boston university counseling psychology phd

Mental Health Counseling & Behavioral Medicine Program

Master of arts, ma in mental health counseling and behavioral medicine, full-time | in-person, boston university medical campus.

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Clinical Training

Our two-year, 60-credit counseling program offers unparalleled clinical training opportunities in and around greater Boston, including placements at the Veterans Affairs, Boston Medical Center, college counseling centers, trauma counseling and refugee centers, integrated primary care, emergency departments, forensic settings, and prisons. Treatment centers for substance use and eating disorders, inpatient settings, and clinical research teams, to name a few. Students complete a semester-long practicum and a year-long internship as part of their clinical training. They also receive rigorous training in mental health assessment and diagnosis, counseling theory and application, and are exposed to a wide array of client populations and career paths. Our passionate and caring faculty and staff deliver a counseling curriculum that incorporates coursework in behavioral medicine, neuroscience, and psychopharmacology.

Program Outcomes

Each year, graduates of the MHCBM Program are exceptionally well-prepared for employment in mental health counseling positions across the United States and internationally. The following outcomes attest to their success:

• 92.3% completion rate (Class of 2021, 2022, & 2023)
• 100% pass rate on credentialing exams
• 100% worked in mental health counseling positions with 6 months after graduation

Career Paths

We work closely with students to ensure that they meet requirements for licensure in states all across the country. Graduates of our mental health counseling program have secured a wide range of positions, such as:

• Trauma counseling
• Counseling in an integrated care setting
• Counseling individuals seeking to make health-related lifestyle changes
• School-based counseling for children and adolescents
• Counseling children and adults in a day treatment/partial hospital program
• Counseling sexual offenders in a corrections prison system
• Substance use counseling
• Private practice counseling
• Member of a clinical research team
• Director of an eating disorders residential facility
• Clinician in a college counseling center

We work hard to remain connected to our alumni and facilitate connections and networking between current students and alumni through LinkedIn and in-person events. Alumni offer advice about licensure in other states, the licensing exam, and pursuing other educational opportunities. Many of our alumni are in supervisory and/or administrative positions and often hire graduates from our program.

Since its inception, the MHCBM Program at Boston University Chobanian & Avedisian School of Medicine has educated and trained hundreds of mental health counselors with a core academic and clinical curriculum aligned with professional standards recommended by the American Mental Health Counselors Association ( AMHCA ) and American Counseling Association ( ACA ).

The mission of the MHCBM Program is to educate and train future clinical mental health counselors to help enhance the health and wellness of individuals with diverse identities and backgrounds. The Program’s curriculum emphasizes best practices for counseling approaches across behavioral healthcare and integrated care settings that serve varied cultural and clinical populations and promote healthcare equity. Accredited by the Council for Accreditation of Counseling & Related Educational Programs ( CACREP ), the Program places great value on excellence, diversity, integrity, social justice, advocacy, collegiality, equity of opportunity, and transdisciplinary collaboration.

The MHCBM Program’s objectives are to:

• Instill in students the knowledge, skills, attitudes, and values that uniquely embody clinical mental health counselors
• Educate and train students of varied backgrounds, identities, and experiences as part of a vibrant learning environment that reflects the diverse communities in which they will be working
• Prepare students for the process to become licensed to practice as mental health counselors within the healthcare workforce

Our program offers theoretical, experiential, clinical, and research-supported activities related to clinical mental health counseling with adults, adolescents, and children on the medical campus as well as in community settings. We accept and educate a broad range of outstanding and diverse students who seek careers as clinical mental health counselors.

Graduates of the MHCBM Program generally become independently licensed and are trained to work in settings where traditional mental health counseling interventions can be informed by evidence-based practice, an understanding of neuroscience, and strategies to address physical illness and health promotion.

Accreditation

Since 2014, the MHCBM Program has been accredited by the Council for Accreditation of Counseling & Related Educational Programs ( CACREP ). Our counseling program is among a select few in the United States to receive an eight-year accreditation after the first attempt and is only one of a handful of programs in New England accredited for clinical mental health counseling.

