phd international psychology

Program Overview

The MA International Psychology program is designed for adults who are interested in starting to work in the international psychology field or individuals that are already working in the international field and would like to have an additional master’s degree that could potentially make a difference in their ability to participate in global mental health, international organizations and environmental fields. This program will bring a unique perspective of age-old global challenges in order to encourage the promotion of new solutions offering students the ability to apply a continuum of theoretical psychological concepts from Western to non-Western dimensions to further understand global practices and explore behaviors across cultures and diverse groups. Throughout the program students will learn and develop a personal paradigm to understand globalization, the principles of humanitarianism including the universality of human rights, and will be encouraged to develop a fundamental sense of belonging and interconnectedness, with the global community to advocate for social justice, social responsibility and the respect and dignity of all living-organisms and peoples adopting actions shaped by universal ethical principles.

The MA International psychology is a 36 credit hour program, consisting of core courses totaling 27 credits, (including a capstone project and field experience course) and 9 credits of elective courses that will ensure graduates are well prepared to work as international psychologists and respond to the needs of current and future demands in the field. This degree program offers the opportunity to acquire and build knowledge and abilities through the completion of a comprehensive core of courses.

Program Philosophy

The MA International Psychology introduces the philosophy of psychology as a transformational field supporting the development of agents of change who are able to critically reflect about their identity, as cultural beings that promote social justice, and to identify and understand their impact on others. International psychology is a new paradigm that facilitates the integration of psychological theory, research and practice that is context and culture specific on an attempt to respond to of current global challenges such as trauma generated by poverty, migration, abuses inter-group conflicts, and matters pertaining to the process of globalization and environment change.

Program Learning Outcomes

Upon successful completion of this program student will be able to:

Professional Practice

• Design and evaluate ethical domestic/international programs and interventions based upon national and global theories, research, and the scientific professional literature to guide the development and evaluation of interventions in global mental health, international, organizational, and environmental fields.
• Develop professional bridges within and across borders to facilitate culturally competent verbal and written communication, scholarship, and shared knowledge.
• Effectively evaluate the process of economic and political globalization and its impact in diverse populations, socio-cultural identity construction, systems of power, human rights, provision of assistance to humankind and environmental threats.

Professional Behavior

• Evaluate ethical principles endorsed by the Universal Declaration of Ethical Principles for Psychologists and the American Psychological Association to choose actions that are shaped by universal ethics, respect, and care for the rights of all life.

Scholarship

• Evaluate major Western and Non-Western theories influencing the development of the field of international psychology, life-span development and psychopathologies, supported by empirical findings, including historical and current trends.
• Analyze variations in International, Cross-Cultural and Multicultural research, and master research methodology and techniques of data collection and analysis.

Admission Requirements

For information on where The Chicago School of Professional Psychology is currently authorized, licensed, registered, exempt or not subject to approval, please visit   https://www.thechicagoschool.edu/why-us/state-authorization/

Application to The Chicago School of Professional Psychology’s MA International Psychology program is open to any person who has earned a bachelor degree from a regionally accredited institution and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. Factors that are considered in admission include GPA from undergraduate schools. Generally, an undergraduate GPA of a 3.0 or higher on a 4.0 scale is required for admission. Applicants must submit official transcripts from all schools where a degree was earned. It is recommended that transcripts are submitted from all schools where credit was received to enhance their applications. Additional factors that are considering in admission include the following:

• Application
• Application Fee ($50)
• Resume or Curriculum Vitae
• Work experience recommended
• How will your personal and professional accomplishments, academic background, and experience to date, contribute to your success in this Program?
• How will the successful completion of this Program support your professional career goals?

Applicant Notification

The Chicago School of Professional Psychology reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School of Professional Psychology does not share information or provide any feedback regarding admission decisions.

If a student is offered admission and in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Articulation Agreements

The Chicago School of Professional Psychology has established an agreement between the MA International Psychology and the PhD International Psychology programs to allow qualified students to enroll in doctoral level courses while completing their master’s degree that will count toward the doctoral degree. 

• Early Acceptance into PhD International Psychology     

Degree Completion Requirements

• Successful completion of 36 credit hours
• Successful completion of Capstone Project
• Successful completion an approximately nine-day international field experience.

The following policies are located under  Academic Policies and Procedures   : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver. Click the link above for detailed information.

The Chicago School has also established an agreement between the MA International Psychology and the PhD International Psychology programs to allow qualified students to enroll in doctoral level courses while completeing their master’s degree that will then count toward the doctoral degree. Click on the link    for details.

Academic Partnership with the Peace Corps

The Chicago School signed a Memorandum of Agreement with the Peace Corps to offer the Paul D. Coverdell Fellows Program to returned Peace Corps Volunteers applying to The Chicago School’s   MA in International Psycholog y. For information about the Coverdell Fellows Program, including program eligibility and student benefits, please visit the program webpage: http://www.thechicagoschool.edu/online/peace-corps-fellowship-program/

Earning a Certificate in Crisis-Informed Care for a Diverse, Globalized World

Students may petition for degree conferral of the Certificate in Crisis-Informed Care for A Diverse, Globalized World    upon successful completion of 3 the following courses. For some students completion of certificate requirements may add 3 credit hours to total program credit hours.

All students seeking conferral of the Certificate in Crisis-Informed Care for a Diverse, Globalized World must meet the additional requirements listed below:

• Student meets Financial/Financial Aid Good Standing.
• Student meets Academic Good Standing at the time the requirements for the certificate (or degree) were completed.
• Student’s cumulative GPA for the coursework required for the certificate must meet the graduation requirements of the certificate.
• The petition for Degree Conferral must be submitted within 1 year from the date the final certificate requirement was completed.
• All SAC referrals for behavioral misconduct or issues of professional comportment must be deemed as fully remediated by the SAC committee before the certificate can be conferred.

Ethical Guidelines

Students are expected to engage in all graduate work, including but not limited to course work, field placement and scholarship, with a high degree of integrity and professionalism. It is essential that students approach professional working relationships, collegial relationships, and client/partner-contact with respect. Further, students are expected to adhere to the Universal Declaration of Ethical Principles for Psychologists and the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct as well as the “evolving universal code of ethics” (Gauthier, 2005). Students who choose to seek employment in the field of psychology shall not work beyond their level of competence and shall not use titles governed by credentialing statutes and/or regulations unless authorized by the relevant jurisdictional authority. Students who fail to comply with ethical and professional behavior guidelines are subject to department remediation and/or referral to the Student Affairs Committee for disciplinary action and possible dismissal.

Capstone Project and Field Experience

This program culminates in a capstone project and field experience that is a collaborative participatory action project with an identified local community service agency who engages in delivery of services supporting a social justice/human rights on an international or global scale. Agencies will specifically address underserved, marginalized and vulnerable populations. Preparation for the capstone project and field experience on-ground work will begin in the following courses: Introduction to International Psychology, Universal Ethics and Professional Development (IN500), International Psychology and Diversity (IN528), and Culture Centered Interventions - Program Design and Evaluations (IN535). The capstone project will require the integration and synthesis of knowledge and abilities gained in previous coursework to develop a culturally sensitive project. Students will develop the project based on the needs expressed by the community agencies or organizations. The participatory action projects will be grounded in an existing theoretical or conceptual framework in the field of international psychology. Supporting literature and recommendations for best practices and evidence-based strategies will be identified in international peer reviewed journals.

