health psychology and emphasize community-based interventions.

Unique Program Features

• Translational research related to health promotion of individuals, groups, families, and communities
• Empirically-based practice in urban community centers, agencies, schools, and hospitals
• Merging of science and practice within multicultural and urban contexts
• Development of consultation and leadership skills in researchers and practitioners

Program Emphasis

• Culturally and ethnically diverse faculty
• Ecological model
• Developmental emphasis throughout the lifespan
• Research teams where students gain valuable experience evaluating and conducting research
• Student-centered faculty
• Strong and supportive student cohort groups

Degree type: – Counseling Psychology PhD Study options: – Boston campus – Full-time

Application Deadline: Dec 1, 2023

Official TOEFL or IELTS* required

Please Note: PhD students in the Bouvé College of Health Sciences may not request enrollment deferrals. If you are admitted for a given term but wish to be considered for a future term instead, you must re-apply to the program in order to be considered for admission and funding. 

Counseling Psychology PhD

Our clinical training prepares counseling psychologists to work in various settings with individuals presenting with a variety of psychological and health-related issues. We emphasize an ecological model that encourages the conceptualization of relationships and research across multiple systems: biological, cultural, and relational.

These relationships occur in various social contexts, including families, schools, neighborhoods, and communities. At least two years of intensive clinical training is required. This preparation includes advanced fieldwork at various mental health settings in the Boston area. Students are expected to be at their site for 20 hours each week. Approximately half of their time is direct service delivery.

Training goals include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling, and treatment planning and practice, consultation, effective use of supervision, and an understanding of and commitment to the profession’s ethical codes. Students must complete a one-year, full-time pre-doctoral internship that has been approved by the program.

Accreditation and Licensure

The PhD in Counseling Psychology at Northeastern University is accredited by the Commission on Accreditation of the American Psychological Association and meets the “Guidelines for Defining ‘Doctoral Degree in Psychology’” as implemented by the ASPPB/National Register Designation Project.

Therefore, a graduate of this designated program who decides to apply for licensure as a psychologist typically will meet the jurisdictional educational requirements for licensing. However, individual circumstances vary, and, there may be additional requirements that must be satisfied prior to being licensed as a psychologist, potentially including specific clinical practice supervision requirements at the advanced practicum, internship, and post-doctoral level.

Students should contact the state/provincial/territorial licensing board in the jurisdiction in which they plan to apply for exact information. Additional information including links to jurisdictions is available on the ASP PB’s website. For questions about the PhD in Counseling Psychology as it relates to doctoral psychology licensure, please contact Program Director Christie Rizzo .

Handbooks and Tools

Sample curriculum.

Students will enter the program with a master’s degree. It is anticipated that the time to completion is a minimum of four years.

Total 62 Credits

The curriculum is subject to change so please also check the university catalog .

• Dissertation

CAEP 6390 History and Systems of Psychology

CAEP 6394 Advanced Multicultural Psychology

CAEP 7750 Biological Bases of Behavior

CAEP 7755 Cognitive and Affective Bases of Behavior

CAEP 775 6 Social Psychology in an Organizational and Ecological Context

Complete 8 semester hours from the following :

CAEP 77 41 Advanced Fieldwork 1

CAEP 77 4 2 Advanced Fieldwork 2

CAEP 77 4 3 Advanced Fieldwork 3

CAEP 77 4 4 Advanced Fieldwork 4

CAEP  6350 Introduction to Cognitive Assessment

CAEP  6352 Personality Assessment

CAEP 6360 Consultation and Program Evaluation

CAEP 7710 Advanced Clinical Assessment

CAEP 7720 Advanced Clinical Interventions

CAEP 7758 Doctoral Seminar in Contemporary Theories of Psychotherapy

Three semester hours can be chosen from any graduate level CAEP course or combination of graduate level CAEP courses outside of the PhD in Counseling Psychology program of study. Other electives may be chosen upon approval of the program director and faculty adviser:

Professional

Complete 6 semester hours from the following:

CAEP 7701 Doctoral Seminar in Counseling Psychology (Repeatable 3 times for 1 credit and 3 times for 0 credits)

CAEP 7732 Legal and Ethical Issues in Community and Educational Settings

CAEP 7711 Measurement: Advanced Psychometric Principles

CAEP 7712 Intermediate Statistical Data Analysis Techniques

CAEP 7716 Advanced Research and Data Analyses 2

Complete 3 semester hours. Prior to beginning internship consult with director, DCT, and/or the Doctoral Internship Seminar instructor.

CAEP 7798 Doctoral Internship

CAEP 9990 Dissertation Term 1

CAEP 9991 Dissertation Term 2

Admissions Requirements

Candidates for admission are expected to meet the following requirements:

Master’s degree in psychology or related field

Strong academic record (3.5 GPA and above preferred)

Demonstrated interest in and commitment to counseling psychology

Official TOEFL or IELTS*

Three letters of reference 

Personal statement. The applicant may wish to highlight:

• Specific research and clinical interests
• Long-term career goals.
• Current and past clinical and research experiences
• Fit with program emphasis

Completed application (due December 1)

Personal interviews with the faculty and current students will be held in February

Got questions?

Christie Rizzo, PhD Program Director 617-373-2333

Or contact our Graduate Enrollment team.

The Counseling Psychology PhD program will not require students to submit GRE (General Test of the Graduate Record Exam) scores for the Fall 2023 admissions cycle. Applicants who have taken or are planning to take the GRE may submit their scores if they choose. Those applicants choosing not to submit GRE scores will not be negatively impacted in the admissions decision process. Applications will be evaluated based on all materials provided. 

Admission is based on evaluation of the above factors, previous relevant experiences, and your fit within our program. The program faculty reviews your credentials to assess the likelihood of your successful completion of the program and your potential for contribution to the field of counseling psychology and the community at large.

Student Admissions Outcomes and Other Data

Program details.

• Minimum of two years of advanced fieldwork
• At least 20 hours per week at an approved fieldwork site with supervision by a licensed psychologist or a licensed psychiatrist for a minimum of 600 hours per year
• Minimum of one hour of individual supervision per week by a licensed doctoral level psychologist
• Minimum of half (50%) of the 20 hours per week are required in direct service

Research Topics

Applied psychology program for eating and appearance research — appear, faculty leaders.

Rachael Rodgers Jessica Edwards George

Dating Violence and Relationship Risk Prevention Team

Faculty leader.

Christie Rizzo

Feminist Therapy and Theory; Feminist Ecological Model

William Sanchez

Intersectionality Lab in Applied Psychology

Tracy Robinson-Wood

Mindfulness for Health Behavior Change

Laura Dudley

Use of Technology and Games for Health Behavior Change

Babatunde Aideyan received a BA in Psychology from Emory University and an MA in Counseling from Northwestern University. Tunde began the Counseling Psychology program in 2018 and is a PhD candidate at Northeastern University. He has several years of work experience in corporate work environments where he developed data analysis and survey research skills.

At Northeastern, Tunde has researched with his advisor, Dr. Jessica Edwards George, the neurocognitive effects of gluten exposure in individuals with celiac disease. While obtaining his master’s degree, Tunde interned at a community mental health agency that supported group home and foster care residents, as well as in a private practice setting.

At the doctoral level, Tunde spent a year at Butler Hospital administering neuropsychological assessments for individuals presenting with memory problems; he is currently co-facilitating resilience training groups at the MGH Resilience and Prevention Program.

Clinically, Tunde is interested in breathwork practices, health psychology, and strength-oriented counseling. His research interests involve using artificial intelligence methods for improving mental health diagnosis and prognosis.

Payton Bruland has been a doctoral student in the Counseling Psychology program at Northeastern University since the Fall of 2019. She earned her Bachelor’s degree in Psychology from Seattle Pacific University and her Master’s degree in Clinical Mental Health Counseling at Gonzaga University.

At Northeastern, Payton works on the SNAP/Social Research team with Dr. Christie Rizzo and the More Fun with Sisters and Brothers (MFWSB) team with Dr. Laurie Kramer. Her research interests align with each of these labs, examining both protective and risk factors among children and adolescence in the areas of emotion regulation and interpersonal relationships.

Payton also has an interest in the ways childhood trauma affects outcomes in adolescence and later life. Clinically, she has worked with children, adolescents, and their families in a variety of settings, including outpatient and inpatient services.

Elizabeth (Libby) Collier enrolled in the Counseling Psychology Ph.D. program at Northeastern in the fall of 2021. Prior to her move to Boston, Libby received an M.A. and Ed.M. in Psychological Counseling from Teachers College, Columbia University. Libby’s clinical fieldwork placement was at Mount Sinai Hospital where she conducted group therapy and individual therapy sessions involving dual diagnosis patients.

During her master’s program, she also spent time in two research labs affiliated with New York University and Columbia University that focused on youth mental health. These studies focused on interventions for adolescents at clinical high risk for psychosis and systems-level interventions concerning youth involved in the juvenile justice system.

Libby is in the Adolescent Relationships and Risk Behavior Lab under the mentorship of Dr. Christie Rizzo. She hopes to continue to work alongside youth at-risk of becoming involved in the juvenile justice system and is interested in mentorship as a facilitator of positive youth development.

Jaylan Abd Elrahman , (She, Her) received her B.A. in Psychology from Wellesley College and her M.Ed. in Human Development and Psychology from Harvard University’s Graduate School of Education, with a concentration in Child Advocacy.

She is currently a member of the Intersectionality Research Lab and her primary research interests rest at the nexus of adolescent identity development, trauma, culture and social change. She previously served in various research roles at Research Triangle Institute (RTI) International, Brookings Institution and Harvard University’s Edmond J. Safra Center for Ethics.

She has been actively involved in facilitating healing justice, youth development and community-based work across the nation for the last nine years, primarily with and for refugee, migrant, and young women of color. She welcomes all connections and can be reached at  [email protected] .

Laura Fischer received a B.A. in Psychology from the University of Rhode Island and an M.S. in Psychology from Drexel University in Philadelphia.

She has held positions across a variety of clinical, research, and community mental health settings, including the Center for Anxiety and Traumatic Stress Disorders at Massachusetts General Hospital, and the National Alliance on Mental Illness.

Her primary clinical and research interests include empirically supported treatments for anxiety disorders, mindfulness-based interventions, and the implications of intersecting identities for mental and physical health.

Ruthann Hewett has been a doctoral student in the Counseling Psychology Ph.D. program since the Fall of 2021. She holds a dual BA from Brandeis University in Psychology and Health: Science, Society & Policy (2016), as well as an MS from Northeastern University’s Counseling Psychology master’s program (2020).