Benefits for students who graduate from a CACREP-accredited counseling program include the following:

• Some states require graduation from a CACREP-accredited counseling program for licensure
• Graduates from CACREP accredited counseling programs experience fewer barriers to transferring a license from one state to another
• National Board for Certified Counselors (NBCC) permits students from CACREP-accredited counseling programs to take their licensure exam while in graduate school
• US Department of Veterans Affairs (VA) recognizes only licensed counselors who graduated from a CACREP-accredited clinical mental health counseling program as approved providers
• National Board for Certified Counselors (NBCC) will soon require graduation from a CACREP-accredited counseling program in order for eligibility for national certification
• American Counseling Association (ACA) and the Institute of Medicine (IOM) both identify CACREP as the sole accrediting body for counselor education

All counseling programs accredited by CACREP have successfully passed evaluation for content and quality standards set forth by the mental health counseling profession. Specific to curricular experiences, the MHCBM Program requires completion of counseling coursework across the eight core CACREP areas:

• Professional counseling orientation and ethical practice
• Social and cultural identities and experiences
• Lifespan development
• Career development
• Counseling practice and relationships
• Group counseling and group work
• Assessment and diagnostic processes
• Research and program evaluation

Our counseling program also provides education and training in knowledge and skills/practices across CACREP domains unique to clinical mental health counseling, including behavioral healthcare service delivery modalities and networks within the continuum of care.

Mental Health Counseling and Licensure in Massachusetts

The  American Mental Health Counselors Association defines mental health counseling as:

…the provision of professional counseling services involving the application of principles of psychotherapy, human development, learning theory, group dynamics and the etiology of mental illness and dysfunctional behavior to individuals, couples, families and group, for the purpose of threading psychopathology and promoting optimal mental health. The practice of mental health counseling includes, but is not limited to, techniques aimed at the prevention of such disorders, consolations to individuals, couples, effective psychotherapeutic treatment modalities.

The Commonwealth of Massachusetts licenses mental health counselors (LMHCs) who have met the education and training criteria set by the Board of Registration of Allied Mental Health and Human Services Professions of the Bureau of Health Professions Licensure. LMHCs are prepared to assist clients to cope with a wide variety of behavioral health problems and related concerns, some of which include:

• Anxiety and phobias
• Mood disorders
• Child and partner abuse
• Family conflict
• Drug and alcohol use
• Trauma recovery
• Bereavement
• Career issues

Mental Health Counseling & Behavioral Medicine Program Boston University Chobanian & Avedisian School of Medicine 72 East Concord Street Robinson Building, Suite B-212 Boston, MA 02118

Phone: 617-358-5592 Fax: 617-358-5481

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• 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: December 6

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. 

If you have questions or concerns regarding professional licensure, please contact program managers Laurie Kramer and Robin Codding .

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

TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English

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 6)

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

Got questions?

Laurie Kramer, PhD Program Director 617-373-2333

Or contact our Graduate Enrollment team.

Applicants who have taken or are planning to take the GRE (General Test of the Graduate Record Exam) 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.

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

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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.

• 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
• 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
• Masters degree in psychology or related field
• Transcripts from all institutions attended (All international applicants will need to provide a transcript evaluation from WES, ECE, or Scholaro.)
• 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)
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English
• Strong academic record (3.5 GPA and above preferred)
• Demonstrated interest in and commitment to counseling psychology
• Official GRE General is optional

Application Deadline: December 6th

• Program Website

Request Information for PhD in Counseling Psychology

Academic Catalog 2024-2025

Counseling psychology, phd.

The Doctor of Philosophy in Counseling Psychology program is accredited by the American Psychological Association (APA). It is designed to train the next generation of mental health professionals. The program offers doctoral education and training in psychology and seeks to prepare 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 life span. Counseling psychologists also enhance the science of health promotion and health psychology and emphasize community-based interventions. It is the mission of the PhD in Counseling Psychology program to train multiculturally competent counseling psychologists who are clinically adept in multiple settings with a variety of psychological and health-related issues and who are able to conceptualize, conduct, and evaluate research across biological, cultural, and relational systems in numerous social contexts, such as families, schools, neighborhoods, and communities.