Students will participate in an approximately nine-day field experience at an international destination to develop a more complex understanding of the socio-cultural, historical, political and economic practices and structures affecting the dynamics of people, organizations, and environments. The goal is to facilitate the development of interculturally competent skills for interaction, and an understanding of how to engage in respectful and ethical relations with global populations. Students will consider the impact of their own culture on global cultures. They will also analyze cross-cultural theories and research in order to design appropriate interventions. 

The capstone project and field experience form the summative assessment component of this program and they are designed as a culminating experience to satisfy the requirements of the competencies of the MA in International Psychology.

The Curriculum

Required Core: 27 credit hours

Electives: 9 credit hours

Program Total

M.A. International Psychology: 36 credit hours

Required Core

• IN 500 - Introduction to International Psychology, Universal Ethics and Professional Development (3 credit hours)
• IN 507 - Global Perspectives of Psychopathology (3 credit hours)
• IN 514 - An International Analysis of Life Span Development (3 credit hours)
• IN 521 - Global Mental Health and Human Rights (3 credit hours)
• IN 528 - International Psychology and Diversity (3 credit hours)
• IN 535 - Culture Centered Interventions - Program Design and Evaluations (3 credit hours)
• IN 542 - Statistics (3 credit hours)
• IN 549 - International, Cross-Cultural and Multicultural Research Methods (3 credit hours)
• IN 595 - Capstone/Field Experience (3 credit hours)(course fee)
• IN 550 - Process of Acculturation, Immigration and Refugee Status (3 credit hours)
• IN 551 - Crisis Response - Trauma and Crisis Intervention (3 credit hours)
• IN 552 - Building Community Resilience and Healing (3 credit hours)
• IN 560 - Global Management - Decision Making, Negotiation and Problem Solving (3 credit hours)
• IN 561 - International Entrepreneurship (3 credit hours)
• IN 562 - Communication in Global Organizations (3 credit hours)
• IN 570 - Environment and Globalization Process (3 credit hours)
• IN 571 - Environmental Global Strategies - Social Responsibility, Social Change and Public Action (3 credit hours)
• IN 572 - Growing Global - Relationship of Society and Environment (3 credit hours)
• IN 553 - Digital Transformation I: Disruptive Innovations (3 credit hours)
• IN 554 - Digital Transformation II: Disruptive Corporations (3 credit hours)
• IN 555 - Digital Transformation III: Change Management (3 credit hours)

We have 11 Psychology (fully funded PhD for international students) PhD Projects, Programmes & Scholarships

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Psychology (fully funded PhD for international students) PhD Projects, Programmes & Scholarships

Phd in international business and strategy at henley business school, funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

Business Research Programme

Business Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

GIF CDT: Scaling industrial decarbonisation with data and finance

Phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Competition Funded PhD Project (Students Worldwide)

This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Fully funded EPSRC Centre for Doctoral Training (CDT) in Cyber Security

Funded phd programme (uk students only).

Some or all of the PhD opportunities in this programme have funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

EPSRC Centre for Doctoral Training

EPSRC Centres for Doctoral Training conduct research and training in priority areas funded by the UK Engineering and Physical Sciences Research Council. Potential PhD topics are usually defined in advance. Students may receive additional training and development opportunities as part of their programme.

PhD Studentship in Organizational Psychology

4 year phd programme.

4 Year PhD Programmes are extended PhD opportunities that involve more training and preparation. You will usually complete taught courses in your first year (sometimes equivalent to a Masters in your subject) before choosing and proposing your research project. You will then research and submit your thesis in the normal way.

UKRI Centre for Doctoral Training

UKRI Centres for Doctoral Training conduct research and training in priority topics related to Artificial Intelligence. They are funded by the UK Government through UK Research and Innovation. Students may receive additional training and development opportunities as part of their programme.

Optimising Air Source Heat Pump Placement to Minimise Community Noise and Vibration Impact

Funded phd project (uk students only).

This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

Unravelling Emotional Labour and Enhancing Teacher Wellbeing (Ref: SF23/HLS/PSY/Montgomery2)

Self-funded phd students only.

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

Charting the Journey of Early Career Researchers: Identifying the drivers of Burnout and Engagement (Ref: SF23/HLS/PSY/Montgomery1)

Phd studentship opportunities in the overall field of cognition research, germany phd programme.

A German PhD usually takes 3-4 years. Traditional programmes focus on independent research, but more structured PhDs involve additional training units (worth 180-240 ECTS credits) as well as placement opportunities. Both options require you to produce a thesis and present it for examination. Many programmes are delivered in English.

Self-funded PhD- New directions in the psychology of gambling

Physical and psychological health perceptions and support needs of adults born very preterm.

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PhD in Industrial and Organizational Psychology

Become a leader for the human side of organizations.

Online Programs

Table of contents, need additional help or information, phd in industrial and organizational psychology overview.

The PhD in organizational psychology program will help you build skills in organizational diagnosis and intervention design through coursework, applied research and real-world projects. Using a scholar-practitioner approach, our I-O Psychology program combines a commitment to diversity, equity, and inclusion with an eye for organizational strategy. You'll also expand your research and data analytics skills to build new knowledge and help organizational leaders make more informed, evidence-based decisions. Your doctoral research study, a topic that fascinates you, will be your avenue for advancing thought and dialogue in your chosen area of Industrial-Organizational Psychology. You’ll develop a deep understanding of organizational culture, motivation, and individual behavior to improve employee health and well-being and facilitate positive change in the workplace.

PLO1: Explain and apply industrial-organizational psychology principles, concepts, models, theories, and methods. 

PLO2: Explain and apply ethical and legal principles to situations in industrial-organizational psychology. 

PLO3: Demonstrate a positive, proactive, and non-judgmental attitude towards diverse cultures and identities. 

PLO4: Design culturally competent professional services in respective areas for diverse populations. 

PLO5: Analyze data, evaluate results, and communicate findings using applied and academic research methods. 

PLO6: Explain and apply research, psychometric, and people analytics concepts to problems in industrial-organizational psychology. 

Program Facts

All online organizational psychology programs are accepting applications. However, please be aware that on-ground organizational psychology programs are not accepting applications.

Offered in two formats: 1. Hybrid format in Los Angeles

• A schedule ideal for working professionals and international students, designed  to participate in highly interactive live virtual class discussions two to three evenings per week with select on-campus in-person class meetings typically on one full weekend each month and one weekend day. Talk to an admissions counselor to see a sample schedule.  
• Interactive classes provide connections to professional peers, alumni, and other professionals working in the field.   
• Program starts in August, October, January, or March.

2.    Fully online format (in U.S. States where available) 

• To engage in individual and group learning activities  
• To complete course assignments and submit by the established due dates. 
• Optional synchronous weekly live-virtual discussion hours.  
• Starts in August or January.  
• Designed for 3 years (15 terms of 8 weeks each), year-around, with a part-time option. 
• Post-masters PhD degree.  
• Transfer credits for past doctoral courses are allowed up to 25% of the program units (16 units).   
• Highly reputable and supportive faculty with research and professional experience. 
• Alumni engage students by teaching courses, guest-speaking, and networking.  

To learn more about this program and other offerings, visit our CSPP-dedicated microsite . You’ll find videos featuring our university president, dean of CSPP, and faculty, along with numerous interactive features!

Program Highlights

Schedule for Working Professionals

Hybrid format provides highly interactive live virtual lectures, class discussions, and peer learning two to three evenings per week with select on-campus in-person class meetings typically on one full weekend each month and one weekend day. Four starts each year: August, October, January, and March Terms.   