She is a member of the Intersectionality Research Team under the supervision of Dr. Tracy Robinson-Wood. She has worked on research projects with the Intersectionality team including a study of the racial socialization experiences of biracial adults.

Prior to beginning her MS, she worked as a research coordinator at Massachusetts General Hospital in the Psychiatric and Neurodevelopmental Genetics Unit. She has also worked as an intern clinician at the Therapeutic After School Program at the Home for Little Wanderers, and as a clinician at the Therapeutic After School Program at the Italian Home for Children.

Her interests include examining oppressive power systems operating within mental health treatment facilities, particularly state funded institutions, and interrogating how these systems can be modified to better serve clients with intersecting marginalized identities.

Katherine Laveway is a Ph.D. student in Counseling Psychology and a member of the Applied Psychology Program for Eating and Appearance Research (APPEAR) team since the Fall of 2020. She received her M.S. in Counseling Psychology from Northeastern University and her B.A. in English and Music from Wellesley College.

During her master’s training, Katherine gained clinical experience working in inpatient and outpatient settings at UMass Memorial Medical Center. Katherine’s research interests include body image and eating concerns among queer and trans individuals. She is particularly interested in sociocultural constructions of gender, experiences of weight stigma, and the role of social media on the psychological health of young people.

Madeline Manning has been a PhD student in the Counseling Psychology program at Northeastern University since the Fall of 2017. She received her B.A. in Psychology and Communications from Stonehill College (2015) and her M.A. in Mental Health Counseling and Behavioral Medicine from Boston University School of Medicine (2017). She will be completing her pre-doctoral internship at Nicklaus Children’s Hospital in the Neuropsychology Track with the goal of pursuing a career in Pediatric Neuropsychology.

Prior to beginning her doctoral training, Madeline worked as a mental health counselor in the adult inpatient psychiatric unit at Tufts Medical Center. She also worked as a clinical research assistant at the Pediatric Anxiety Research Clinic (PARC) at Bradley Hospital and the Division of Child and Adolescent Psychiatry at Rhode Island Hospital where she helped conduct research on the dissemination of treatment for Obsessive-Compulsive Disorder/other anxiety related disorders in children and exploring factors which impact adolescent suicidality post-inpatient level of care.

During her graduate training, she completed clinical practicum experiences at Brigham and Women’s Hospital Department of Cognitive and Behavioral Neurology, Rhode Island Hospital Pediatric Neuropsychology Program, Pediatric Neuropsychological Assessment at Butler Hospital Adolescent Inpatient Psychiatric Unit, Hasbro Children’s Sleep Disorder Clinic, Hasbro Children’s Partial Hospitalization Program, Boston Children’s at Martha Eliot Health Center (Mental Health Clinic and Early Intervention Program), and Franciscan Children’s Hospital Community Based Acute Treatment (CBAT) Unit.

She is part of the Adolescent Relationships and Risk Behavior Research Lab and the More Fun with Sisters and Brothers Research Lab, and also completed the Early Intervention Certification Program at Northeastern. Madeline’s primary research interests include exploring the protective factors that promote resilience in children and adolescents, as well as integrating community and individual resilience to violence and trauma. Madeline also has interests in the areas of adolescent dating violence prevention, pediatric psychology, anxiety disorders, and mood disorders.

Chantal Muse received an M.A. from Chatham University and a B.A. from Duquesne University. Previously, she worked on a study examining how employment status effects the health and well-being of Sub-Saharan African women. Also, she held a clinical position at Western Psychiatric Institute and Clinic Acute Adult Trauma Unit and the Comprehensive Services and Recovery Unit. Her primary research and clinical interests are working with cancer patients, examining the patient-provider relationship, specifically the relationship between African-American women with breast cancer and white doctors, and health communication.

Briana Paulo previously studied at the University of Rhode Island for a B.A. in Psychology and Sociology, with a minor in Thanatology. She later earned a M.A. in Psychology Research from the University of Massachusetts Dartmouth in 2017. Briana came to Northeastern University in the Fall of 2020 with clinical experiences in a variety of settings with children and adolescents who experience a range of social, behavioral, and emotional difficulties. She also held a clinical research position at the Pediatric Anxiety Research Center (PARC) at Bradley Hospital, where she led outreach and collaboration efforts with schools, pediatric office, and other community partners, conducted semi-structured diagnostic assessments, and facilitated in-home/in-community exposure and response prevention (ERP) sessions with children and adolescents.

Briana currently works with the Dating Violence and Relationship Risk Prevention Team, led by Dr. Christie Rizzo. Her work in this lab involves studies that assess health-related behaviors and interpersonal communication patterns of juvenile-justice involved teens to understand risk and protective factors of dating violence. Briana’s research and clinical interests lie in socioemotional and behavioral issues in children/adolescents of traditionally marginalized populations and increasing awareness of and access to mental health resources.

Lisa Rines-Toth received her Master of Arts and Master of Education degrees in Psychological Counseling from Teachers College, Columbia University. She also holds a BA in English Literature from Columbia University. Prior to beginning her doctoral studies at Northeastern, Lisa worked at St. Luke’s-Roosevelt Hospital in New York City as a clinician in the psychiatric emergency department. Lisa’s primary research and clinical interests are in the general areas of integrated behavioral care, crisis intervention, addiction and mindfulness & yoga. Lisa currently works as a counselor in the Department of Psychiatry at Boston Medical Center.

Kaitlyn Schneider received an M.S. from Villanova University and a B.S. from Worcester Polytechnic Institute. Her primary research interests are in the areas of domestic violence, attachment, and trauma. Her previous work has explored the development of a rater-based method to measure secondary attachment strategies enacted within the maternal-fetal attachment relationship. She has also previously worked clinically with clients experiencing domestic violence.

Isabella “Isa” Sereno has been a PhD student in the Counseling Psychology program at Northeastern University since the Fall of 2020. Isa received a BS in Psychology from the University of Central Florida and an MA in Counselor Education, Clinical Mental Health Track, from Virginia Tech. Isa worked as a treatment coordinator at the Latinas y Niño’s Center in Casa Esperanza Inc., a substance abuse residential program for Latinx women in recovery and their children, where she worked closely with monolingual Spanish-speaking women and their families. Isa also worked as a clinical research coordinator II at the Massachusetts General Hospital’s Cancer Outcome Research and Education program (CORE), helping conduct research in palliative care for patients diagnosed with advanced cancer and their caregivers. She is a part of the APPEAR lab and is working under the mentorship of Dr. Jessica Edwards-George and Dr. Rachel Rodgers. Isa will be completing her advanced fieldwork practicum at Martha Eliot Health Center/Boston Children’s Hospital. She is fluent in Spanish and is interested in understanding racial and ethnic disparities that affect the caregiver experience within health settings, particularly parents of children with complex care needs.

We train multiculturally competent counseling psychologists who are:

• Clinically adept in multiple settings with a variety of psychological and health-related issues
• Able to conceptualize, conduct, and evaluate research across biological, cultural, and relational systems in numerous social contexts, such as families, schools, neighborhoods, and communities.

(i) Research

• Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
• Conduct research or other scholarly activities.
• Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.

(ii) Ethical and legal standards

• the current version of the APA Ethical Principles of Psychologists and Code of Conduct;
• Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and
• Relevant professional standards and guidelines.
• Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
• Conduct self in an ethical manner in all professional activities.

( iii) Individual and cultural diversity

• An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
• The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.

(iv) Professional values, attitudes, and behaviors

• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

(v) Communications and interpersonal skills

• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
• Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

(vi) Assessment

• Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
• Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
• Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
• Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
• Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
• Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

(vii) Intervention

• Establish and maintain effective relationships with the recipients of psychological services.
• Develop evidence-based intervention plans specific to the service delivery goals.
• Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
• Demonstrate the ability to apply the relevant research literature to clinical decision making.
• Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
• Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.

(viii) Supervision

• Demonstrate knowledge of supervision models and practices.
• Apply supervision knowledge in direct or simulated practice with psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.

(ix) Consultation and interprofessional/interdisciplinary skills

• Demonstrate knowledge and respect for the roles and perspectives of other professions.
• Demonstrates knowledge of consultation models and practices.

To prepare graduates for the role of professional psychologists, to include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision and an understanding of and commitment to the profession’s ethical codes.

Objective 1A: Students will be exposed to various professional roles including student teaching, participation in research projects where they are mentored by faculty and mentor peers and/or junior colleagues.

• Competency 1A1: Students will demonstrate a thorough understanding of their roles as clinicians.
• Competency 1A2: Students will demonstrate a thorough understanding of their roles as educators.
• Competency 1A3: Students will demonstrate a thorough understanding of their roles as community change agents ethically serving diverse populations and advocating for social justice.
• Competency 1A4: Students will demonstrate a thorough understanding of their roles as researchers.

To foster understanding and application of the scientific basis of clinical practice in psychotherapy and clinical assessment

• Objective 2A: Students will acquire an understanding of the biological, cognitive and affective, and social aspects of behavior.
• Objective 2B: Students will acquire knowledge of the history and systems of psychology
• Objective 2C: Students will acquire knowledge of empirical research regarding effective clinical practice, assessment, and interventions.
• Objective 2D: Students will acquire knowledge of contemporary theories that explicate human behavior across the lifespan.
• Objective 2E: Students will study current evidenced based practices in psychotherapy, psychological testing, and biological bases of clinical practice.
• Objective 2F: Students will acquire knowledge and skills to implement evidence-based clinical interventions with diverse populations.
• Competency 2A: Students will understand the regulation of biological and emotional functions of the nervous system.
• Competency 2B: Students will understand the contribution of environmental factors to brain development, to the development of the mind, and to their functions.
• Competency 2C: Students will understand theories and research with respect to clinical efficacy.
• Competency 2D: Students will understand contemporary theories of human behavior from a lifespan developmental perspective.
• Competency 2E1: Students will demonstrate a thorough understanding of current evidence based practices in psychotherapy, psychological testing, and the neuroscientific bases of clinical practice.
• Competency 2E2: Students will develop the ability to select and apply evidence-based interventions and to assess progress and outcomes.
• Competency 2F1: Students will demonstrate that they are familiar with outcome research for various intervention strategies.
• Competency 2F2: Students will develop the ability to implement a wide range of developmental, preventive, remedial, and psychoeducational interventions, including psychotherapy, crisis management, consultation and dealing with emergency psychological/psychiatric situations with people across sources of difference.