Please visit  Bouvé College Learning Outcomes  for the specific student learning outcomes for this program.

• Concentrations and course offerings may vary by campus and/or by program modality.  Please consult with your advisor or admissions coach for the course availability each term at your campus or within your program modality.  
• Certain options within the program may be  required  at certain campuses or for certain program modalities.  Please consult with your advisor or admissions coach for requirements at your campus or for your program modality. 

Complete all courses and requirements listed below unless otherwise indicated.

Annual review Four qualifying examinations completed in the first three years—research, ethics, assessment, and intervention Research team during the first year (two consecutive semesters) Dissertation committee Dissertation proposal Dissertation defense

Core Requirements

A grade of B or higher is required in all coursework.

Dissertation

Program Credit/GPA Requirements

62 total semester hours required Minimum 3.000 GPA required

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Boston College Psychology and Neuroscience is an inclusive department that values diversity. We welcome all applicants, and strongly encourage students from underrepresented groups and first-generation students to apply to our program.

Our doctoral program is a five-year, full-time, fully funded, research-oriented program that features setting up a research program, coursework, and a close relationship with a faculty advisor. The number of graduate students admitted is limited. Currently, the ratio of faculty to doctoral students is approximately 1 to 1.

Our program is aimed at students who intend to become research psychologists and neuroscientists, participating in the basic search for knowledge about the human mind and brain. The focus throughout the stay at Boston College is on original research. Students publish papers, apply for grants, and attend professional conferences as part of their training.

Students apply to one of the Psychology Department's five areas of concentration and receive a Ph.D. degree in that area. Students may also participate in one of the department's interdisciplinary programs.

Application Deadline

December 15.

Request Info

The admissions process is described on the Boston College Morrissey College of Arts and Sciences website.

Students are admitted to work with a particular faculty member and within one of our five areas. Please visit the concentration page for a list of faculty members who serve as advisors in each area. Admission is selective and requires approval of the advisor and of the department's Graduate Admissions Committee. We recommend that applicants reach out to potential advisors well in advance of the application deadline to determine whether they plan to accept a Ph.D. student that year. Not all faculty accept students each year.

Guidelines for admissions to the graduate program:

• Admission to the program normally requires an overall and major GPA of 3.33.
• To ensure prospective graduate students are well prepared to TA in their area of specialization—Developmental, Social, Cognitive, Neuroscience, or Quantitative—they are also expected to have received at least a B in all courses within this area.
• Graduate students must have been in good academic standing for the last two years.  

Faculty members will invite top applicants to interview by February. Applicants will be notified of admissions decisions shortly thereafter.

Research Areas

Ph.D. students are fully funded, and tuition is waived. Students serve as Teaching Assistants during the course of the program.

• Advisor and Thesis Committee
• Second-Year Research Project
• Years Three, Four, & Five
• Five-Year Time Limit

Each student is accepted to work with a primary advisor. By the end of the first semester, the student, along with the advisor, selects two additional faculty members to serve on a thesis committee.

The Ph.D. student's initial task is the production of a second-year research project. Work on this task begins on day one of the first year. During the first year, a topic is selected, background reading carried out, a research program designed and piloted, and a proposal (written much like a grant proposal) is submitted to the student's three-person committee. The proposal is defended orally in front of the committee, and must have final approval by the committee by the end of September of Year Two.

In the second year, any further pilot work needed is carried out, IRB approval is obtained, the data gathered and analyzed, and the second-year research project written and defended (by March 31 of Year Two).

The research project reports original empirical research initiated and carried out while in our program. Students may not bring previously collected data and use these data for the project. Although the entire project is carried out in close collaboration with the advisor, the student should be the major contributor. Thus the student should qualify for senior authorship on the project when it is submitted for publication (which we strongly encourage).