Online program consists of asynchronous courses where you complete coursework each week on your own schedule. Two starts each year: January or August. 

Experiential Training

Learn theories and cases of industrial psychology in the classroom and gain hands-on experience through class projects and real-world projects. A PhD in organizational psychology equips you to assess and design organizational interventions. An internship option is available for students who qualify.

Compelling Coursework

Industrial-organizational psychology courses provide you with insight into the dynamics of individuals, teams, psychological science and organizational systems. Courses help prepare you to take a consulting approach in a variety of professional psychology practices. 

Strong Network of Peers, Faculty, and Alumni 

Get to know your faculty and colleagues in a supportive climate, developing working relationships that can last a lifetime. Get to know alumni in our network, other organizational psychologists,  and identify job opportunities and internships through professional relationships.

Diversity, Equity, and Inclusion

Increase your cross-cultural skills with multinational, multiracial faculty and students, and support a society of inclusive excellence, equity, and belonging. Our graduate study programs foster dialogue and engagement around diversity and inclusion.

Learn to Consult

Doctoral program courses prepare you to analyze a situation for underlying causes, then act to make a positive difference by applying the principles of organizational science. Faculty help prepare you to take a consulting approach to analyze and intervene with individuals, teams, and organizational systems.

Wide Range of Careers 

Deepen your existing skills or prepare for a new career in organization development, people analytics, talent and leadership development, human resources, and talent management, and more in various industries, nonprofits, and government agencies. 

Independent Research 

Conduct your independent dissertation research study to contribute to human resource and organizational development, and engage in scholarly dialogue as an aspiring industrial organizational psychologist.

Learn About Admissions Requirements

The faculty consists of renowned experts with years of experience in the organizational and consulting fields. Faculty members include past and current local, national, and international professional association leaders; test and intervention developers; journal editors; and consultants. Areas of expertise include the following:

• Management consulting
• Organization development and change management
• Diversity, equity, inclusion, and belonging
• Leadership and leadership development
• Motivation and employee engagement
• Coaching and mentoring

Doctoral Degree Information

While our master's degree provides you with preparation in a wide variety of career practice areas in our field, the PhD program gives you further depth as well as research, analytical, and consulting skills. As a doctoral graduate, you can teach at a university, even while enjoying a career as an organizational psychologist in the industry, and express your thought leadership through writing. Some of our doctoral alumni have started successful companies.  

Instructional approach

Graduate study courses of the online doctorate include change management, organizational design and process improvement, ethics, diversity and inclusion. This branch of behavioral science also covers motivation, innovation and change. Since it overlaps with social science, it further drills down to business strategy and operations, social and organizational psychology, consulting skills, a professional practice sequence, and diagnostic methods for organizational consulting. The IO Psychology graduate certificate also encompasses people analytics, human behavior, advanced statistics, research methods, talent recruitment assessment, and selection, dissertation, and more.

Consistent with contemporary work environments, you work both individually and in groups (virtual groups for online students) in your coursework. By working in groups, you develop advanced skills in business communication, engaging with people who have different working styles, and learn through experience the importance of valuing diversity and appreciating inclusion and belonging.  

Discipline-specific competencies

Students of the IO psychology graduate school are expected to acquire and demonstrate competence in several areas:

• Consulting – within an organization or externally to many organizations 
• Analytics – people analytics for needs analysis and organizational diagnosis, program evaluation, talent assessment and selection, and academic research  
• Theory – social and organizational psychology, motivation, innovation and change, ethics, diversity, equity, and inclusion  
• Organizational intervention – leadership assessment and development, change management, organization design and process improvement  
• Business skills – the big picture of strategy and operations within which consulting must make a difference, business communication and presentation skills  

Research and Dissertation

Students of organizational psychology phd programs will engage in original research. They will coordinate with their faculty mentors to choose and refine a topic that will serve as the main focus of their dissertation research. The dissertation itself requires students to make a significant and original contribution to the field of Organizational Psychology. 

Ready to become a doctoral student of this program? 

Start My Application

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School Performance Fact Sheets

Frequently Asked Questions

Can i still apply for the degree program even if i don't have a degree in psychology.

No. Although there's no specific psychology course credits, applicants for the doctorate in organizational psychology should have a solid understanding of organizational behavior, research methods and statistical analysis. This knowledge is typically acquired through relevant undergraduate coursework that's expected from all applicants.

What scholarship and financial aid options are available?

Private and public scholarships can help you meet the cost of your education, and Alliant offers institutional scholarships for many of our students. Learn more about these  scholarship opportunities here . Additional financial aid is available for those who qualify in the form of loans, grants, federal work study, and military aid. Learn more in our  Financial Options Guide .

How long does it take to complete the program?

The degree is a 66-credit program that can be completed in three years by focusing year-round on two courses per eight-week term, or longer if you take one course during some terms. You can find a copy of our eight-week  academic calendar here.

Can I work full-time and complete the program?

Yes. You can take courses online, on weekday evenings, or on weekends. The program at our graduate school is rigorous, so you're encouraged to discuss your personal circumstances with your admissions counselor or with a faculty member during the application process.

When does the program start?

The program is offered as an eight-week term program and is open for enrollment during those enrollment periods. Applicants can apply for either a January or August start. You can find a copy of our eight-week term academic calendar here.

What is the modality of the program?

You can earn your PhD in I/O psychology degree online.

Why Alliant

At Alliant, our mission is to prepare students for professional careers of service and leadership and to promote the discovery and application of knowledge to improve lives. We offer an education that is accredited, focused on practical knowledge and skills, connected with diverse faculty and alumni, and aimed at the student experience.

Founded in 1969, CSPP was one of the nation’s first independent schools of professional psychology. Today, CSPP continues its commitment to preparing the next generation of mental health professionals through graduate-level degree programs in clinical psychology, marriage and family therapy, clinical counseling, organizational psychology, psychopharmacology, and more.

Start on your path to impact today

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Weaving an international view into psychology education

A look at how faculty and students are gaining a more global perspective

By Rebecca A. Clay

February 2017, Vol 48, No. 2

Print version: page 60

• International Psychology

APA's Guidelines for the Undergraduate Psychology Major , Version 2.0 call for students to adopt values that will help them build community at the local, national and global levels. But how do you infuse an international perspective into education? Here's advice on ways to gain a more global viewpoint, whether you're a professor or a student.

If you're a faculty member

Incorporate international content into courses . At Pace University, psychology professor Richard Velayo, PhD, encourages students to collaborate on research projects with students abroad or conduct research on international topics, such as interviewing international psychologists. He requires that 10 percent to 20 percent of articles cited in students' final papers be from international sources. He also invites international students to share what they know about a particular nation's psychology and behavior.

Even a class as seemingly universal as research methodology can be internationalized, Velayo adds. He asks students to consider whether Western psychological constructs and research findings apply to other countries, for instance. He asks his students how they would tackle research in countries where citizens' primary language isn't English or where there may not be an institutional review board. "I try to infuse an awareness that the way scientific or psychological research is done in other countries may be different from what they're used to," says Velayo.

Professors can also incorporate global documents relevant to psychology into their classes, says Merry Bullock, PhD, president-elect of APA's Div. 52 (International Psychology). In a developmental psychology course, for example, teachers can refer to the Universal Declaration of the Rights of the Child. When talking about psychopathology, they can discuss the World Health Organization's mental health plan. For similar ideas, go to the APA Office of International Affairs introduction to the United Nations and its documents at www.apa.org/international/united-nations.