To produce graduates who possess advanced and applied research skills within an ecological perspective

• Objective 3A: Students will be involved in course work on advanced and applied research skills.
• Objective 3B: Students will become proficient in reporting research findings.
• Objective 3C: Students will be able to critically evaluate research from an ecological perspective.
• Competency 3A1: Students will demonstrate competency in research design and data analysis related to health and illness using quantitative, qualitative, and mixed methods models.
• Competency 3A2: Students will be able to develop meaningful research questions, based upon theories and models in the scholarly research literature.
• Competency 3A3: Students will be able to implement appropriate research design, methods, and statistical analyses, consistent with the research questions.
• Competency 3A4: Students will understand advantages and disadvantages of various research designs, modes of inquiry, data collection methods, statistical procedures, and measurement concepts.
• Competency 3B: Students will demonstrate the ability to report their research investigations appropriately, including knowledge of the socio-cultural contexts in the interpretation of the data.
• Competency 3C1: Students will demonstrate the ability to evaluate and critically assess the methodology of empirical research and the validity of research conclusions within a multicultural/ecological perspective.
• Competency 3C2: Students will be able to integrate themselves in research projects on research teams that stress a multicultural/ecological perspective.
• Competency 3C3: Students will successfully complete their dissertation proposals grounded within a multicultural/ecological perspective.

To produce graduates who are committed to and demonstrate ethical practice as counseling psychologists.

• Objective 4A: Students will learn through courses, mentoring, and supervision in the ethical codes of the profession.
• Objective 4B: Student will learn through courses and supervised clinical experiences, local, state, and national laws affecting professional psychological practice.
• Competency 4A: Students will become competent in understanding the codes of ethics and professional conduct of APA and develop a competent ethical decision-making process.
• Competency 4B: Students will demonstrate understanding of the legal issues affecting practice and resolution of ethical/legal conflicts that may occur.

To produce graduates who are multiculturally competent across sources of difference, including race, ethnicity, gender, class, religion/spirituality, disability, and sexual orientation, in both clinical and research settings.

Objective 5A: Students will study, be mentored in, and be exposed to multicultural perspectives that stress the understanding of different worldviews and confronting forms of oppression.

• Competency 5A1: Students will be able to integrate multiple worldviews and important historical and political positions in their clinical and research activities.
• Competency 5A2: Students will be able to understand their own positions of privilege, related to race, gender, social class, ability, and/or sexual orientation and its effect on their work as professional psychologists.
• Competency 5A3: Students will be able to integrate and actively advocate for the elimination of racism, sexism, class oppression, homophobia, ageism, and other forms of oppression.
• Competency 5A4: Students will be able to conceptualize and advocate for social and economic justice as professional psychologists.

To advance the field of counseling psychology using program strengths: (a) an interdisciplinary and interprofessional approach to clinical services provision and enhancement of the science of health promotion and health psychology; (b) stress on urban, community-based interventions using an ecological approach.

• Objective 6A: Students will be exposed to interprofessional models of health promotion research within the Bouvé College of Health Sciences.
• Objective 6B: Students will study the strengths and challenges facing urban populations and work within health promotion and prevention.
• Competency 6A1: Students will develop an understanding of how health promotion research is conceptualized and undertaken by an interprofessional team.
• Competency 6B1: Students will understand the unique challenges facing urban populations and work within settings that provide health promotion and prevention efforts with multicultural populations.

Connect with us

Have more questions about Bouvé? We’re here to help.

Want to take the next step and start your journey at Bouvé?

Request more information

Interested in learning more about what Bouvé has to offer?

• Interesting for you
• My settings

Counseling Psychology and Applied Human Development

The Doctor of Philosophy (PhD) program in Counseling Psychology and Applied Human Development (CPAHD) at Boston University Wheelock College of Education & Human Development prepares students to be leaders in the field of counseling psychology and the interdisciplinary field of applied human development.

Boston University Multiple locations Boston , Massachusetts , United States Top 0.5% worldwide Studyportals University Meta Ranking 4.1 Read 93 reviews

The PhD program in Counseling Psychology and Applied Human Development at Boston University focuses on the use of evidence-based practices to promote optimal development for children, youth, and young adults in diverse settings.

Following a scientist-practitioner model of training, key aspects of our program include preparing our graduates to:

• Design, implement, and evaluate culturally responsive interventions and learning environments at multiple levels of the social ecology
• Produce the research upon which such interventions and learning environments are built
• Train and supervise future generations of culturally competent counseling psychologists and researchers in applied human development

Programme Structure

Areas of study include:

• psychological foundations of behavior
• research methods and data analysis
• applied psychological practice
• counseling psychology foundations and practice

Key information

• 60 months

Start dates & application deadlines

• Apply before 2024-12-01 00:00:00
• 81-97 

Disciplines

Academic requirements.

We are not aware of any specific GRE, GMAT or GPA grading score requirements for this programme.

English requirements

Student insurance.

Make sure to cover your health, travel, and stay while studying abroad. Even global coverages can miss important items, so make sure your student insurance ticks all the following:

• Additional medical costs (i.e. dental)
• Repatriation, if something happens to you or your family
• Home contents and baggage

We partnered with Aon to provide you with the best affordable student insurance, for a carefree experience away from home.

Starting from €0.53/day, free cancellation any time.

Remember, countries and universities may have specific insurance requirements. To learn more about how student insurance work at Boston University and/or in United States, please visit Student Insurance Portal .

Other requirements

General requirements.

• Application Form
• Statement of Qualifications & Objectives
• Equity & Inclusion Statement
• Résumé/Curriculum Vitae
• Transcripts
• Letters of Recommendation
• English Proficiency
• Analytical Essay
• Optional Essay
• Application Fee

Tuition Fee

International, living costs for boston.

The living costs include the total expenses per month, covering accommodation, public transportation, utilities (electricity, internet), books and groceries.

In order for us to give you accurate scholarship information, we ask that you please confirm a few details and create an account with us.

Scholarships Information

Below you will find PhD's scholarship opportunities for Counseling Psychology and Applied Human Development.

Available Scholarships

You are eligible to apply for these scholarships but a selection process will still be applied by the provider.

Read more about eligibility

• missing or incomplete ?"> Missing or incomplete content
• wrong or outdated ?"> Wrong or outdated content

Other interesting programmes for you

Our partners.

Go to your profile page to get personalised recommendations!

The PhD in Counseling Psychology program at Northeastern is designed to train the next generation of mental health professionals.

In The News

A Toolkit for Healthier Population

Critical Need in Tracking Young Students’ Progress

PhD Candidate Wins Prestigious Fellowship

The PhD Program in Counseling Psychology offers doctoral education and training in psychology and prepares students for entry-level practice in counseling psychology. Doctoral level counseling psychologists conduct research, teach at the university level, supervise students and professionals, consult with community agencies, and provide clinical services to people across the developmental lifespan. Counseling psychologists also enhance the science of health promotion and health psychology and emphasize community-based interventions.

Mission:  It is the mission of the PhD in Counseling Psychology program to train multiculturally competent counseling psychologists who are: (1) clinically adept in multiple settings with a variety of psychological and health-related issues; (2) able to conceptualize, conduct, and evaluate research across biological, cultural, and relational systems in numerous social contexts, such as families, schools, neighborhoods, and communities.

Our clinical training prepares counseling psychologists to work in various settings with individuals presenting with a variety of psychological and health-related issues. We emphasize an ecological model which encourages the conceptualization of relationships and research across multiple systems: biological, cultural, and relational. These relationships occur in various social contexts, including families, schools, neighborhoods and communities.

• Merging of science and practice within multicultural and urban contexts
• Translational research related to health promotion of individuals, groups, families, and communities
• Opportunities for empirically-based practice in urban community centers, agencies, schools, and hospitals
• Development of consultation and leadership skills in researchers and practitioners
• To prepare graduates for the role of professional psychologists, to include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision and an understanding of and commitment to the profession’s ethical codes.
• To foster understanding and application of the scientific basis of clinical practice in psychotherapy and clinical assessment.
• To produce graduates who possess advanced and applied research skills within an ecological perspective.
• To produce graduates who are committed to and demonstrate ethical practice as counseling psychologists.
• To produce graduates who are multiculturally competent across sources of difference, including race, ethnicity, gender, class, religion/spirituality, disability, and sexual orientation, in both clinical and research settings.
• To advance the field of counseling psychology using program strengths: (a) an interdisciplinary and interprofessional approach to clinical services provision and enhancement of the science of health promotion and health psychology; (b) stress on urban, community-based interventions using an ecological approach.

Northeastern’s Counseling Psychology Program is accredited by the Commission on Accreditation of the American Psychological Association (APA) The next APA accreditation site visit will be held in 2024.

At least two years of intensive clinical training is required. This preparation includes advanced fieldwork at various mental health settings in the Boston area. Students are expected to be at their site for 20 hours each week. Approximately half of their time is direct service delivery. Training goals include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision, and an understanding of and commitment to the profession’s ethical codes. Students must complete a one year, full-time pre-doctoral internship that has been approved by the program.

Where They Work

• McLean Hospital
• Boston Children’s Hospital
• Beth Israel Deaconess Medical Center
• Arbor Counseling Services

What They Do

• Healthcare Services
• Community and Social Services
• Business Development
• Entrepreneurship

What They’re Skilled At

• Mental Health
• Psychotherapy
• Public Speaking

Application Materials

Application.

• Application fee – US $100
• Three letters of recommendation
• Transcripts from all institutions attended
• Personal Statement
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English
• 3.5 GPA and above preferred
• Masters degree in psychology or related field
• Official GRE General is optional
• Personal interview

Application Deadline: December 1st

• Program Website

Request Information for PhD in Counseling Psychology

Request Info

• Admissions Overview
• Visit UMass Boston
• Financial Aid
• First-Year Students
• Transfer Students
• Graduate Students
• International Students
• Academics Overview
• Majors & Programs
• Online Learning
• Colleges & Schools
• Academic Calendar
• Healey Library
• Student Equity, Access & Success
• Global Programs
• Study Abroad
• Fellowships
• Campus Life Overview
• Student Groups & Activities
• Housing & Dining
• Health & Wellness
• Diversity & Inclusion
• Safety & Security
• Orientation & New Students
• Research Overview
• Community-Driven Research
• Recognizing Excellence
• Student Research
• Centers & Institutes
• Core Facilities
• Research & Sponsored Programs
• About Overview
• Leadership & Administration
• Mission & Vision
• Facts & Figures
• Accreditation & Rankings
• History of UMass Boston
• Student Consumer Information
• Athletics Overview
• Recreation at UMass Boston
• Current Students
• Parents & Families
• Faculty & Staff

UMass Boston

• Counseling Psychology PhD

Preparing counseling psychologists for advanced careers as scholars and practitioners.

