what does a phd in psychology look like

Doctorate in Psychology (Ph.D. and Psy.D.) – everything you need to know in 2024

What’s in this guide, ph.d. or psy.d..

• Why get a doctorate in psychology?

Entry Requirements

• PhD in psychology jobs
• How long does it take to study?

How to choose a program

How much does it cost, earning potential , find your degree.

By psychologyjobs.com Staff Writer

A doctorate in psychology is a terminal degree typically lasting 4-7 years. It prepares graduates for independent research, clinical practice, or university-level teaching careers in psychology.

There are many reasons you may want to pursue a doctorate degree in Psychology, the following guide will provide everything you need to know; from the options, costs, timeframes, career advantages and more.

First up, what are the two types of doctorate degree you can get and what are the differences?

The two doctorate degrees you can get in psychology are Ph.D. and Psy.D.

In simple terms, a Ph.D. in psychology is more research-focused, while a Psy.D. emphasizes clinical practice. The best choice between the two depends on your career goals and whether you prefer research and academia or direct clinical work.

Why study for a doctorate in psychology?

• Doctorate-level psychologists typically have higher earning potential compared to those with a master’s degree or bachelor’s degree in the field.
• Gain in-depth knowledge and expertise in your chosen area of specialization within psychology.
• Potentially make significant contributions to the field.
• Advanced career opportunities in various settings, such as academia, research institutions, government agencies, hospitals, and private practice.
• Connect with other professionals, researchers, and academics in the field of psychology, expanding your professional network

The minimum requirements to study a doctorate degree in psychology will vary from institution to institution. However, there are several common requirements:

• Bachelor’s degree:  all programs require applicants to have completed a  bachelor’s degree , in psychology or a related field. Some programs may accept candidates with a degree in another discipline if they have completed prerequisite coursework in psychology.
• Master’s degree : Some doctoral programs require applicants to have a  master’s degree in psychology  or a related field. Others may admit students directly from their bachelor’s degree and incorporate a master’s degree into the doctorate program.
• GPA : Many programs have a minimum GPA requirement, usually 3.0 or higher. Some competitive programs require a higher GPA.
• Letters of recommendation : Applicants typically need to submit letters of recommendation from professors or professionals who can speak to their academic and research abilities.
• Research experience : Prior research experience is often valued by doctoral programs in psychology. This may include experience working on research projects, completing a thesis, or participating in research internships or assistantships.
• Personal statement:  Applicants usually need to submit a personal statement or statement of purpose that outlines their academic and research interests, career goals, and why they are interested in the specific doctoral program.

Doctorate in psychology jobs

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• School Psychologist
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• Child Psychologist

*Outside of the licensed psychologist jobs listed above many of the above roles  do not require a doctorate but it is important to note that employers for these roles are increasingly favoring candidates with a doctorate. 

How Long Does It Take To Study?

For the majority of students, a doctorate in Psychology may take anywhere from 4-7 years to finish, which will include a research dissertation and most likely residency or an internship in clinical or medical environments.

By far and away the question our career coaches get asked most frequently about doctorate degrees is how to choose a program. The choice of institutions and programs is truly overwhelming.

Here are some key factors to consider:

• Accreditation – Ensuring the program is accredited by the American Psychological Association . Accreditation affects the quality of education you will receive, your eligibility for professional licensure, and your job prospects after graduation.
• Program Focus and Curriculum –  Different programs may emphasize various aspects of psychology, such as clinical practice, counseling, research, or specific subfields like neuropsychology or health psychology. Match the program’s strengths and curriculum to your career interests and goals. Investigate whether the program offers courses and training that are critical to your desired career path.
• Faculty Expertise – Look into the backgrounds and areas of expertise of the faculty within the program. Consider how these align with your research interests or the professional skills you wish to acquire. Having mentors who are experts in your area of interest can provide invaluable guidance and opportunities for collaboration.
• Research Opportunities – For those interested in research, evaluate the resources available, such as labs, funding, and support for attending conferences or conducting fieldwork. Check if the program encourages or requires publications and what kind of support it offers to achieve these milestones.
• Clinical Training and Internships – For clinically oriented programs, look at the quality and variety of their practicum and internship placements. These are often required for licensure.
• Funding and Financial Support – Understand the types of financial support offered by the program, including teaching and research assistantships, fellowships, and grants. Funding can significantly impact your experience by allowing you to focus more fully on your studies and research without needing to seek employment externally.
• Alumni Success and Networking Opportunities –  Investigate where alumni of the program are currently working. This can give you a sense of the program’s reputation and effectiveness in placing graduates in jobs. Additionally, networking opportunities through alumni networks, professional associations, and academic conferences can be critical for career development.
• Program Size and Student Support Services – Consider the size of the program and the ratio of faculty to students, which can affect the amount of individual attention and mentoring you receive.
• Location – Certain locations might offer better practicum, internship, and employment opportunities in your field of interest due to the presence of significant healthcare facilities, research institutions, or industries.