Create a separate international psychology course or program . Saybrook University, for example, offers a certificate in international psychology. And the Chicago School of Professional Psychology offers an international psychology graduate program that includes the same sort of courses as those in the general psychology department but with content viewed through an international lens. Students are also required to participate in nine-day field experiences abroad.

Other schools offer individual cross-cultural psychology classes. Irene López, PhD, an associate professor of psychology at Kenyon College in Gambier, Ohio, for example, is teaching a course with Wejdan S. Felmban, PhD, an assistant professor of psychology at Effat University in Jeddah, Saudi Arabia. Funded by the Andrew W. Mellon Foundation, the initiative provides what López calls a "virtual" study-abroad experience for both sets of students. The two courses use the same textbook and similar syllabi, and both professors guest-lecture in each other's classes via videoconferencing. Students also have joint assignments, interviewing each other about their lives and discussing a textbook chapter on mental health over WhatsApp, Snapchat and other social media platforms. Students often view their own practices and values as the norm, says López, "but making a personal connection with someone in a different culture really helps students re-evaluate their assumptions and, by extension, helps them become better consumers and producers of science."

Keep abreast of international developments . Join international psychology organizations, suggests Kelley Haynes-Mendez, PsyD, an associate professor of psychology in the Chicago School of Professional Psychology and chair of the International Relations Committee of APA's Div. 2 (Society for the Teaching of Psychology). Possibilities include global groups, such as the International Association of Applied Psychology, International Association for Cross-Cultural Psychology or the International Council of Psychologists; regional organizations, such as the Interamerican Society of Psychology; and international organizations for specific subfields, such as the International Psychogeriatric Association. (See www.apa.org/international/networks/organizations for a complete list of international organizations.) "Being a member of international organizations gives me an opportunity to network with colleagues from around the world who have similar interests," says Haynes-Mendez. The APA journal International Perspectives in Psychology can also keep you on top of current topics, she adds.

Teach in another country . One of the best ways to educate yourself about international issues is to spend a sabbatical or summer session teaching abroad, says Haynes-Mendez, who spent a summer teaching two courses at Cornerstone College in Cape Town, South Africa, in 2008. "I encourage people to not be afraid of reaching out to psychology instructors in other countries," she says, explaining that she researched South African psychology departments, contacted the ones she felt were a good match and offered to guest lecture there. She then used faculty professional development funds to help support her travel. "It broadened my perspective quite a bit," she says.

If you're a student

Spend time abroad . Studying abroad is another way to help students challenge beliefs they may believe are universal, says associate psychology professor Ken Abrams, PhD, who takes his students from Carleton College in Northfield, Minnesota, to the Czech Republic for a class in cross-cultural psychopathology. Students can find study-abroad and internship opportunities by asking the study-abroad office at their school, or checking such websites as www.studyabroad.com .

"Even better are internships or short-term employment abroad," says Richard L. Griffith, PhD, a professor of industrial/organizational psychology at the Florida Institute of Technology. "When you're an exchange student, you're often in a bubble with kids from your own country; you need to be out in the culture."

As a less expensive alternative to going abroad, students can use Facebook, Twitter and other social media to build relationships with psychologists and psychology graduate students in other countries, says Velayo.

Share what you've learned . "People come back from study-abroad programs and typically move straight into their next semester without any formal way to address what they've learned and share that with other students," says Abrams. At his school, returning students can take a course in which they meet with a professor and other students to discuss current events in the countries they've studied and further their language skills. Carleton also invites returning students to present at poster sessions about the research they conducted abroad. Returning students could also be seen as "mini-experts" who could present in classes, says Abrams. 

Additional reading

Internationalizing the Undergraduate Psychology Curriculum: Practical Lessons Learned at Home and Abroad Gross, D., Abrams, K., & Enns, C.Z. (Eds.) APA, 2016

Internationalizing the Curriculum in Organizational Psychology Griffith, R.L., Thompson, L.F., & Armon, B.K. (Eds). 2014

Internationalizing Undergraduate Psychology Education: Trends, Techniques and Technologies Takooshian, H., et al. American Psychologist , 2016

International Programs and Resources www.apa.org/international/resources/index.aspx

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The Florida Board of Governors has named FIU a Preeminent State Research University. Learn what makes FIU preeminent

Department of Psychology

Welcome!  FIU's psychology programs are designed to provide students with the theoretical knowledge and applied skills needed to become successful professionals in the field of psychology. We've gained national prominence for our outstanding faculty and programs that promote strong curricula, enhanced student engagement, and cutting-edge research, to better prepare the next generation of scholars.

Our undergraduate and graduate programs offer a variety of psychology tracks; some of our graduate tracks include  clinical psychology , developmental psychology , industrial-organizational psychology , neuroscience psychology , and others. In addition to our core curriculum, we offer a variety of extracurricular activities such as workshops, seminars, and guest lectures that provide opportunities for students to connect with experts and FIU alumna. Our graduates are highly sought after by employers and are successful in a variety of fields, including academia, clinical practice, research, and public policy.

Our department is committed to actively promoting student success by engaging in actions that make all students feel valued, respected, seen and heard in classroom instruction and research endeavors.  We recognize the moral imperative at the individual, group and system levels as we honor the APA code of ethics, particularly the principles of “justice” and “respect for people’s rights and dignity,” and embrace  FIU’s commitment  to fostering a climate of inclusion within a diverse community. We further pledge to work with students in an ongoing manner to translate these commitments into action, and to routinely evaluate their outcomes.

We welcome you to consider joining FIU Psychology, and invite you to explore the rest of our webpage to learn more about our program and how it can help you achieve your academic and professional goals.

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The Top International Relations Schools

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The Top International Relations Schools of 2024, Ranked

An insider’s guide to the world’s best programs—for both policy and academic careers.

The Teaching, Research, and International Policy (TRIP) Project at William & Mary’s Global Research Institute has long partnered with Foreign Policy to create a reputational ranking of academic programs in international relations. Over the past two decades, our process has remained simple and consistent: We ask IR professionals what they think are the five best places to study for an undergraduate, terminal master’s, and doctoral degree.

In our most recent survey on the topic, conducted from October 2022 to January 2023, we received responses from 979 IR scholars across the United States, 294 staff affiliated with U.S. think tanks, and 291 policymakers who worked in the U.S. government during the George W. Bush, Obama, and Trump administrations. For the first time, we also asked respondents which Ph.D. programs are best for a student interested in a policy career, rather than an academic one. As the number of tenure-track positions in universities declines and the demand for expertise within the policy community increases , this question is more relevant today than ever before.

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• UNDERGRADUATE
• Ph.D., ACADEMIC
• Ph.D., POLICY

Undergraduate Programs

These results should look familiar to those who follow national undergraduate rankings. Ivy League schools, Stanford University, the University of Chicago, and a few large public universities were favored across the board. But a handful of outliers punched well above their weight: Georgetown University, American University, George Washington University, Tufts University, and William & Mary all placed much higher here compared with their rankings in U.S. News & World Report , widely considered the most influential college ranking in the United States. In fact, Georgetown stands out as the top undergraduate choice among policymakers and think tank staff.

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Master’s Programs

For master’s students hoping to pursue a policy career, all three groups we surveyed expressed a preference for programs on the East Coast. Only a few schools located west of the Rocky Mountains made the top 20 in each list. Respondents also highlighted several options outside the United States in the top 20: IR faculty included four international programs, while policymakers included five—all located in Europe—and think tankers included eight, one of which is in Asia.