Accredited by the Commission on Accreditation of the American Psychological Association since 2015, UMass Boston's PhD in Counseling Psychology prepares doctoral-level professional counseling psychologists for careers as scholars, university faculty, and practitioners.

Our scientist-practitioner training model prepares students to:

• deliver high quality, evidence-based psychological services and interventions
• employ applied research skills to improve practice and explore social and psychological issues
• serve as effective instructors and teachers
• use innovative approaches to solve problems related to educational and mental health care disparities, improve services for underrepresented populations, and employ systems-level change strategies to advance local and global social justice

Why Apply to UMass Boston's Counseling Psychology PhD Program?

The UMass Boston Counseling Psychology program prepares the next generation of counseling psychology scholars, teachers, and social justice advocates. We believe in the benefits of working with a variety of research methods and theoretical approaches, receiving guidance from multiple mentors, and understanding how to think about human rights and social justice as they apply to local and transnational contexts.

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Test Scores: Effective 2021, GRE scores are no longer required for admission to the PhD program
• Letters of Recommendation: 3
• Writing Sample: Yes
• Applied master's degree required. We are accepting applications from candidates who will have completed an applied master's program with supervised clinical experience (e.g., Mental Health Counseling, School Psychology, School Counseling, Social Work, and other programs) prior to the Fall admission.
• Minimum of five social science classes (preferably psychology, human development, and statistics)
• Completed project or academic paper
• Statement of purpose: The Statement of Purpose is your opportunity to tell the faculty why you are interested in counseling psychology, to share the reasons why you are applying to UMass Boston in particular, and to describe your training and career goals, as well as how our program may support your progress toward those goals. Many people link their interest to specific faculty expertise as that helps us match applicants to specific faculty for interviews on the interview day.
• Transcripts
• Résumé/Curriculum Vitae

Deadlines & Cost

Deadline: December 1 for fall

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar’s Website

Graduate training at the UMass Boston Counseling Psychology Program will prepare students for taking the EPPP (Examination for Professional Practice in Psychology); however, requirements for sitting for the EPPP vary by state licensing boards. The Counseling Psychology Program has reviewed the licensing requirements for all U.S. jurisdictions to determine eligibility (see below). Please note that not all graduates choose to take the EPPP.

U.S. Boards of Psychology in Which Graduates Would Be Eligible to Sit for the EPPP Upon Completion of the Doctoral Program

Alabama, Alaska, Arizona, Arkansas, Colorado, Connecticut, Delaware, District of Columbia (DC), Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virgin Islands, Virginia, Washington, West Virginia, Wisconsin, and Wyoming

U.S. Boards of Psychology in Which Graduates Would NOT Be Eligible to Sit for the EPPP Upon Completion of the Doctoral Program Without Additional Coursework

• California: additional coursework in human sexuality; alcohol/chemical dependency detection and treatment; child abuse assessment; spousal/partner abuse assessment, detection, and intervention strategies; aging and long-term care; and suicide risk assessment and intervention is needed.
• Maine: additional coursework in family or intimate partner violence screening and referral and intervention strategies, including knowledge of community resources, cultural factors, evidence-based risk assessment, and same-gender abuse dynamics is needed.
• New York: Unable to determine if a graduate is eligible. The doctoral program must be registered by the New York Licensing Department as licensure qualifying or determined by the department to be the substantial equivalent in accordance with the Regulations of the Commissioner. Please contact the New York Office of the Professions for specific details on the licensure requirements. Note: We have many alumni who are licensed in NY but historically this state has had additional requirements.

The program is designed to take five years of full-time study, including a full-time internship. Students who enter with a master’s degree in counseling or another applied field will have a reduction in required course credits to the extent their master’s level courses match our required courses, however, it is required that students complete a minimum of three years on campus plus internship. The majority of students have completed the program with four years on campus plus one additional year of internship.

Foundational Courses (18 Credits)

• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• CSP 641 - Cognitive and Affective Foundations 3 Credit(s)
• CSP 660 - Physiological Bases of Behavior 3 Credit(s)
• CSP 680 - History & Systems in Counseling and School Psychology 3 Credit(s)
• CSP 705 - Social and Cultural Psychology 3 Credit(s)

Prevention, Assessment, and Intervention Courses (6 Credits)

• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)

Complete one of the following:

• COUNSL 613 - Vocational Development and Career Information 3 Credit(s)
• COUNSL 615 - Counseling Theory and Practice II 3 Credit(s)
• CSP 706 - Personality Assessment 3 Credit(s)
• CSP 713 - Advanced Career and Group Theory and Practice 3 Credit(s)
• CSP 717 - Advanced Theory and Practice in counseling and School Psychology 3 Credit(s)
• CSP 752 - Health Psychology: Current Theory, Research, and Interventions 3 Credit(s)
• CSP 780 - Supervision and Training in Psychology 3 Credit(s)
• CSP 783 - Practicum in Counseling Psychology I 3 Credit(s)
• CSP 784 - Practicum in Counseling Psychology II: Evidence-Based Practice 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)

Research Courses (18 Credits)

• CSP 703 - Research in Counseling and School Psychology 1-6 Credit(s)
• CSP 704 - Qualitative and Quantitative Research Methods in Counseling and School Psychology 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• CSP 891 - Dissertation Seminar 3 Credit(s)
• CSP 899 - Dissertation Research 1-9 Credit(s)

Teaching Requirement Course (3 Credits)

• CSP 782 - Teaching in Counseling and School Psychology 3 Credit(s)

Social Justice & Systems Change Courses (12 Credits)

• CSP 701 - Social Justice in Counseling and School Psychology 3 Credit(s)
• CSP 702 - Foundations and Ethics in Counseling Psychology 3 Credit(s)
• CSP 787 - Advanced Practicum III in Counseling and School Psychology 3 Credit(s)
• CSP 801 - Transnational Social Justice in Counseling and School Psychology 3 Credit(s)

Graduation Criteria

Complete 73 credits from 19 courses including six foundational courses; two prevention, assessment, and intervention courses; six research courses; one teaching requirement course; and four social justice and systems change courses. Students who enter with a master’s degree in counseling or a related field will have a reduction in required course credits to the extent their master’s level courses match our required courses.

Capstone: Students starting with a Bachelor’s degree must complete a capstone project based on CSP 704 and 708 consisting of a literature review paper on a topic approved by the faculty advisor. Doctoral candidacy: Completion of a qualifying paper, a critical and synthetic review of a focused body of literature in the area in which the student plans to complete the dissertation. Dissertation: Compose and defend a research project (quantitative or qualitative) that makes a substantive contribution to the knowledge base in counseling psychology or school psychology. It is usually completed by the end of the fourth year, although students may choose to complete the dissertation during or following the internship year. Practicum: Participate in two semesters of practicum. Internship: Complete one full-year of Internship. During the fourth or fifth year after having met all course requirements. Teaching: Co-teach at least one semester. Research Team: Participate on at least one faculty-student research team for five semesters.

En Route Master’s Degree: Students may, with the approval of the program director, apply to receive an MA degree en route to the PhD. To qualify, students must complete 36 credits of course work and the capstone project.

Statute of limitations: Eight years.

Student Admissions, Outcomes, and Other Data

Counseling Psychology PhD Student Admissions, Outcomes, and Other Data

Contact & Faculty

Graduate Program Director / Director of Training Sharon Horne sharon.horne [at] umb.edu (617) 287-7495

Counseling & School Psychology Graduate Programs csp.admissions [at] umb.edu

Counseling Psychology PhD Faculty

• Gonzalo Bacigalupe
• Laura A. Hayden
• Sharon Horne
• Sharon Lamb
• Meredith Maroney
• Takuya Minami
• Kerrie Wilkins-Yel

Learn more about faculty, students, alumni, and the program with the Counseling & School Psychology newsletters .

About Our PhD Programs

Hear why our students chose UMass Boston's Counseling & School Psychology PhD programs.

Counseling & School Psychology

Learn more about UMass Boston's Counseling & School Psychology department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Accreditation

The Counseling Psychology Program has been continuously accredited since 2015 by the American Psychological Association Office of Program Consultation and Accreditation. Questions related to the program’s APA accreditation status should be directed to the Commission on Accreditation:

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

Get the Reddit app

This subreddit is for anyone who is going through the process of getting into graduate school, and for those who've been there and have advice to give.

Psychology PhD applicants: interviews? (a thread)

I know it’s very early but I wanted to see if anyone else heard from the programs they applied to and create a thread so people could possibly update. This would definitely help me and I hope this will help others too.

Here’s my list so far and I’ll edit the post with updates. [last update: 02/01/2024]

Brown (rejected)

Boston University (formal interview)

Binghamton (informal chat; prelim; formal interview; offer )

Ohio State University (informal chat; formal interview invite; offer)

Oregon State (informal interview; formal interview; offer )

Rice (informal chat; formal interview; rejected/waitlisted)

U Delaware (informal chat; formal interview; offer )

UT Austin (assumed rejection)

USC (informal chat; rejected)

This is a spreadsheet I found that has information on interviews and acceptances: link

• Degrees & Programs
• Centers & Institutes
• News & Events

College & Schools

• College of Arts & Sciences
• Sawyer Business School
• Suffolk University Law School

Quick Links

• Course Search
• Offices & Services
• Career Center
• Libraries & Archives
• Academic Calendar
• Staff Directory
• Employee Intranet
• Suffolk 2025

Our City. Our Campus.

Get directions and explore our neighborhood.

• Find a Program
• Search Toggle
• Degrees and Programs

PhD in Clinical Psychology

Graduate admission.

• Pierce Golden, Sr. Assistant Director - Graduate Admission
• 617-573-8302
• [email protected]
• 73 Tremont St. 6th floor Boston, MA 02108

Clinical Program Director

• Dr. David Langer
• 617-573-8570

Our program requirements reflect our adherence to the scientist-practitioner model and emphasize the value we place on evidence-based clinical work and practice-informed research. We are committed to fostering diversity, equity, and inclusion in our program and in the broader community and we strive to prepare students to respectfully and effectively work with diverse individuals and groups.

Question & Answer Session with Clinical Faculty

Download video transcript [PDF]

View the curriculum

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

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

Program Information

Clinical psychology doctoral program manual.

Our  Clinical Psychology Doctoral Program manual [PDF]  is available for download and contains detailed information regarding our program and faculty.

Admission Information

For details on application deadlines, application materials, tuition and program costs, and faculty mentors, please see our  Admission page .