The project is to be in the form of an article publishable in a good journal in the student's area. Evaluation is based on the criterion of publishability, with the exception that results need not have turned out statistically significant.

The second period in your graduate program is characterized by a shift to more independent work and an even more intensive focus on research. The third year focuses on two requirements that you work on simultaneously, the third year Literature Review and the Dissertation Proposal. The fourth year focuses on dissertation research. Even more than in the first two years, however, meeting the formal requirements is the minimum. The student’s principal job is carrying out research and building up a CV.

Early in the third year, students meet with their committee to form a tentative plan for Years Three and Four. This plan should be formalized and signed by the committee (Form 5) by December 1 of Year Three. Students are encouraged to begin pilot research for their dissertation, if they have not already done so, during the first semester of Year Three.

Students must attend this program on a full-time basis. The program is designed to be completed within five years.

Pre-Doctoral Mentorship Program

The Pre-Doctoral Mentorship Program (PDMP) is a student-run initiative that offers mentorship to prospective applicants to psychology and neuroscience doctoral programs. The goal of this program is to offer one-on-one mentorship and institutional knowledge to applicants who may not have access to such advantages.

How does it work?

Participants in the program will be matched with current graduate students or postdocs in the department who will mentor them on the process of applying to psychology and neuroscience Ph.D. programs. Participants and their mentors will work together to decide how and when to be in contact (e.g., email, Slack, Zoom, phone call, small groups) to discuss topics such as how to refine research interests, how to craft a CV, how to write a compelling personal statement, or any other aspect of the application process about which participants have questions.   

Who should apply for the program?

The program is open to everyone. We especially encourage people who do not have access to mentorship for their doctoral applications to apply. We expect this program to be particularly valuable for those who do not expect to receive feedback on their graduate applications from two or more faculty members.

Please note that participation in this program is NOT a requirement for application or admission to the program, NOR will it be factored intothe admissions decisions made by the department. Your official application will NOT indicate whether you participated in this program.  

When does it take place?

We invite prospective applicants to apply until November 15 to ensure sufficient time to provide substantive mentorship before the doctoral program's application deadline on December 15.

Anything else I should know?

This program is designed to be fun, flexible, interactive, inclusive, and minimally time-consuming. We know that the application process can be challenging to navigate, so we want to offer whatever assistance we can, while ensuring that we don’t use up more of your time than is helpful.

How do I apply?

Please complete this sign-up form and we will reach out to you within a week.

Mentorship Program Application

Pre-Doctoral  Mentorship Program

November 15.

Please direct any questions to boston-college-pdmp-ggroup@bc.edu

Department of Psychology and Neuroscience McGuinn 300

617-552-4100

Boston University Master’s in Clinical Psychology

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

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Admission Steps

Counseling psychology - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Final submission deadline: December 2, 2024

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

Degrees and GPA Requirements

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

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

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

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

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

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

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

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

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

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

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

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

Other Required Materials

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

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

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

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

Essays and Statements

Personal statement instructions.

In a typed, and double-spaced 2-3 page statement, please discuss the following: -Personal, educational, and employment experiences that have shaped your desire for advanced study. -Professional objectives and how you arrived at them. -What you hope to obtain from graduate study and how you intend to apply it professionally.¿   Note: if there is a specific faculty member with whom you would like to work, based on your research interests, please mention and discuss in this statement.

Diversity Statement Instructions

Please discuss the following in your 1-2 page, typed, and double-spaced statement: Respond to the following question: “How does equity, diversity, and social justice shape an issue in counseling psychology that is of interest to you?” and include the following: a. What you hope to gain from your education and training in order to address your issue of interest. b. Any personal, academic, and/or professional experiences that have shaped your understanding and commitment to equity, diversity, and social justice in counseling psychology.

Résumé Instructions

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

Additional requirements for this program:

Virtual interview may be required.