Depending upon the institution, method of study, location and type of program then you can expect to pay $25,000-$80,000 per year to study for a doctorate in psychology.

An online program would likely fall at the lower end of this range whilst an out of state student in a private university might expect to pay the upper end of this range.

Many psychology doctoral programs, particularly in research-oriented universities, offer funding packages to their students. These can include full or partial tuition waivers, health insurance coverage, and a stipend to help with living expenses

The average salary for an individual with a doctorate in psychology is $114,768.

Earning potential varies considerably by specialty, location and industry but we see roles requiring a doctorate advertised in the $80,000-$130,000 range.

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Psy.D. Vs. Ph.D.: Which Is The Right Fit For You?

Updated: Jan 2, 2024, 3:22pm

Committing to a Ph.D. or a Psy.D. program can have a significant impact on your career path. Both will prepare you for a career in psychology , but there are significant differences between the two programs you should know about. In general, a Ph.D. in psychology focuses more on research and a Psy.D. focuses on practical application.

While both programs can lead to becoming a licensed psychologist , taking a closer look at what each degree track will provide will help you determine whether a Ph.D. or Psy.D. is best for you.

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What Is a Ph.D. in Psychology?

A Ph.D. in psychology, or a Doctor of Philosophy in psychology, is a doctoral degree that primarily focuses on training students in scientific research. Compared to a Psy.D, the Ph.D. is more common and can be found at many public and private universities.

Students in a Ph.D. in psychology program can expect to obtain and build on the knowledge and skills within general psychology or in a concentration. The American Psychological Association (APA) has an extensive list of subfields that range from clinical psychology to climate and environmental psychology.

Benefits of a Ph.D. in Psychology

A significant benefit of a Ph.D. in psychology is that it offers more financial aid options. Many programs offer scholarships, teaching assistantships or even full or partial tuition remission to cover expenses. Some programs also have research grants and fellowships that are sponsored by government agencies and private companies that you can apply for and become part of a research team.

Another benefit is that some programs offer training in both applied practice and in research, rather than focusing heavily on application as a Psy.D. program would. Having dual training may provide you more opportunities on the job market.

What Is a Psy.D.?

A Psy.D., or a Doctor of Psychology, is also a doctoral degree that focuses on application. A Psy.D. program prepares students to provide services for patients and clients, rather than a focus on research.

Unlike a Ph.D., Psy.D. programs are often found in professional schools of psychology that may be university-based, free-standing or in medical or health and science institutions.

Benefits of a Psy.D.

While a Psy.D. may not have the same financial benefits of a Ph.D. program, a Psy.D. will give you more experience with patients earlier in your program. Candidates will often begin coursework and clinical training in the first year of their program.

A Psy.D. program, such as one for aspiring clinical psychologists , features an intensive focus on client-focused skills. Courses can include supervision and consultation, treatment and assessment and other classes that will cover disorders.

In some Psy.D. programs, you may be expected to complete a doctoral-level research project instead of a dissertation.

What to Consider When Choosing a Program

The first consideration you should make when choosing a program is the kind of work you want to pursue post-graduation. Do you want to do research or teach? Do you want to provide services to clients and patients?

Here are some considerations you should make when making the big decision.

Look at Time Spent in School

Both Ph.D. and Psy.D. programs require a heavy investment of your time in school. Programs often require applicants to have an undergraduate and master’s degree. However, some programs have combined master’s and doctorate degrees, reducing years of education and allowing students to enter the workforce sooner.

Students can expect to spend five years in school before obtaining a degree, with four years of coursework and one year of internship. Many candidates, however, take between five to seven years to graduate.

Find Your Focus

Your academic focus and concentration choice may sway your decision in applying for one doctoral degree over the other.

Concentrations in a Psy.D program are typically in clinical, counseling, school or industrial-organizational psychology . In contrast, the options of subfields within a Ph.D. program are more broad and focus heavily on research and experimentation to build knowledge within a discipline.

Consider Your Career Path

Considering your career path or interests will help you decide whether a Ph.D. or Psy.D. is right for you. While the most familiar psychology careers are commonly found in education and healthcare, psychologists are needed in other industries, such as business and technology. These in-demand specialties contribute to high psychologist salaries .