Licensure is required for independent practice as a clinical psychologist/ health service provider. Although completion of an APA accredited doctoral program in clinical psychology may assist students in the pursuit of licensure, program completion does not lead to licensure upon graduation. States and countries vary in licensure requirements and state laws, regulations, and policies may change at any time. Depending on where you reside, in addition to completion of an accredited educational program, applicants for licensure may be required to obtain additional supervised experience (e.g., a post-doctoral fellowship), complete an exam (e.g., the  Examination for Professional Practice in Psychology (EPPP) ; the  MA Board of Registration of Psychologists Jurisprudence Exam ), receive endorsements by other licensed professionals, or complete additional requirements.

We advise all applicants to contact the applicable state credentialing authority in the state you intend to reside in order to familiarize yourself with its specific requirements and determine if our program meets its eligibility criteria. Another potentially helpful resource is the Association of State and Provincial Psychology Boards . Students currently in the doctoral program in clinical psychology are welcome to discuss questions you have about career planning with your research mentor and the DCT.

State Licensure

Suffolk University’s Ph.D. in Clinical Psychology currently meets the educational requirements qualifying graduates to be licensed to practice as a clinical psychologist in the following states, subject to satisfactorily meeting all other requirements for licensure in each state:

• Alabama; Alaska; Arizona; Arkansas; Colorado; Connecticut; District of Columbia; Delaware; Florida; Georgia; Hawaii; Idaho; Illinois; Indiana; Iowa; Kansas; Kentucky; Louisiana, Maine, Maryland; Massachusetts; Minnesota; Mississippi; Missouri; Montana; Nebraska; Nevada; New Hampshire; New Mexico; New York; North Carolina; North Dakota; Ohio; Oklahoma; Oregon; Pennsylvania; Rhode Island; South Carolina; South Dakota; Tennessee; Texas; Utah; Vermont; Virginia; Washington; West Virginia; Wisconsin; and Wyoming

Suffolk’s program does not meet the educational requirements for licensure in the following states: California, Michigan, and New Jersey. Students interested in obtaining a license to practice as a clinical psychologist in California, Michigan, or New Jersey should contact the Board of Psychology in each of these states to determine what additional educational requirements will need to be completed in order to obtain a license to practice as a clinical psychologist in California, Michigan or New Jersey, subject to satisfactorily meeting all other requirements for licensure in that state.

Program Aims

The overarching aim of our program is to prepare students for entry-level practice in clinical psychology. We draw from a scientist-practitioner model that emphasizes the reciprocal relationship between science and practice and underscores the value of practice that is evidence-based, and evidence that is practice-informed.

In pursuit of this aim, we have developed measurable goals that students in our program must meet in order to successfully complete the program. The required coursework, training, and experiential activities we offer to help students meet these learning goals as well as their relationship to the American Psychological Association’s Profession Wide Competencies are outlined in Appendix A of Clinical Program Student Manual.

Our aims/goals are that students will:

Aim (Learning Goal) 1: Acquire and demonstrate substantial understanding of, and competence in, the provision of clinical service. 

Graduates from our program will be able to meet the following learning objectives:

• Evaluate, select, administer, interpret, and communicate psychological assessments in a manner that is informed by knowledge of the psychometric and empirical underpinnings of different methods and relevant diversity characteristics of the service recipient.
• Establish and maintain effective relationships with the recipients of psychological services.
• Develop, evaluate, and implement treatment plans that reflect both knowledge of empirically-based principles and an appreciation for individual client characteristics and contextual factors
• Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing evaluation.
• Demonstrate knowledge of models and methods of clinical supervision and consultation.
• Demonstrate ability to apply supervision models to practice and reflect and self-evaluate experience.

Aim (Learning Goal) 2: Acquire and demonstrate substantial understanding of, and competence in, research.

• Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
• Conduct research or other scholarly activities.
• Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local, regional, or national level.

Aim (Learning Goal) 3: Acquire and demonstrate substantial understanding, knowledge, awareness, sensitivity, and skill when working with diverse individuals and communities who embody a variety of cultural and personal backgrounds and characteristics across all professional roles and activities.

Graduates from our program will have developed the skills needed to meet the following learning objectives:

• Understand how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
• Demonstrate the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities), including the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base and ability to articulate an approach to working effectively with diverse individuals and groups and apply this approach effectively in their professional work.

Aim (Learning Goal) 4: Acquire and demonstrate substantial understanding of, and competence in, ethical and legal standards applicable to the science and practice of clinical psychology

• Be knowledgeable of, and act in accordance with, the current version of the APA Ethical Principles of Psychologists and Code of Conduct; relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and relevant professional standards and guidelines.
• Recognize ethical dilemmas as they arise and apply ethical decision-making processes in order to resolve the dilemmas.
• Conduct themselves in an ethical manner in all professional activities.

Aim (Learning Goal) 5: Acquire and demonstrate substantial understanding of, and competence in, the professional values, attitudes and skills required of clinical psychologists.  

• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
• Engage in self-reflection regarding one’s personal and professional functioning and activities aimed at maintaining and improving performance, well-being, and professional effectiveness.
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
• Demonstrate knowledge and respect for the roles and perspectives of other professions
• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
• Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

Program Requirements

Please visit the Academic Catalog to view Program Requirements.

Student Admissions, Outcomes, and Other Data

Please download our Student Admissions, Outcomes, and Other Data [PDF]  for more details.

Focus Your Experience

The clinical child experience.

The graduate psychology program at Suffolk University offers experiences in two specialty areas: Clinical Child Psychology and Neuropsychology. As defined by APA in their policy on Taxonomy for Health Service Psychology Specialties, experiences at the doctoral level include at least one or two specialized classes along with the opportunity to pursue practicum training in the area. See APA Education and Training Guidelines for more information about taxonomy in education and training.

Child-relevant training experiences occur in the context of primary mentoring relationships with faculty members whose research focuses on clinical child, required and elective coursework, and clinical training/practicum experiences.

Clinical Child Psychology

Clinical child is an area within in clinical psychology focused on the development and application of scientific knowledge to the delivery of clinical services to infants, toddlers, children and adolescents within their social context.

Affiliated Faculty

Dr. Gary Fireman Dr. Sarah Schwartz Dr. David Langer

Examples of Recent Clinical Practica

Please note that practicum training opportunities may change from year to year. Application to advanced practicum training sites is competitive and placements are not guaranteed.

Practicum I and II Sites

Newton public schools.

Students provide services to school-aged children with behavioral and emotional issues, issues related to academic performance, autism-spectrum disorders as well as children in need of assessment for learning disabilities. Depending on the site, students conduct some mix of individual assessment, individual psychotherapy and/or implement group/classroom intervention and prevention programs aimed at topics such as relational and physical aggression and acceptance of diversity.

New England Center for OCD and Anxiety (NECOA)

Students receive training and experience providing evidence-based care and consultation services for children, adolescents and adults struggling with obsessive-compulsive disorder and anxiety disorders in an outpatient treatment. Students may also have the opportunity to conduct assessments, run groups, and conduct co-therapy with experienced therapists.

Bradley Hospital – Child and Adolescent Inpatient Units

Students conduct brief intakes, provide short-term, skills-focused psychotherapy, and run groups as part of a multidisciplinary team on an inpatient psychiatric unit treating high-risk children ages 3-12 or adolescents ages 13-18. There are opportunities to engage with a wide range of issues, including depression, PTSD, substance abuse, aggression, eating disorders, and psychosis, providing a diverse experience in conceptualization and treatment.

Recent Advanced Elective Practicum Placements

Boston child study center.

Students are provided with opportunities to provide evidence-based assessment (intake interviews, structured diagnostic clinical interviews, writing reports, giving feedback to clients), individual, family and group psychotherapy to children, adolescents, young adults, and their families.

Pediatric Psychology Training at Hasbro Children’s Hospital

Students gain training in pediatric psychology with children and adolescents with comorbid medical and psychological diagnoses. Training rotations include: Sibling Group Rotation, Pediatric Weight Management, Pediatric GI Disorders Rotation, Child and Adolescent Forensics, Hasbro 6 inpatient psychiatric medical unit, and the Hasbro Partial Hospital Program.

The Manville School at Judge Baker Children’s Center, Center for Effective Child Therapy

Students are trained in using evidence-based treatments for anxiety, depression, traumatic stress, and disruptive behavior in an outpatient mental health service program that serves children and adolescents ages 2-19.

Boston University CARD, Child and Adolescent Program

Students conduct diagnostic interviews and provide individual and group therapy with children, adolescents, and their parents.

Cambridge Health Alliance, Child and Adolescent Inpatient Program

As part of an interdisciplinary team, students provide assessment, individual, group, and family psychotherapy in an inpatient setting for acutely distressed children and adolescents with diagnoses including PTSD, attachment, mood, anxiety, autism spectrum, and psychotic disorders.

McLean 3 East Outpatient DBT Program for Adolescents and Young Adults

Students conduct assessments and deliver psychotherapy to suicidal teens and their families. Client population is varied by age, identified gender, SES, and comorbid diagnoses.

Sampling of Elective Courses

Psych 705 - assessment i.

The seminar aims to introduce you to the theory and practice of evidence-based social, emotional and behavioral assessment. To this end, specific issues we will cover include psychometric theory, cognitive abilities/intelligence testing, some classic assessment controversies, strengths and weaknesses of various assessment approaches, ethical and cultural issues, and the psychological assessment of children.

PSYCH 774 – Child Therapy

Examines the principles and practice of psychotherapy with children and adolescents. Delineates the similarities and differences between evidence based intervention approaches with youth as well as the various theoretical perspectives to which they are related.

PSYCH 784 – Seminar: the Development of Infants & Children in Poverty

Introduces students to the special issues that children growing up in poverty face. Theory and empirical research will be explored as well as specific contexts common to disadvantaged children (e.g., homelessness and abuse). In addition, we will examine individual resilience and the impact of environmental support in mitigating deleterious effects.

APA's Division 7: Developmental Psychology APA's Division 53: Society of Clinical Child and Adolescent Psychology Mitch Prinstein's Advice for Applying to Graduate School in Child Clinical and Adolescent Psychology

The Neuropsychology Experience

The graduate psychology program at Suffolk University offers experiences in two specialty areas: Clinical Child Psychology and Neuropsychology. As defined by APA in their policy on Taxonomy for Health Service Psychology Specialties, experiences at the doctoral level include at least one or two specialized classes along with the opportunity to pursue practicum training in the area. See  APA Education and Training Guidelines  for more information about taxonomy in education and training.