Ph.D. Programs for Academics

IR faculty members’ rankings of Ph.D. programs have proved remarkably stable over the years. Between our 2017 survey and our most recent one, no top 15 program has moved more than one spot in either direction; in fact, most held the same rank. Additionally, policymakers and think tank staff appeared to value academic Ph.D. programs located in Washington, D.C., and outside the United States much more than U.S.-based IR scholars did.

Ph.D. Programs for Policymakers

When asked about doctoral students pursuing a policy career, all three groups we surveyed showed a preference for institutions with strong connections to Washington. Schools such as George Washington University, Georgetown University, and American University are ranked higher for students pursuing policy careers than for those hoping to enter academia. Conversely, institutions such as the University of Chicago and Massachusetts Institute of Technology are ranked lower for policy careers than academic ones. This shift highlights the importance of proximity to policy centers and the availability of practical engagement opportunities in shaping perceptions of a program’s value for a policy-oriented career in IR.

Advice to Prospective Students

Prospective students would do well to explore the specific features of various programs rather than focusing solely on a broad reputational ranking, which tells us little about a program’s regional, functional, or methodological strengths. For example, both academic and policymaker respondents who specialize in international political economy and/or trade policy ranked the London School of Economics master’s program higher than respondents who focus on security policy. Similarly, academics who specialize in the study of Latin America ranked the University of California, Berkeley Ph.D. program higher for an academic career than their non-Latin Americanist colleagues.

Still, prospective students should keep in mind that reputation matters. Although reputation may be an imperfect indicator of quality, it is a strong indicator of perceived quality within the field. A program’s standing can have conscious and unconscious effects on graduate school admissions committees, scholarship committees, and hiring managers in the public, private, and higher education sectors. For this reason, our ranking provides a systematic measure of these perceptions to assist prospective students in making informed choices as they plan for their future.

Advancing a Global Affairs Career

The intersection of large-scale challenges and technological advancements demands a broader range of knowledge and skills from international relations professionals. Learn about the impact this is having on employment trends in the latest FP Graduate School Guide .

To learn how your academic institution can be part of the FP Guides, contact Director of Academic Partnerships: Sherri Greeves, [email protected] .

Irene Entringer García Blanes is a senior project manager for the Teaching, Research, and International Policy Project at William & Mary. Twitter:  @EntringerIrene

Susan Peterson is the Wendy and Emery Reves professor of government and international relations at William & Mary.

Michael J. Tierney is the George and Mary Hylton professor of international relations and director of the Global Research Institute at William & Mary. Twitter:  @MikeTierneyIR

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July 2024 PhD Graduates

Congratulations to our recent PhD graduates in Psychology! Your hard work, dedication, and passion for advancing the field have led you to this incredible milestone. We are extremely proud to welcome you into the Department of Psychology's esteemed alumni community!

Dissertation title: “Measuring Low Vision: Perception and Function”

Advisor: Gordon Legge

Dissertation: “Perceived Family Support for Mental Health Services: A Scale Development and Psychometric Validity Study with Muslims in the United States”

Area: Counseling 

Advisor: Rich Lee

Dissertation: “Revisiting Ambivalent Sexism and the Ambivalent Sexism Inventory: Examining the Effects of Respondents’ and Targets’ Racial Group Membership on Endorsement”

Area: Social 

Advisors: Gene Borgida, Mark Snyder

Dissertation: “Stochastic Curtailment: A New Approach to Improve Efficiency in Computerized Adaptive Tests”

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Department of Psychology College of Social Science

Introducing new graduate student elizabeth eberlin.

August 12, 2024 - Shelly DeJong

Name : Elizabeth Eberlin (she/her) 

Hometown : Coast to coast! I was born in Las Vegas, NV; moved to San Fransisco, CA; did 1st – 9th grade in St. Louis, MO; and then completed high school in Saratoga Springs, NY! 

Education : I started my undergraduate education studying computer science (CS) with hopes to pursue video game development. During the middle of my sophomore year, I realized that what I liked about CS was logical reasoning and problem-solving, not so much the act of software development! I had always been interested in the puzzle that is the mind, of how electrical pulses can create our rich waking experience, so I pivoted to studying psychology with an interest in mathematics and art, and never looked back! 

Tell us about your background/experience.  

I’ve had my heart set on a PhD in Clinical Science since undertaking a study of psychology – I knew I wanted to research, teach, and practice therapy and that was one such degree that would let me do it all with style! However, my path to get here has been winding, and almost never happened had I not realized my qualms with computer science. After completing my bachelor’s degree, I didn’t work in a scientific field at all. I had been working part time in a retail store connected to a tea factory - my love of tea was too strong to turn down an offer to manage the factory itself! This was an amazing experience albeit one where I had to learn a lot on my own due to having minimal supervision or training…in hindsight, there was a reason a 22-year-old without a business degree was being offered such a role (the company was a mess)!  

I was still involved in my undergraduate lab as a post-bac research assistant, but my mentor Dr. Katherine Dixon-Gordon encouraged me to seek out experience with the population I hoped to work with in both clinical and research settings – schizophrenia spectrum populations. This curiosity was inspired by life and untimely death of my uncle who had a long battle with schizoaffective disorder. I was able to join Drs. Daphne Holt and Nicole DeTore as a research intern in the Mass General Hospital Psychosis Clinical & Research Program, and I loved every second of it! Alongside this internship, I moved to Boston in the middle of the pandemic and began working at McLean Hospital’s Schizophrenia & Bipolar Disorders Inpatient Unit where I was able to witness the myriad ways psychosis can manifest, as well as appreciate and be inspired by the remarkable resilience among those who experience psychosis and their ability to find humor in the darkest of times.  

From there, I went on to complete a research-focused master’s degree under the supervision of Dr. Kim Mueser where I got involved in vocational rehabilitation as a teaching assistant for adult recovery education courses. This experience paired wonderfully with my time working inpatient as I was able to see individuals both work to get well in the hospital and work to stay well out in the community. Adding to this was my subsequent job working as a research coordinator for Drs. Holt and DeTore, where I was given the guidance and support to refine my research interests within the realm of severe mental illness, and (crucially) with applying for doctoral programs this past Fall! 

Why grad school?!   

Because I’m an eternal student who has an innate passion for learning! I realized early on in college that a PhD is what I was after, with wanting to walk both worlds of clinical practice and conducting research. My hope is to bridge these two such that they inform each other – research questions inspired by clinical settings, and therapeutic approaches inspired by research. I put this passion to the test in a variety of ways and instead of burning out, I was only evermore inspired to gain the robust and rigorous training offered through a Clinical Science program, and I am so thrilled to join MSU to do so!! 

What do I hope to research while I’m here ?  

I am incredibly interested in the process of delusional belief formation with respect to aberrant salience of perceptual stimuli, so I am very excited to work under the supervision of Dr. Katy Thakkar! I would like to explore how perceptual experiences and cognitive processes combine to weave such a compelling and convincing distortion of reality. Further, I’d like to understand what can be gleaned from this line of study to tangibly improve the response to psychosis-informed therapies and foster resilience for those with severe mental illness. 

What do I love about clinical science?   

Gosh, what’s not to love?! Ha, just kidding. I love that Clinical Science as a field is uniquely situated to both provide novel contributions to the world of science and to the world of therapeutic practice. Without Clinical Science, evidence-based therapies would not exist! I also love Clinical Science because I feel it perfectly speaks to my interest as someone who knew I wouldn’t be satisfied solely operating in a laboratory setting nor a therapeutic settings, I needed both, and Clinical Science as a field allows one to thrive doing exactly that! 