Accreditation

Accreditation of your Ph.D. or Psy.D. program ensures that your program is recognized by the governing bodies for licensure. While completing an accredited program will not guarantee you employment or licensure, it will equip you with necessary skills and knowledge.

The APA has a tool to help students find accredited doctoral programs, as well as internships and postdoctoral residencies across the country.

Frequently Asked Questions (FAQs)

What can you do with psy.d..

A Psy.D. focuses on working directly with patients to provide psychological services. For example, a clinical Psy.D. will prepare students to provide mental and behavioral healthcare to individuals and families across all demographics and over individuals’ lifespans.

Which psychology field is most in-demand?

The U.S. Bureau of Labor Statistics projects strong job growth for psychologists from 2022 to 2032, with a 6% increase overall. Clinical and counseling psychologists will see the highest demand, with an expected growth rate of 11%, followed by industrial-organizational psychologists at 6%.

How long does it take to earn a Ph.D. in psychology?

Many Ph.D. programs project a five year completion time. However, many students can take upwards of seven years.

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Getting a Ph.D. in Psychology

Verywell / Evan Polenghi

Ph.D. vs. Psy.D.

Job opportunities, earning a degree, specialty areas, alternatives.

Getting a Ph.D. in psychology can open up a whole new world of career opportunities. For many careers paths in psychology-related career paths, a doctoral degree is necessary to obtain work and certification. A Ph.D. is one option, but it is not the only educational path that's available to reach some of these goals.

A Ph.D., or doctor of philosophy, is one of the highest level degrees you can earn in the field of psychology . If you're considering pursuing a graduate degree, you might be wondering how long it takes to earn a Ph.D. in psychology . Generally, a bachelor's degree takes four years of study. While a master's degree requires an additional two to three years of study beyond the bachelor's, a doctoral degree can take between four to six years of additional graduate study after earning your bachelor's degree.

Recently, a new degree option known as the Psy.D. , or doctor of psychology, has grown in popularity as an alternative to the Ph.D. The type of degree you decide to pursue depends on a variety of factors, including your own interests and your career aspirations.

Before deciding which is right for you, research your options and decide if graduate school in psychology is even the best choice for you. Depending on your career goals, you might need to earn a master's or doctoral degree in psychology in order to practice in your chosen field. In other instances, a degree in a similar subject such as counseling or social work may be more appropriate.

A doctorate in psychology is required if you want to open your own private practice.

If you want to become a licensed psychologist, you must earn either a Ph.D. or a Psy.D. in clinical or counseling psychology.

In most cases, you will also need a doctorate if you want to teach and conduct research at the college or university level. While there are some opportunities available for people with a master's degree in various specialty fields, such as industrial-organizational psychology and health psychology , those with a doctorate will generally find higher pay, greater job demand, and more opportunity for growth.

In order to earn a Ph.D. in psychology, you need to first begin by earning your bachelor's degree. While earning your undergraduate degree in psychology can be helpful, students with bachelor's degrees in other subjects can also apply their knowledge to psychology Ph.D. programs . Some students in doctorate programs may have a master's degree in psychology , but most doctorate programs do not require it.

After you’ve been admitted to a graduate program, it generally takes at least four years to earn a Ph.D. and another year to complete an internship. Once these requirements have been fulfilled, you can take state and national exams to become licensed to practice psychology in the state where you wish to work.

Once you enter the graduate level of psychology, you will need to choose an area of specialization, such as clinical psychology , counseling psychology, health psychology, or cognitive psychology . The American Psychological Association (APA) accredits graduate programs in three areas: clinical, counseling, and school psychology.   If you are interested in going into one of these specialty areas, it's important to choose a school that has received accreditation through the APA.

For many students, the choice may come down to a clinical psychology program versus a counseling psychology program. There are many similarities between these two Ph.D. options, but there are important distinctions that students should consider. Clinical programs may have more of a research focus while counseling programs tend to focus more on professional practice. The path you choose will depend largely on what you plan to do after you complete your degree.

Of course, the Ph.D. in psychology is not the only graduate degree option. The Psy.D. is a doctorate degree option that you might also want to consider. While there are many similarities between these two degrees, traditional Ph.D. programs tend to be more research-oriented while Psy.D. programs are often more practice-oriented.

The Ph.D. option may be your top choice if you want to mix professional practice with teaching and research, while the Psy.D. option may be preferred if you want to open your own private psychology practice.