The neuropsychology experience offers elements of the Houston conference guidelines for training students in neuropsychology. It also contributes to course requirements for board certification in clinical neuropsychology (i.e., ABPP-CN).

Clinical Neuropsychology 

Clinical neuropsychology is the science of brain-behavior relationships, and clinical neuropsychologists specialize in the assessment and treatment of individuals of all ages with dysfunction of the central nervous system. Biological bases of behavior is one of the most productive research areas with applications in education, vocational, rehabilitation, medical, psychiatric, and forensic settings.

Clinical Practica in Neuropsychology

Practicum i and ii sites , beth israel deaconess medical center, department of psychiatry.

Practicum students are placed in the Department of Psychiatry at this major Boston teaching hospital. Trainees develop and refine skills in neuropsychological assessment of adult outpatients. Trainees get experience assessing a range of psychiatric and neurological conditions, including dementia, degenerative disorders, ADHD, learning disabilities, development disorders and traumatic brain injury. The practicum students gain skills in all areas of neuropsychological evaluation, including interviewing, testing, scoring, report writing, and giving feedback to patients. In addition to individual supervision, training occurs through didactic seminars.

Recent Advanced Practicum Placements

Va boston healthcare center, neuropsychology rotation.

Practicum students typically see 1 patient per week for neuropsychological evaluation and gain experience in interviewing, test administration, scoring, interpretation, report preparation and feedback to patients, patient families and referral source. The primary clinical setting is the neuropsychology consultation service. Students attend weekly case conferences, monthly Neurobehavioral Rounds, and Neuropsychology didactics.

Massachusetts General Hospital (MGH) Psychology Assessment Center

This advanced clinical neuropsychology practicum is a one-year program designed to provide extensive clinical training in neuropsychology. Students are provided with supervised training in neuropsychological test administration and scoring and provides an opportunity for students to formulate cases and participate in report writing, and provide feedback to clients within the context of working within multidisciplinary teams within the hospital. The population includes adult and pediatric populations with a variety of neurological, psychological, developmental and medical conditions.

Beth Israel Deaconess Medical Center, Behavioral Neurology Unit

Practicum students are involved in the neuropsychological evaluation of adult patients with a variety of neurological problems including learning and attention disorders, head injury, stroke, multiple sclerosis, epilepsy, and neurodegenerative disorders. The practicum students will gain skills in all areas of neuropsychological evaluation, including interviewing, testing, scoring, report writing, and feedback to patients. Additional experience may be obtained in running cognitive remediation groups, presenting patients at weekly rounds, and participation in didactic seminars.

Neurobehavioral Clinic at Spaulding Rehabilitation Hospital

As part of an interdisciplinary team, neuropsychology practicum students gain experience conducting intake interviews, cognitive assessments, and neuropsychological assessments with adults who have moderate to severe acquired brain injury. Students also gain experience writing reports and giving feedback to clients. Weekly didactics are offered through the neurobehavioral clinic.

Neuropsychology Division, Edith Nourse Rogers, Memorial VAMC

Practicum students work with veterans who present with suspected memory disorders. Students learn to administer and interpret the results of a wide variety of neuropsychological instruments over the course of the year. The neuropsychology service utilizes a flexible battery approach and, as such, students have the opportunity to learn which instruments are appropriate for answering a variety of referral questions. Students will also participate in patient feedback with the aid of their supervisor.

All students in the doctoral program at Suffolk University are required to complete both an Early Research Project (similar to a master's thesis) and doctoral dissertation. For those students in the neuropsychology concentration, both thesis and dissertation are expected to be on a topic in neuropsychology under the mentorship of one of the two Suffolk faculty focused in neuropsychology:

David Gansler, Ph.D., ABPP/ABCN Dr. Matthew Jerram, Ph.D.  

PSYCH 706 - Assessment II

The goal of this course is to serve as a foundation for clinical practice and research activity in the important area of clinical neuropsychological assessment and psychological assessment. It serves to introduce the student to the techniques, methods and theories relevant to the practice of neuropsychological and psychological assessment.

PSYCH 792 - Introduction to Neuropsychology and the Clinical Neurosciences

Basic introduction to the specialty of neuropsychology. The scope of neuropsychology, the difference between neuropsychology and related difference and subspecialties, different historical and theoretical approaches to neuropsychology, as well as credential requirements for the practice of neuropsychology. Introduction to research techniques used to investigate brain-behavior relationships, ethical issues, and the role of the neuropsychologist in clinical and rehabilitation settings. By the end of the course, students will demonstrate a basic knowledge of the nervous system, the role of neurotransmitters, brain structures and associated functions, an understanding of how different instruments are used to assess those functions, and how neuropsychological interventions are formulated and implemented. 

Useful Links in Neuropsychology

Neuropsychology Central APA Division 40 (Clinical Neuropsychology) International Neuropsychological Society (INS) National Academy of Neuropsychology (NAN) Massachusetts Neuropsychological Society (MNS) Houston Guidelines for Eligibility for Special Certification in Clinical Neuropsychology Association of Neuropsychology Students in Training (ANST)

Courses & Requirements

Learn more about the classes, requirements, and different options available to complete the program.

Clinical Psychology Information Request

Bouvé College of Health Sciences

Counseling psychology.

The Master of Science in Counseling Psychology program at Northeastern is committed to the development of competent Licensed Mental Health Counselors (LMHC) through the disciplinary studies and contemporary professional practice of counseling psychology.

The Master of Science in Counseling Psychology program is unique in that within the general Master of Science program we offer students a choice of specific concentrations, in which students have an opportunity to gain additional depth in selected areas. We believe that having a concentration in training will make our graduates especially successful in admission to further graduate study and jobs after graduation. These concentrations take advantage of interdisciplinary training and perspectives in the areas of:

• Child and Adolescent Counseling
• Early Intervention
• No Concentration
• Research in Counseling Psychology

More Details

Unique features.

• MSCP program is consistent with the requirements for LMHC
• Small program size with around 30 admitted students in each class
• Four unique concentrations allow students to enhance knowledge and skills as well as employment opportunities

Looking for something different?

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Application
• Application fee
• Transcripts from all institutions attended
• Undergraduate major in psychology or its equivalent (six to eight courses with emphasis on the science of human behavior)
• GPA of 3.0 or above
• Three letters of recommendation including at least one former professor. One letter from a supervisor in a human service setting preferred.
• Personal statement
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the Bouvé College of Health Sciences admissions process, policies, and required materials.

Admissions Dates

Priority deadline: January 15, 2022

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

Boston is one of the world’s foremost centers for health treatment and research, and we have excellent relationships with numerous hospitals, clinics, health centers, shelters, and community service agencies. Over the course of your two years of study, you may choose to return to the same placement site or gain a variety of experiences at different sites. Your adviser will work with you to find an appropriate placement in a: federal prison, court clinic, victims' assistance program, battered women’s shelter, rape crisis center, community service agency, mental health center, health promotion program, mind-body clinic, complementary medicine clinics, or another setting that matches your interests.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Tracy Robinson-Wood

Rachel Rodgers

Jessica Edwards George

Dr. William Sanchez

Christie J. Rizzo, Ph.D.

By enrolling in Northeastern, you’ll be connected to students at our 13 campuses, as well as 300,000-plus alumni and more than 3,500 employer partners around the world. Our global university system provides you with unique opportunities to think locally and act globally and serves as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Psychology & Mental Health alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• McLean Hospital
• Boston Children’s Hospital
• Beth Israel Deaconess Medical Center
• Arbor Counseling Services

What They Do

• Healthcare Services
• Community and Social Services
• Business Development
• Entrepreneurship

What They're Skilled At

• Mental Health
• Psychotherapy
• Public Speaking

Learn more about Northeastern Alumni on  Linkedin .

Related Articles

The 8 Highest-Paying Master’s Degrees in 2024

5 Alternative Careers For Psychology Majors that Aren’t Counseling

5 Research Careers With a Master’s in Psychology

• Explore UMass Programs
• Find a UMass Campus
• Affordability Calculator
• Student Outcomes
• Transfer Students
• Out-of-State Students
• International Students
• Request Info
• About the UMass System
• Quick Facts
• Affordability
• Tuition & Fees
• Why Massachusetts?
• President Meehan
• Employee Handbook
• Office of the President Website
• Support UMass
• Regional Alumni Events
• Industry Partnerships
• Core Research Facilities
• Workforce Development
• Entrepreneurship
• Press Releases
• Media Resources
• UMass Amherst
• UMass Boston
• UMass Dartmouth
• UMass Lowell
• UMass Global
• Program Finder

Counseling Psychology

• share on Twitter
• share on Facebook
• share on Linkedin
• share via Email

Accredited by the Commission on Accreditation of the American Psychological Association since 2015, UMass Boston's PhD in Counseling Psychology prepares doctoral-level professional counseling psychologists for careers as scholars, university faculty, and practitioners. The program fosters a scientist-practitioner model that emphasizes practice grounded in research and science. CIP Code: 42.2806

Possible Career Paths

Managers, All Other | Psychologists, All Other | Psychology Teachers, Postsecondary

The University of Massachusetts Boston is a nationally-ranked public research university known for its inclusive culture, student-centered teaching and deep connections to the booming economy and rich civic life of Boston. Nationally recognized as a model of excellence for urban public research universities, UMass Boston is the most diverse research university in the Northeast.

• Campus Overview
• Explore Programs
• www.umass.edu
• www.umb.edu
• www.umassd.edu
• www.uml.edu
• www.umassmed.edu
• www.umassd.edu/law
• www.umassglobal.edu

• Admitted Students
• Alumni & Friends
• Current Undergraduate Students
• Current Graduate Students
• Faculty & Staff

BC.EDU LINKS

• Boston College
• Campus Life
• Jesuit, Catholic
• Academic Calendar
• BC Magazine
• Directories
• Offices, Services, Resources
• Agora Portal
• Maps & Directions

Counseling, Developmental, and Educational Psychology

• Departments

Counseling, Developmental, and Educational Psychology (CDEP)

Learn how to promote purposeful lives from the inside out in the Counseling, Developmental, and Educational Psychology department. Together, these programs focus on advancing the science of the mind and improving the well-being of children and adults, spurring positive social change in the process.

Program match your criteria

Our faculty are leaders in their fields and active mentors—acclaimed scholars, teachers, and practitioners devoted to preparing students for careers in human services, counseling, research, education, advocacy, and policy.

Faculty Accepting Doctoral Students

Retired faculty, program coordinators, applied developmental and educational psychology.