What do I do in my free time?   

I am quite the avid cyclist in my free-time – I love to use a bicycle for every possible errand and have commuted to work almost exclusively by bike for the past 2 years (20 miles round-trip!). When I’m not riding a bike, I love to garden – vegetables, native perennials, and houseplants! Over the pandemic, like many others, I cultured a sourdough starter and found a new hobby in making whole grain sourdough bread and in baking more broadly. If I’m not doing any of those things, I am likely walking my tuxedo cat, Mr. Postman, in the yard! 

Carolina faculty trio win Fulbright awards

Scholars in nursing, Latin American studies, and exercise and nutrition will travel to Nepal, Spain and Finland.

Three UNC-Chapel Hill faculty members recently received awards from the U.S. Department of State and the Fulbright Foreign Scholarship Board to teach or conduct research abroad during the 2024-25 academic year.

Among the 800 U.S. scholars selected are Carolina’s Suja Davis, clinical associate professor at the School of Nursing; Oswaldo Estrada, professor in the College of Arts and Sciences’ Romance studies department; and Anthony Hackney, professor in the College’s exercise and sport science department and the Gillings School of Global Public Health’s nutrition department.

“Participation of Carolina faculty in Fulbright supports the global mindset of our campus and enhances the University’s global reputation,” said Giselle Corbie, senior vice provost for faculty affairs. “I am proud of these faculty who will maintain their international connections for years and bring global knowledge and perspectives to their research and teaching.”

Carolina has a long history with the  Fulbright Program . This year, UNC-Chapel Hill was honored as a Top Producing Institution for Fulbright U.S. students for the 14th time for sending over 20 students and recent alumni abroad on Fulbright scholarships for graduate studies, research or teaching.

Suja Davis 

An educator and a health care professional, Davis will be hosted by the Kathmandu University School of Medical Sciences in Nepal. There she will teach adult health nursing and research courses, conduct workshops and seminars for the faculty and promote faculty scholarship. She will lecture, lead seminars and conduct research to incorporate educational innovations into the nursing curricula.

“The Fulbright Scholar Award is the most widely recognized, prestigious and respected international exchange program in the world,” Davis said. “I aim to build a global network of contacts, which can lead to collaborations and partnerships that benefit Carolina’s SON.”

Oswaldo Estrada 

Estrada is a professor of Spanish and Latin American studies and director of the Faculty Fellows Program at the Institute for the Arts and Humanities. In Spain, he will do archival research as part of the Literature, Image and Cultural History research group in the Institute of Language, Literature and Anthropology.

Estrada’s work will focus on Sor Juana Inés de la Cruz (1648-1695), a poet from colonial Mexico. Estrada is writing a book about her carols, religious poems and her prologues and dedications to explore how the poet-nun of the Baroque era articulated a feminist discourse that attracts a wide range of readers today.

“My interdisciplinary reading reflects the true nature of the poet who contests calcified differences between male and female,” Estrada said. “I would love to offer undergraduate and graduate courses on Sor Juana’s feminism, in English and Spanish, to serve our students interested in gender studies, feminism and queer studies.”

Anthony Hackney 

Hackney will complete the second year of his Fulbright fellowship at the University of Eastern Finland as the Fulbright-Saastamoinen Distinguished Chair in Health Sciences. Through the Physical Activity and Nutrition in Children study, he researches how chronic engagement in physical activity, like sports, may affect the health and physical performance capacities of young girls transitioning to women.

This is Hackney’s fourth Fulbright scholar award. He also serves as the University’s Fulbright faculty liaison in the Center for Faculty Excellence and advises Carolina faculty on developing competitive Fulbright applications.

“If I had to name one thing that has profoundly helped to shape me into the person I am today, it would be the Fulbright program,” Hackney said. “It has made me a better professor in the classroom and the laboratory — a better all-around person — and enriched my life and that of my family. It has been and is a ‘win-win’ experience.”

Read more about the Fulbright scholars.

Anyone with an active UNC-Chapel Hill email can take advantage of the deal on GoTriangle bus routes.

Anson Dorrance announces retirement after 47 years

The 1974 Carolina alum won 1,106 games coaching the Tar Heel soccer programs, and his 21 NCAA women’s soccer championships are the most in any Division I sport.

Video: ‘A truly joyous day’ for Carolina

The Carolina community welcomed Lee H. Roberts as the University's 13th chancellor with a campus event Aug. 9 at the Kenan Center.

Carolina welcomes Lee H. Roberts as 13th chancellor

“I’m here to listen and learn, to partner with you,” Roberts told the campus at an Aug. 9 event.

Message from Lee H. Roberts on becoming Carolina’s 13th chancellor 

“I truly believe there is no better job in the world than leading Carolina and building on its remarkable legacy of excellence,” Roberts says in this video to campus. 

Read UNC System President Peter Hans’ chancellor nominating statement

Hans says that Lee H. Roberts “has shown a willingness to listen, to learn, to approach difficult moments with humility.”

For Aline Awada, being different is a strength

A Lebanese native who grew up in Brazil, the first-year student developed leadership skills through helping others.

First-gen student turns art into business

Entrepreneur and first-year student Alyssa Crane makes and sells paintings and jewelry.

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• International Psychology

M.A. International Psychology

Apply psychological principles in promoting social justice in an increasingly diverse and connected world.

Earn credit toward the Ph.D. International Psychology

Two years full time

Capstone project complemented by fieldwork opportunities

Develop effective global practices of psychology across diverse cultures.

The M.A. International Psychology online program prepares you to use the theory and practice of psychology to provide services to individuals and groups working in international settings. Practitioner-scholar faculty with relevant, real-world experience prepare you to excel as a leader sensitive to cultural differences and prepared to promote social justice in an increasingly globalized world.

This online program has been designed for working adults embarking on a career in international psychology or those working in the international arena who want to make a difference in the fields of mental health, human capacity building, organizational development or environmental advocacy.

If you are pursuing a doctorate to further your goals, you can earn a number of credits that count toward our Ph.D. International Psychology online program as well.

This program will bring a unique perspective of age-old global challenges in order to encourage the promotion of new solutions offering students the ability to apply a continuum of theoretical psychological concepts from Western to non-Western dimensions to further understand global practices and explore behaviors across cultures and diverse groups. Throughout the online international psychology program students will learn and develop a personal paradigm to understand globalization, the principles of humanitarianism including the universality of human rights, and will be encouraged to develop a fundamental sense of belonging and interconnectedness, with the global community to advocate for social justice, social responsibility and the respect and dignity of all living-organisms and peoples adopting actions shaped by universal ethical principles.

The Chicago School also has a Memorandum of Agreement with the Peace Corps to offer the Paul D. Coverdell Fellows Program to returned Peace Corps volunteers applying to The Chicago School’s M.A. in International Psychology. For information about the Coverdell Fellows Program, including program eligibility and student benefits, please visit the program webpage .

The Chicago School has an articulation agreement between the online M.A. International Psychology and the Ph.D. International Psychology programs, allowing qualified students to enroll in doctoral-level courses while completing the master’s degree. Those credits then count toward the doctoral degree, shortening your time to completion.

Viviane Pecanha, Ph.D.