In the book "An Insider's Guide to Graduate Programs in Clinical and Counseling Psychology," authors John C. Norcross and Michael A. Sayette suggest that one of the key differences between the two-degree options is that the Ph.D. programs train producers of research while Psy.D. programs train consumers of research. However, professional opportunities for practice are very similar with both degree types.

Research suggests that there are few discernible differences in terms of professional recognition, employment opportunities, or clinical skills between students trained in the Ph.D. or Psy.D. models. One of the few differences is that those with a Ph.D. degree are far more likely to be employed in academic settings and medical schools.

Social work, counseling, education, and the health sciences are other graduate options that you may want to consider if you decide that a doctorate degree is not the best fit for your interests and career goals.

A Word From Verywell

If you are considering a Ph.D. in psychology, spend some time carefully researching your options and thinking about your future goals. A doctoral degree is a major commitment of time, resources, and effort, so it is worth it to take time to consider the right option for your goals. The Ph.D. in psychology can be a great choice if you are interested in being a scientist-practitioner in the field and want to combine doing research with professional practice. It's also great training if you're interested in working at a university where you would teach classes and conduct research on psychological topics.

University of Pennsylvania; School of Arts and Sciences. Information for applicants .

American Psychological Association. Doctoral degrees in psychology: How are they different, or not so different?

U.S. Department of Labor.  Psychologists . Occupational Outlook Handbook .

Norcross JC, Sayette MA. An Insider's Guide to Graduate Programs in Clinical and Counseling Psychology (2020/2021 ed.) . New York, NY: The Guilford Press; 2020.

Davis SF, Giordano PJ, Licht CA. Your Career in Psychology: Putting Your Graduate Degree to Work . John Wiley & Sons; 2012. doi:10.1002/9781444315929

US Department of Education. Bachelor's, master's, and doctor's degrees conferred by postsecondary institutions, by sex of student and discipline division: 2016-17 .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Accredited by the American Psychological Association , the clinical psychology PhD program follows a scientist-practitioner model. Students are trained as applied researchers and scientists, developing skills in research and practical methods used to advance knowledge of the causes, prevention and treatment of emotional, behavioral and physical health problems within diverse communities.

We embrace a community psychology orientation that emphasizes multiple influences on the health and wellbeing of individuals and communities and values engaging communities in all aspects of the work that we do.

Our training is grounded in developmental and social-ecological perspectives that attend to the intersection of multiple forms of diversity and recognize the impacts of systemic oppression on individuals and communities. We aspire to train behavioral scientists who are able to identify, implement and evaluate strategies to promote equity and social justice and to reduce health and mental health disparities in a variety of settings.

Faculty subscribe to a range of theoretical orientations, including cognitive-behavioral, family systems, social-ecological and community frameworks. These perspectives enable students to develop a broad base of knowledge and the opportunity to specialize in particular areas of research and evidence-based application.

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  Resources for Current Students

  Clinical Doctoral Student Handbook for Fall 2024 (PDF)

Faculty Mentor Requirement

The clinical program follows a mentorship model. Qualified applicants are chosen based on how their interests fit with the overall goals of the program and with the research interests of specific faculty members. These faculty will be available to mentor students beginning in the 2025-26 academic year: Dr. Sarah Calabrese , Dr. Fallon Goodman and Dr. Sharon Lambert .

Applicants should review bios for these core faculty and indicate their ranking on the online application for the PhD program in clinical psychology.

Faculty Preference Ranking (PDF)

Program Information

American psychological association accreditation.

The clinical psychology program has been accredited by the American Psychological Association (APA) Committee on Accreditation (COA) since 1970. COA is part of the Office of Program Consultation and Accreditation (OPCA).

View Student Admissions, Outcomes and Other Data

Further information on the Department of Psychological and Brain Sciences’ accreditation status and the accreditation process may be obtained from the American Psychological Association:

American Psychological Association Office of Program Consultation and Accreditation 750 First St. NE Washington, DC 20002-4242 202-336-5979  [email protected]

The clinical psychology program is also recognized by the Society for Community Research and Action as a doctoral clinical-community training program.

To build real-world clinical experience, students in the PhD program complete a minimum of two assessment practica and two therapy practica in the  Meltzer Psychological and Community-Based Services Center.

Additionally, students complete two externship placements in community settings. Clinical practice is supervised by licensed faculty members and clinicians at field placements.

Finally, as part of the PhD program in Clinical Psychology, students are also required to complete a one-year Psychology Internship Training Program. In almost all cases this will be an APA- approved pre-doctoral internship program.