Doctoral Program Coordinator Dr. David Miele Bachelor's Program Coordinator Dr. Elida Laski

Counseling Psychology

Doctoral Program Coordinator Dr. Lisa Goodman

Master's Program Coordinator (Mental Health Counseling) Dr. Treniece Lewis Harris

Master's Program Coordinator (School Counseling) Dr. Julie MacEvoy

Improve Lives Through Practicum Placements

Practicums and internships enable graduate students to gain experience while helping people in community health centers, schools, hospitals, and treatment programs.

Learn about Practica

Counseling, Developmental & Educational Psychology

  gsoe@bc.edu   617-552-4214

• LSEHD Field Placement & Partnership Outreach Site
• Programs of Study

Quick Links

Facts & figures, diversity, equity, inclusion, & justice, tuition & aid.

Boston University Master’s in Clinical Psychology

Featured programs, how much does a master’s in clinical psychology from boston u cost, boston u graduate tuition and fees.

Does Boston U Offer an Online Master’s in Clinical Psychology?

Boston u master’s student diversity for clinical psychology, male-to-female ratio.

About 96.8% of the students who received their Master’s in clinical psychology in 2019-2020 were women. This is higher than the nationwide number of 80.1%.

Racial-Ethnic Diversity

Of those graduates who received a master’s degree in clinical psychology at Boston U in 2019-2020, 22.6% were racial-ethnic minorities*. This is lower than the nationwide number of 33%.

Majors Related to a Master’s in Clinical Psychology From Boston U

Popular Reports

Compare your school options.

• Campus Safety
• (866) 825-5426

How to Get a PhD in Psychology (10 Steps)

A PhD in Psychology is the ultimate degree—a symbol of your commitment to the discipline and a representation of your knowledge and skills. Held by top-tier researchers, instructors in higher education, and clinical practitioners alike, a clinical psychology PhD may help you and the people and organizations you might one day serve. 1

While the benefits of a PhD in Psychology may be clear to you, how to go about earning this doctorate degree might feel confusing—until now.

Here’s how to get a PhD in Psychology, what to expect in a doctoral degree program, and what you might gain from obtaining one.

Start Your Journey

Step 1: Understand the PhD Path

A PhD, or Doctor of Philosophy, in Psychology is one of two of the highest degrees in the field of psychology. (The other is a PsyD , or Doctor of Psychology, a doctorate degree created in the 1970s to prepare students specifically for the rigors of working in clinical settings.) 2 A clinical psychology PhD may enable you to work in a variety of environments and a range of roles.

As such, earning this degree is an involved, immersive, and often exciting process that’s composed of: 3

• Statistics and methods
• Assessments 
• Clinical treatments

Coursework in a PhD program now frequently integrates discussions on psychology and technology , examining how digital advancements are transforming therapeutic methods and research techniques.

• Research – Research makes up the majority of the work you’ll do as a PhD student. Typically under the guidance of your mentor/dissertation advisor, you’ll delve into a topic of your choosing within the field. Examples of clinical psychology research topics include examining the effects of social media on teen suicide rates or the influence of childhood trauma on adult substance use disorder. Along the way, you’ll refine specific research skills: collecting and analyzing data, working with subjects/participating, and demonstrating your results.
• Clinical practicum and internships – Earning a PhD in Psychology also entails hands-on training in clinical practicums and/or internships. Generally speaking, you’ll perform an unpaid practicum for two years, followed by a one-year paid, clinical internship. 5 Precisely how you will fulfill this will depend on the program you choose, the opportunities within your community, and your concentration. A few examples include observing a clinical psychologist at a private practice, working with students at a university center, or conducting intakes at a substance abuse facility.
• Dissertation – Your dissertation is among the most important elements of your PhD program and the key to completing your degree. It serves several purposes: it illustrates your fluency in conducting research, demonstrates the knowledge you’ve gained in your PhD program, and adds an original contribution to existing psychology literature. 6

Step 2: Research Potential Programs

Finding the right PhD in Psychology program is paramount to your success. Researching potential programs is also one of the more thrilling aspects of pursuing a doctorate, but it needs to be approached strategically and mindfully. To that end, search for programs that, like the doctoral programs in psychology at Alliant International University, have received accreditation by the American Psychological Association (APA). 7

Accreditation essentially serves as a seal of approval and demonstrates to future employers, the general public, and licensing boards that you have the scientific knowledge required to work in the world of psychology.

Additionally, you may want to zero in on programs that:

• Feature faculty members who are at the top of their field and whose research interests reflect your own 8
• Offer the area of specialization you want to focus on, whether it’s clinical health psychology, multicultural community-clinical psychology, or family/child and couple psychology
• Promote work-life balance through online instruction, or a hybrid of online and in-person instruction and training
• Have a high attrition rate

Further, if you do opt for a program that demands in-person attendance and training, be sure that it’s geographically feasible for you. The cost of living in the area should also be factored into your decision. Lastly, if you’re an undergrad or just finishing up your master’s, consider asking the professors you trust and admire for program recommendations. 9

Step 3: Prepare Your Application

Application and admission requirements vary by institution. That said, most programs ask for: 10

• A completed application (along with the application fee)
• Official transcripts from your bachelor’s and/or master’s program with required credits
• CV or resume
• Letters of recommendation

Depending on the program you’ve selected, you may also need to submit GRE scores. Importantly, nearly all programs require a personal statement—a topic we’ll look at in more depth below. While a PhD equips you for high-level research and academic positions, you might wonder if you can be a clinical psychologist with a master's . Although possible, a PhD significantly broadens your professional scope.

Step 4: Gain Relevant Experience

Not only will obtaining relevant experience help strengthen your application package but it will also help you gain invaluable insights into the industry. It might also assist you in choosing a specialization, such as working one-on-one with trauma survivors or dedicating your professional life to neuropsychology research.

Fortunately, there are dozens of ways to get the type of experience that will help your application stand out from the competition: 11

• Research assistantships
• Volunteering at a mental health clinic
• Shadowing a clinical psychologist or substance abuse counselor
• Working for a crisis hotline

Keep in mind that some PhD in Psychology programs require a minimum amount of relevant experience before you can apply. In fact, the Association for Psychological Science (APS) asserts that doctoral applicants usually accrue two to three years of research experience before applying to graduate school. 12 All of this emphasizes the importance of conducting thorough research on your schools of interest.

Step 5: Submit Strong Letters of Recommendation

Letters of recommendation are a crucial component of your doctoral application. In fact, some state that your letters of recommendation are more important to the decision process than grades. 13

Usually, they’re written by former professors and/or former employers or psychology professionals you’ve interned for or shadowed.

Be sure to request letters of recommendation from those with whom you have a visible track record. In addition, request letters well ahead of your application deadline, even as much as a year in advance of when you think you’ll start applying for your doctoral program.

Talk to Our Advisors

Step 6: Craft a Compelling Personal Statement

Almost every doctorate in psychology program requires a personal statement. As one of the most critical elements of your application (some indicate that it’s more important than your GRE scores and GPA), it should describe, in detail, your: 14

• Interest in the particular program you’re applying to and why
• Academic and research objectives
• Research and field experience and how they align with the particular program
• Intended area of specialization

Experts consulted by the APA also advise against using three things in your personal statement: humor, hyperbole, and “hard luck,” such as describing the obstacles you’ve overcome.

Step 7: Ace the Interview

Happen to receive an interview offer? Congratulations—your application clearly stood out!

The interview process may start with what’s known as a pre-interview, or a brief conversation to evaluate your fit with the program and department. 15 This may be followed by an on-campus interview that asks basic questions, such as the impact you hope your PhD project has and why you believe you’re the right candidate, as well as more precise questions prompted by your specific experience. 16

One of the best ways to make a solid, lasting impression is to create a bulleted list of your research interests. Practicing answers to the questions you anticipate ahead of time can also help ensure a smoother dialogue. And remember: you’ll be interviewing for the program, too.

Step 8: Consider Funding Options

The financial assistance you may receive will likely be an enormous determining factor in the program you choose. As discussed, funding may arrive in the form of:

• Grants 
• Scholarships
• Tuition remission
• Employer tuition reimbursement

Alliant International University, for example, has several forms of funding options available to doctoral candidates—those listed above, as well as fellowship assistantships .

Step 9: Plan Your Coursework and Dissertation

Once you’re accepted into a program, you should select your area of specialization, plot out your coursework, and choose your dissertation topic.

The APA notes that doctoral candidates should ideally land on a dissertation topic within the first year or two of their program. 17 Why? Because it will give your program enhanced focus and a guiding theme.

To jumpstart your thinking:

• Consult with instructors who are active in cutting-edge psychology research 
• Assess your topic’s viability and manageability (and if it will serve as an original contribution to existing research)
• Pinpoint the problems and questions you foresee and how you will approach them

Above all, be sure to choose a topic that will sustain your interest and excitement throughout the duration of your program. Earning a PhD in Psychology is a time-intensive commitment. Four to six years is about how long it takes to get a psychology PhD, but it varies by person based on how they balance their personal schedules with coursework, research, and clinical training.

Step 10: Engage in Professional Development Opportunities

One of the biggest benefits of obtaining a PhD in Psychology? The connections you may be able to make, such as through your internship and clinical practicum, as well as psychology conferences and seminars.

Yet, some of the strongest relationships you build might be right inside your program. And this brings us to our final piece of advice: consider choosing a program that features a warm and supportive faculty and a diverse collection of students who will motivate you throughout your academic journey—and beyond.

Your Path Begins Here

At Alliant International University, our PhD in Clinical Psychology program features a faculty that will challenge you in the best possible way alongside a nurturing, engaging learning environment.

Enrich your knowledge and prepare to make a lasting difference in the field of psychology. Apply today and start your journey.