• Application
• Apply online
• The general guideline for admission is a cumulative undergraduate GPA of 3.0 or above on a 4.0 scale.
• Bachelor's degree from an accredited institution
• Application fee: $50
• Official college/university transcripts
• Work experience recommended
• Resume or curriculum vitae

The M.A International Psychology online program is a non-licensure program. For additional information on where The Chicago School meets, does not meet, or has not determined if the program meets licensure eligibility requirements for the state in which you wish to be licensed, please visit: licensures & disclosures .

Fieldwork Opportunities

Capstone Project and Field Experience

This International Psychology online MA program culminates in a capstone project and field experience that is a collaborative participatory action project with an identified local community service agency who engages in delivery of services supporting social justice/human rights on an international or global scale. Agencies will specifically address underserved, marginalized and vulnerable populations. Preparation for the capstone project and field experience on-ground work will begin in the following courses: Introduction to International Psychology, Universal Ethics and Professional Development (IN500), International Psychology and Diversity (IN528), and Culture Centered Interventions - Program Design and Evaluations (IN535). The capstone project will require the integration and synthesis of knowledge and abilities gained in previous coursework to develop a culturally sensitive project. Students will develop the project based on the needs expressed by the community agencies or organizations. The participatory action projects will be grounded in an existing theoretical or conceptual framework in the field of international psychology. Supporting literature and recommendations for best practices and evidence-based strategies will be identified in international peer reviewed journals.

You will participate in an approximately nine-day field experience at an international destination to develop a more complex understanding of the socio-cultural, historical, political and economic practices and structures affecting the dynamics of people, organizations, and environments. The goal is to facilitate the development of interculturally competent skills for interaction, and an understanding of how to engage in respectful and ethical relations with global populations. You will consider the impact of their own culture on global cultures. They will also analyze cross-cultural theories and research in order to design appropriate interventions.

The capstone project and field experience form the summative assessment component of this program, and they are designed as a culminating experience to satisfy the requirements of the competencies of the M.A. International Psychology.

Sample Courses

Introduction to International Psychology, Universal Ethics and Professional Development

This course will introduce students to the historical and theoretical foundations of international psychology and the non-Western frameworks that contributed to the development of the international psychology field. Students will evaluate ethical conduct endorsed by international psychology ethical principles recognized by the Universal Declaration of Ethical Principles for Psychologists and the American Psychological Association to ultimately adopt ethical actions informed by universal ethics and promote practices based on respect, and care for the rights of all life in the world. In addition, students will be oriented to The Chicago School’s policies, procedures, and career expectations.

Global Perspectives of Psychopathology

This course will review the development, applicability and utility of both current versions of the DSM and the ICD systems of diagnosis that govern domestic and global assessment and intervention of health and mental health definitions. It will include the theories of etiology, epidemiology, and how these are framed in the context of culture across Western, non-Western, and indigenous psychologies. A review of the potential universality of treatment application including psychopharmacology and homeopathic options related to children, adolescents and adults will be explored in depth.

An International Analysis of Life Span Development

This course explores human development from birth to death in the context of social and culturally specific practices, which promote or challenge traditional western concepts of physical and cognitive healthy growth. A variety of global theoretical perspectives will be presented to examine the role of health disparities across cultures supported by current research and scholarship. The role of individual and collective diversity practices will be of significance in understanding the life span continuum inclusive of similarities and divergence from current Western specific norms.

Career Pathways

The Chicago School’s M.A. International Psychology online program equips graduates with the skills necessary to succeed in a variety of settings.

• Non-governmental organizations
• The United Nations (UN) programs
• The World Health Organization (WHO)
• The Pan American Health Organization (PAHO)
• Multinational organizations
• Humanitarian aid
• Peace Corporation

Financing Your Education

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Providing Trauma-Informed Care for Patients while Supporting Colleagues and Each Other

“There’s trauma everywhere,” remarked Angela Tunno, PhD , an assistant professor in psychiatry and behavioral sciences. That’s why the work she and her colleagues are doing to support clinicians across Duke Health and each other in providing trauma-informed, culturally responsive, and equity-focused patient care is so critical.

For decades, Duke’s Department of Psychiatry & Behavioral Sciences has taken a multi-pronged approach to addressing trauma in the local and national community. This work has included conducting extensive research on trauma-related topics; providing patient care, training, and consultation in collaboration with the Center for Child and Family Health ; and co-leading the National Center for Child Traumatic Stress with faculty at University of California-Los Angeles. The North Carolina Psychiatry Access Line (NC-PAL) has also helped support efforts to address trauma across the state.

More recently, the department has expanded its cadre of clinicians trained in providing trauma-informed care across the lifespan. This growth has led to better access to care for patients who have experienced trauma. It has also opened up opportunities to educate and support Duke clinicians in caring for these patients. And it’s created a tight-knit community of trauma experts who rely on each other for support, validation, and ongoing personal and professional development. The team’s efforts also extend beyond campus through engagement in local, national, and international community-led partnerships and initiatives.

A Primer on Trauma-Informed Care

“I think of trauma-informed care as being safe, transparent, and patient-centered,” said assistant professor Courtney McMickens, MD, MPH, MHS , a child and adolescent psychiatrist and member of Duke Psychiatry’s trauma team.

Trauma-informed care, she noted, includes ensuring a patient’s physical and emotional safety, clearly explaining the steps of a clinic visit and the rationale behind a recommended treatment, partnering with the patient throughout the care process, and demonstrating cultural humility, to name just a few components of the approach. 

Tunno emphasizes the notion of working in partnership alongside youth, adults, and families. She conceptualizes the provider-patient relationship not in the stereotypical hierarchy, but rather as humans working together on a healing journey.

“Trauma-informed care is really about creating a space where every person, including people who have experienced trauma, feels safe, feels included, and feels understood as a whole person,” said assistant professor Stephanie Hargrove, PhD , another member of the team. In a recent Duke Health article , Hargrove discussed several principles of trauma-informed care: safety, trustworthiness and transparency, collaboration and mutuality, empowerment and choice, and understanding of cultural, historical, and gender issues.  

“Trauma-informed care is really about creating a space where every person, including people who have experienced trauma, feels safe, feels included, and feels understood as a whole person.” — Stephanie Hargrove, PhD

Trauma experiences can include—but are not limited to—neglect, acute trauma (from a single event with a potential lasting impact, such as a car accident), chronic trauma (from ongoing events, such as domestic violence), complex trauma (from multiple events of an invasive, interpersonal nature), or collective trauma (from an event experienced by a large number of people, such as a hurricane). Patients may also present with historical and/or intergenerational trauma, racial trauma, and other types of systemic trauma.

Great and Growing Need for Care

“The treatment needs have really boomed. We’re seeing that in the number of referrals,” noted Ernestine Briggs-King, PhD, a recently-retired associate professor and seasoned childhood trauma expert who provided leadership in developing the trauma team. The department receives many referrals each week for outpatient trauma-informed behavioral health care and works closely with colleagues in the community, including the Center for Child and Family Health, to meet the needs.

Another member of the team, assistant professor Briana Brownlow, PhD , sees patients on Duke University Hospital’s psychology consult-liaison service, a program she established in 2022. Many of her patients have been hospitalized due to injuries from traumatic experiences such as gunshot wounds, accidents, assaults, burns, amputations, life-threatening illnesses, and suicide attempts. She works with some patients for a short stint and others throughout their entire hospital stay.

One of Brownlow’s standard treatment goals for her patients who have experienced trauma is to reduce their risk of developing posttraumatic stress disorder. “The analogy I use with my patients is thinking about trauma as a tangled ball of spaghetti, and my goal is to straighten out the noodles so the person can digest it across time,” she explained. “That way, it doesn’t get ‘stuck in their throat,’ and as they continue to process [the trauma], it goes down well.” 