Start the Application

Online Application

Financial Aid Information

Start your application.

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

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

Application Fee: $65.00 Application Fee

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

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

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
• The Foreign Credential Evaluation (FCE) is a required assessment of all transcripts and documents from non-U.S. accredited post-secondary education institutions. (Review the FCE requirements by country.)
• 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

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 .

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Counseling Psychology

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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

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Welcome to the Department of Counseling and School Psychology

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Academic Programs

Graduate programs.

• Mental Health Counseling MS
• Counseling MEd/CAGS
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• Applied Behavior Analysis for Special Populations Certificate

UMass Boston’s Applied Behavior Analysis for Special Populations Certificate focuses on providing students with the preparation to serve as effective practitioners who can assess, design, implement, and evaluate applied behavior analysis (ABA) programs. It’s for education professionals who want to hone their skills and add a certification to their résumé. Explore cutting-edge knowledge, concepts, and skills of basic ABA principles, ethical considerations, generalization strategies, and application to special populations and settings. Apply these skills to many areas — from neighborhoods and specialized schools to residential programs to serving children and adults with disabilities.  

About Our Department

The faculty of UMass Boston's Counseling and School Psychology Department are world-renowned psychologists and counselor educators, who impact national and global policy on mental health, schools, and activism … and who love to teach!

We train clinicians, counselors, and leaders from a unique social justice perspective that emphasizes work to fight oppression, combats stigma surrounding mental health concerns, and addresses institutional barriers to healthy human development in diverse populations

We are committed to the following goals for our students. Through training and experience:  

• Our students will become knowledgeable and skilled practitioners; 
• Our students will become caring, principled, and respectful professionals; 
• Our students will become committed agents of change for social justice; 
• Our students will become committed reflective and critical thinkers. 

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An innovative training partnership between UMass Boston and three high needs school districts in Massachusetts: Brockton, Lawrence, and Quincy Public Schools.

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Handshake is a comprehensive online career site where students and alumni can search for jobs and internships! Create and manage your online career profile Search postings for jobs

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Student learning prioritizes a social justice perspective and a focus on diverse populations from childhood through adulthood, in schools, communities, mental health and counseling centers, agencies, and hospitals.

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School Psychology Professor Awarded $2 Million U.S. Department of Education Grant

Lindsay Fallon, associate professor of school psychology in the College of Education & Human Development, has received a four-year award for $1,999,991 from the United States Department of Education to develop resources that will help educators provide culturally relevant social, emotional, and behavioral supports in the classroom.

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PhD in Clinical Psychology

Graduate admission.

• Maura Sullivan, Graduate Admission Counselor
• 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

School Psychology PhD Program of Study

Doctoral program course sequence.

Program Handbook (PDF)

Students in our APA-accredited PhD program complete a minimum of 117 graduate credits. Students who enter the program directly from the baccalaureate degree earn a master's of education (M.Ed.) in education en route to completing the doctoral program requirements. Students who enter the program with previously earned graduate credits may apply up to 12 of those credits toward the doctoral plan of study. Students are not required to retake courses that apply to the doctoral plan of study in school psychology; rather, courses and credits in excess of the 12 that are transferred in are waived from the doctoral plan of study and replacement courses are selected in areas mutually agreed upon by the student and advisor. In these instances, students often elect to take additional course work in areas of psychology and neuroscience, and measurement and statistics. Typically, students are awarded their PhD degree after 5 or 6 years of graduate work – 3 or 4 years of coursework (including practicum requirements), 1-year full-time doctoral internship, and dissertation work (which usually bridges the 4 years on campus and the year of internship).

**In addition to the courses listed above, students are required to take EDUC 687M (research credits) during any semester in which they participate in a research project (e.g. faculty research, dissertation support) or participate in regularly scheduled faculty research team meetings.

Accreditation

Questions about our APA-accreditation 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 apaacred [at] apa [dot] org (apaacred[at]apa[dot]org) www.apa.org/ed/accreditation

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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 .