Sources: 

• “What Can You Do with a Doctorate in Psychology?” Psychology.org | Psychology’s Comprehensive Online Resource, March 18, 2024. https://www.psychology.org/resources/jobs-with-a-doctorate-in-psycholog… ;
• Cherry, Kendra. “PsyD vs. Phd in Psychology: Which Is Right for You?” Verywell Mind, October 27, 2023. https://www.verywellmind.com/what-is-a-psyd-2795135.  
• “Psychology Doctorate Phd Defined: Explore Academic, Internship and Research Requirements for a Psychology Phd.” Psychologist, March 24, 2021. https://www.psychologist-license.com/types-of-psychologists/psychologist-doctorate-phd/.  
• “Daily Activities of a Clinical Psychology Phd Student.” Simply Mental Health, November 13, 2022. https://simplymentalhealth.ca/2022/11/13/daily-activities-of-a-clinical-psychology-phd-student/.  
• “Internships and Practicums.” Psychology.org | Psychology’s Comprehensive Online Resource, April 10, 2024. https://www.psychology.org/resources/internships-and-practicums/.  
• Herbert, Robyn S, Spencer C Evans, Jessy Guler, and Michael C Roberts. “Predictors of Dissertation Publication in Clinical and Counseling Psychology.” Training and education in professional psychology, November 2022. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9635593 .
•  “APA-Accredited Programs.” American Psychological Association. Accessed April 21, 2024. https://accreditation.apa.org/accredited-programs#.  
• “Choosing a Graduate Program.” Association for Psychological Science - APS. Accessed April 21, 2024. https://www.psychologicalscience.org/members/apssc/undergraduate_update/summer-2011/choosing-a-graduate-program.  
• “Clinch Your Graduate School Acceptance.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/gradpsych/2007/11/cover-acceptance.  
• “Best Doctorate in Psychology Degree Programs of 2024.” Intelligent, April 3, 2024. https://www.intelligent.com/best-doctorate-in-psychology-programs/.  
• 14 ways to get clinical psychology work experience | indeed.com UK. Accessed April 18, 2024. https://uk.indeed.com/career-advice/finding-a-job/clinical-psychology-work-experience.  
• “Rockin’ Recommendations.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/gradpsych/features/2009/recommendation.  
• “Preparing Your Personal Statement for Graduate School Applications.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/ed/precollege/psn/2016/09/graduate-school-applications.  
• To ace your interview for doctoral psychology admission. Accessed April 22, 2024. https://mitch.web.unc.edu/wp-content/uploads/sites/4922/2021/12/PsiChiI… ;
• Top 10 common Phd interview questions and answers. Accessed April 21, 2024. https://www.indeed.com/career-advice/interviewing/common-phd-interview-questions.  
• “Starting the Dissertation.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/gradpsych/2005/01/starting.&nbsp ;

David Stewart

Dean, California School of Professional Psychology

David G. Stewart, PhD, ABPP, is a board-certified clinical child and adolescent psychologist and Dean of the California School of...

Other Categories

University announcements, featured news, nursing and health sciences, start on your path to succeed on purpose, request information.

• 1 Current Select Interests
• 2 Provide Information

You might also like

7 psychology specializations: which is right for you.

By examining the link between brain function and human behavior, psychology can positively influence collective outcomes and...

Social Worker vs. Psychologist: 6 Key Differences

If you’re contemplating a career in psychology or human services, you might be both thrilled and overwhelmed by the number of...

How Long Does it Take to Get a Psychology PhD?

Obtaining a PhD in psychology comes with a number of benefits, from the freedom to start your private practice to the chance to...

BSIS: Foundations of Counseling Psychology and Behavioral Health

The Bachelor of Science in Integrated Studies: Foundations of Counseling Psychology and Behavioral Health is designed for adult learners who are looking for applied study experience in order to pursue careers in social work or counseling or to fill related roles in healthcare.

The program’s courses introduce students to clinical psychology, counseling, and social work and provide the tools students need to understand research and its application to future practice. Elective courses allow students to explore areas of interest that correspond with local need. For example, students who wish to work with the growing population of older adults might take Developmental Psychology, Social Gerontology, and Psychology of Aging.

Note: Completion of this program does not make students eligible for any professional licensure status.

Program Course Work

Units of Basic Requirements

Units of Distribution Requirements

Units in Psychology

Units of Elective Requirements

Basic Requirements – 18 units

All School of Continuing & Professional Studies undergraduate students must satisfy the same general-education requirements.

• Analytical Writing (U11 111)*
• Critical and Researched Writing (U11 203)*
• One additional 3-unit advanced writing course, which may be chosen from EComp 304 Exposition, EComp 3120 Argumentation, EComp 324 Writing for Public Speaking, or EComp 331 Technical Writing.*
• One 3-unit course in numerical applications with a minimum grade of C-
• One 3-unit course in moral reasoning
• One 3-unit course in cultural diversity: Courses that satisfy the cultural diversity requirement explore issues of global human diversity and the interactions among cultures.

These requirements are effective as of Spring 2023. Students admitted to School of Continuing & Professional Studies programs prior to Spring 2023 are expected to fulfill the requirements in place at the time of their admission.

This program is offered either mostly or fully online. Students entering the U.S. on an F-1 or J-1 Visa must enroll in a program full time. F-1 students are only permitted to enroll in one online course per semester and J-1 students may only enroll in non-credit online courses that do not count toward their degree program. The School of Continuing & Professional Studies (CAPS) cannot guarantee face-to-face enrollment options each semester of full time enrollment, therefore cannot issue an I-20 or DS 2019 to F-1 and J-1 students for this program. If you are an F-1 or J-1 student and wish to enroll in a CAPS program while here on a Visa, please contact our recruitment team to discuss your options for face-to-face program enrollment. F-1 and J-1 students should not enroll in online courses or programs without first consulting the university’s Office for International Students and Scholars (OISS).

*Students who receive a grade lower than a C- in EComp 111 Analytical Writing taken at the School of Continuing & Professional Studies must repeat the course. Students who receive a grade lower than a C- in EComp 203 Critical and Researched Writing taken at the School of Continuing & Professional Studies must, in consultation with the Department of English and the School of Continuing & Professional Studies, choose between two options to satisfy the requirement: (1) repeat the course; or (2) complete a 3-unit composition tutorial with a grade of C or higher. Students who have completed English composition courses at another college or university should be well prepared for the required writing courses at the School of Continuing & Professional Studies, and transfer credit will be awarded for this work according to our regular transfer credit policies. However, new students will begin with EComp 111 in the School of Continuing & Professional Studies. Students who feel they have a strong writing background may petition to take a placement test to demonstrate the skills needed to begin with EComp 203 instead. All students will complete EComp 203 and a 300-level writing course at the School of Continuing & Professional Studies.

Distribution Requirements – 27 units

27 units, 9 units in each area noted below.  Field-of-study courses also may fulfill basic and distribution requirements; however, each distribution area must include course work from at least two disciplines:

• Humanities:  (9 credits) Courses from Art History, Classics, History, Literature, Philosophy, Religious Studies, Creative Writing, Film Studies, Foreign Languages, Music, and Speech
• Social Sciences:  (9 credits) Courses from Anthropology; Economics; Political Science; Psychology; Sociology; and Women, Gender, and Sexuality Studies
• Natural Sciences & Mathematics:  (9 credits) Courses from Biology, Chemistry, Earth and Planetary Sciences, Physics, and Science

These requirements are effective as of Summer 2023. Students admitted to CAPS programs prior to Summer 2023 are expected to fulfill the requirements in place at the time of their admission.

Additional Information

Advanced Courses

At least 30 units of advanced courses must be completed at Washington University.

Residency Requirement

Students working toward the Bachelor of Science degree at Washington University must complete the final 36 units of course work at Washington University. At least half of the units for the major must be completed at Washington University.

Additional Elective Courses

Students must complete a total of 120 credit units of course work for the degree by taking additional courses in either the liberal arts or professional areas. No more than 10 percent of a student’s course work may be in independent work (including internships, directed readings), and no more than 60 units in one department may count toward the degree.

Grade Requirements

To receive the Bachelor of Science degree, you must maintain a 2.0 GPA in all courses taken and receive a grade of C- or better in all courses applied to your major.

Field of Study Requirements – 21 units

Students in BSIS programs must complete a certificate , tailoring their degree to their educational and professional goals. Students in BSIS programs must also complete a Community Engagement course. A designated course in the psychology program will fulfill this requirement.

Required Core Courses – 12 units

• Introduction to Psychology (U09 100)
• Introductory Psychological Statistics (to include a Community Engagement Module) (U09 300)
• Research Methods (U09 3015)
• Capstone (course number TBA)

Required Foundational Area Courses – 9 units

Select from the following:

• Psych 315 – Introduction to Social Psychology (3 units)
• Psych 322 – Developmental Psychology (3 units)
• Psych 3401 – Biological Psychology (3 units)
• Psych 353 – Psychology of Personality (3 units)
• Psych 359 – Cognitive Psychology (3 units)
• Psych 365 – Learning and Memory (3 units)

Elective Requirements – 9 units

Students may choose to specialize in an area based on their future occupational interests. Those students should select 3 courses from one content area. Students interested in a broader experience may select any combination of 3 courses from the following electives:

Behavioral Health

• Psych 1050 – Introduction to Applied Behavioral Analysis (3 units)
• Soc 1200 – Introduction to Social Work (3 units)
• Psych 330 – Perspectives on Counseling (3 units)
• Psych 358 – Health Psychology (3 units)
• Psych 488– Addiction and Treatment (3 units)

Clinical Psychology

• Psych 368 – Introduction to Psychopathology and Clinical Psychology (3 units)
• Psych 308 – Social Gerontology (3 units)
• Psych 325 – Psychology of Adolescence (3 units)
• Psych 3261 – Psychology of Aging (3 units)

Application Requirements

Enrolling at caps, ready to get started contact a student recruiter today..

Meet with a student recruiter

Schedule time with a student recruiter today to find out how you can get the most out of your CAPS programs and courses.

Master’s Degree Program

Boston University’s Department of Psychological & Brain Sciences offers great opportunities for conducting research alongside leading faculty.  U.S. News & World Report ranks Boston University #37 in the world (tied with Cornell University) for the strength of its combined psychiatry/psychology faculty research strength—a ranking to which BU psychological and brain sciences faculty contribute greatly. 

BU’s Master of Arts in Psychology provides the flexibility to pursue a variety of areas in psychology, building on a common foundation of scientific methodologies. Our students are exposed to different aspects of the field through completion of coursework and developing an independent project with a faculty member. Particular strengths of the program include cognition, neuroscience, developmental science, and clinical psychology. This program is ideal for students who wish to strengthen their understanding of research methodology and clarify their interest in the field in preparation for employment or advanced graduate training.

Program Opportunities and Requirements

• Rigorous eight-course program leading to MA degree in one year
• Course offerings in a variety of specializations including clinical psychology, developmental psychology and brain, behavior and cognition
• Emphasis on building foundation in research methodology
• Opportunities to work closely with faculty on a Directed Study

Most graduate-level courses offered by the department are open to MA students and all faculty are available for academic supervision. Faculty are actively engaged in psychological research, which provides ample opportunity for students to participate in ongoing projects.

For more details about the MA in Psychology program’s requirements and structure, refer to the Graduate Student Handbook .