Holding Space for Consultation and Validation

Members of the trauma team convene weekly to discuss referrals, consult with each other about ongoing cases, and provide validation and emotional support for one another. 

“We bring a case conceptualization in, or we’ll talk about a dilemma we have, or an ethical question, or anything in between, and we’re bringing our trauma-focused care perspectives and expertise into the space,” said Hargrove. “We’re putting together our brains to help us ensure that everyone is getting the best care possible.”

Hargrove adds that the team intentionally carves out time for community building into the weekly meetings, noting that clinical providers often don’t allow themselves the time and space to connect with colleagues on a human level. 

“Mutual trust amongst providers has to be built to be able to talk about the impact of trauma on the ones we work alongside, but also the impact of trauma to us, because we’re holding these spaces that are tough,” added Tunno. “And if we don’t lean into that and support each other, that’s where burnout, secondary traumatic stress, and compassion fatigue live. All the stuff that people carry internally, we want to name it. We’re trauma providers—we name the hard stuff.”

“If we don’t ... support each other, that’s where burnout, secondary traumatic stress, and compassion fatigue live. All the stuff that people carry internally, we want to name it. We’re trauma providers—we name the hard stuff.” — Angela Tunno, PhD

McMickens appreciates working with a team with so much collective knowledge—especially when she’s working on a case with aspects she’s never encountered before—and the opportunities the team meetings afford to consider systemic needs and how to meet them. 

These weekly gatherings don’t just uplift the team members; they’re a vital part of the team’s work, which can be rewarding yet emotionally draining. That sense of connection and addressing challenges together is “really, really important to sustaining this work long-term,” notes Briggs-King, who recently transitioned to a leadership role at the Kennedy Krieger Institute and faculty position at Johns Hopkins University after nearly 25 years at Duke.                                                          

Sharing their Expertise across Duke Health

The team has also been called upon increasingly to support other Duke Health clinicians—both within and beyond Psychiatry & Behavioral Sciences—in caring for patients who have experienced trauma. 

“Providers throughout Duke are seeing trauma-focused cases or seeing patients with a trauma history, and they’re trying to get support,” Hargrove explained. “And they're either acute cases where they’ve needed ongoing support, or they’ve had one-off consultation questions. And we’ve met both of those needs.”

Catherine Cheely, DNP, a pediatric nurse practitioner and pediatric mental health specialist, is among the clinicians who sought the team’s help. Cheely arrived at Duke in the height of the Covid-19 pandemic, expecting to focus on managing psychiatric medication for children and adolescents. 

She soon realized, though, that her patients needed much more than medication check-ins; many of them were experiencing suicidal thoughts and engaging in self-harming behaviors, and in part due to the pandemic, connecting them with a therapist often proved challenging. 

She received training in a safety protocol for children struggling with suicidal thoughts and began delivering the intervention to patients in her outpatient clinic. “And prior to their suicide attempt or the reason that brought them to the emergency department, many of those children had experienced a lot of trauma in their life,” she recalled. “So I reached out to Angela [Tunno], desperately wanting to figure out how to better support these kids and their families.”    Initially the two met virtually every two weeks to discuss individual cases. Cheely found Tunno’s partnership and guidance so helpful, she asked if they could open up the meetings to some of her colleagues. In response, Tunno—later joined by Hargrove—led a virtual skills and support group for more than a dozen behavioral health clinicians for about a year. 

“It was extremely helpful for me, and I can honestly say it contributed to preventing my burnout. I think if I had not received support from Angela, I would have been in a very different place than I am now,” Cheely reflected. 

“I’ve worked with a lot of patients who have felt safe and comfortable enough with me that they’ve chosen to disclose things they haven’t shared with anyone else before ... I think that’s because of skills I’ve learned from Angela and Stephanie and the team.” — Catherine Cheely, DNP

She also recognizes the ways the support has enhanced her clinical practice: “I’ve worked with a lot of patients who have felt safe and comfortable enough with me that they’ve chosen to disclose things they haven’t shared with anyone else before,” she noted. “I’m very honored by that, and I think that’s because of skills I’ve learned from Angela and Stephanie and the team.”

Sarah Pope, BSN, RN, a nurse manager on an inpatient medical oncology unit at Duke University Hospital, recalls a similarly helpful experience working with Brownlow, who not only provided crucial behavioral health support to one of Pope’s complex, long-term patients, but also advised and supported the nursing staff caring for the patient. 

“After Dr. Brownlow started working with the patient, we saw countless examples of positive changes in their behavior,” Pope noted. “The patient made intentional efforts to control their response to frustrations.”

Brownlow also came to a nurses’ staff meeting to share helpful strategies and provided a tip sheet for productive, therapeutic communication. Further, she made herself available to staff for questions and checked in with them often. In addition, Brownlow participated in multidisciplinary rounds for the patient, providing insight on the patient’s limitations and capabilities from a mental health standpoint and helping the team clarify discharge goals.

“Overall, Dr. Brownlow’s involvement with this patient was incredibly helpful to our team. This patient had a unique situation and Dr. Brownlow was able to provide a much-needed service,” Pope said. “This helped our nursing team minimize burnout associated with their care. In addition, the communication techniques that Dr. Brownlow suggested helped provide a framework for future patients with these types of behavioral challenges.”

Members of the trauma team have also given Grand Rounds lectures and facilitated training sessions on topics such as trauma-informed care and secondary traumatic stress at Duke and in the local community, as well as nationally and internationally.

What’s Next for the Trauma Team

In addition to educating their colleagues across Duke Health on providing trauma-informed, culturally responsive, and equity-focused patient care, the team is excited about ongoing and new opportunities to train the department’s learners—residents, fellows, clinical psychology interns, and others—in this approach.

This year, the child and adolescent psychiatry fellowship is launching a new child trauma track. The new program builds on a trauma-informed cognitive behavioral therapy training offered to fellows for the past seven years through a partnership between the department, the National Child Traumatic Stress Network, and the North Carolina Child Treatment Program. 

The team also continues to engage in community-focused initiatives such as the Trauma-Informed Communities Project . Tunno, Hargrove, and Brownlow co-lead the project with Danielle Mearis-Harrell, MPA, at the Center for Child and Family Health and staff at Community Organizing for Racial Equity (CORE).  

“We’re working with providers from different service systems and community members to talk about trauma and its impact: What is it, how do we talk to our families about it, how do we work within systems that are supposed to help that sometimes harm, and how can we do better systemically in being more trauma-informed and inclusive?,” Tunno shared. 

Given that the community’s needs for trauma-informed care extend well beyond their current capacity, the team is eager to expand their reach. “It’s been steadily growing, both the number of providers involved with our team and also the interest in consultation and collaboration across Duke,” said Hargrove. “So, I believe our efforts will be sustained, and the trajectory is toward growth.”

The department’s trauma-informed care team also includes clinical associates Jenika Hardeman, PhD, and Tiffany Rowell, PhD , and assistant professor Amelia “Mia” Tankersley, PhD . 

Other key leaders in the department’s efforts to address trauma include, among others, Lisa Amaya-Jackson, MD, MPH , Michelle Winn, MD Distinguished Professor and co-director of the National Center for Child Traumatic Stress (NCCTS); Karen Carmody, PhD , associate professor and NCCTS deputy director; and Robert Murphy, PhD , associate professor and executive director of the Center for Child and Family Health.