Our Clinical Psychology program trains graduates who are successfully licensed in many states. No graduate from our program has been turned down for licensure due to insufficiencies in our program’s education and training. However, the practice of psychology (licensure) is regulated at the state level. State licensing authorities, commonly referred to as “State Boards,” determine the specific educational and training requirements for licensure in their State. Licensure requires more training than our degree’s educational requirements and may vary by state. Most states have post-doctoral clinical supervision requirements, and some states have specific training requirements that may not be automatically covered in GWU’s program. For a general description of the licensing processes in clinical psychology and a state by state listing of our recent understanding of educational requirements and how GWU’s program aligns with the requirements of each state, please review our Consumer Disclosure Information report (PDF) .

The program develops students into well-rounded, confident professionals in several roles:

• Researchers and applied scientists
• Interventionists who use methods and substantive findings to inform assessment, prevention and treatment
• Professionals who consider applied problems from a lifespan developmental perspective and from multiple levels within human social ecology
• Clinical psychologists equipped with the specialized skills necessary for implementing promotion, prevention and treatment programs for diverse clients

Clinical Doctoral Student Handbook for Fall 2024 (PDF)

NIMH T32 Training Program for Select Students

The George Washington University is offering full doctoral scholarships* to prepare the next generation of community-engaged researchers to develop and lead social-structural and intersectional approaches to promote equity and improve HIV and related health outcomes. The training program is supported by 18 multi-disciplinary faculty conducting both global and domestic research on HIV, mental health, substance use, and violence.

Trainees will receive instruction and mentorship in:

• Social and structural, critical, and intersectional theory
• Community-engaged research design and methods
• Multi-level intervention development and evaluation

Trainees must apply and be accepted to the PhD program. Individuals from underrepresented populations are strongly encouraged to apply. To learn more about TASHI, visit the website or email [email protected] .​

*Full scholarships include tuition, living expenses, and health insurance.

"Through class discussion, research and clinical experiences, I learned that the symptom is never bigger than the story. This has been a cornerstone of my work as a clinician."

Henry Prempeh PhD '13

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Course Requirements

The following requirements must be fulfilled:

The general requirements stated under  Columbian College of Arts and Sciences, Graduate Programs .

The requirements for the  Doctor of Philosophy Program .

72 credits, including 54 credits in required courses, at least 6 credits in dissertation courses, and 15 credits in dissertation or elective courses. Students also take five 0-credit courses and successfully complete a comprehensive examination.

In addition, students are required to obtain clinical training, including a minimum of two assessment practica and two therapy practica in the  Meltzer Center ’s Psychological and Community-Based Services, and to complete a one-year psychology internship training program. In almost all cases this will be an APA- approved pre-doctoral internship program.

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Doctoral degrees in psychology: How are they different, or not so different?

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Doctoral degrees in psychology offer individuals preparation to conduct scientific research, professional practice or both. Most individuals receive either the Doctor of Philosophy (PhD) or the Doctor of Psychology (PsyD) degree. Although each of these degrees is designed to engage students in deep knowledge and skills within a subfield of psychology, there are substantial differences in the type of training and career plans of individuals with these degrees. Finding the best-fitting program for an individual student begins with understanding these differences.

Doctor of Philosophy (PhD)

The PhD is the most common degree conferred in psychology and is generally offered at either private or public research universities. 1  PhD degrees are intended for students interested in generating new knowledge through scientific research (i.e., setting up experiments, collecting data, applying statistical and analytical techniques) and/or gaining teaching experience . PhD graduate students receive substantial training in research methods and statistics in order to independently produce new scientific knowledge and are often required to produce a dissertation to demonstrate research competency. Students enrolling in PhD programs may also be interested in pursuing professional careers in applied work — such as health services, counseling in school settings and consulting in businesses and organizations in addition to research and academic work.

Doctor of Psychology (PsyD)

The PsyD degree came into existence in the 1970s as an alternative to the PhD for those more interested in providing psychological services than conducting disciplinary research. The PsyD degree is generally offered in professional schools of psychology — either affiliated with research or teaching universities or housed in a free-standing graduate school. 2  The focus of PsyD programs is to train students to engage in careers that apply scientific knowledge of psychology and deliver empirically based service to individuals, groups and organizations. Most programs require students to write a thesis or dissertation, and students may use quantitative or qualitative methodologies to demonstrate how psychological research is applied to human behavior.

Both PsyD and PhD programs can prepare students to be licensed psychologists, and training in these types of programs prepares graduates to take state licensing exams (licenses are awarded by individual states, not graduate programs). 3  Many states require graduates to have attended accredited graduate programs to ensure that all students have minimum training and competency necessary for treating patients and serving clients. APA accredits doctoral programs in clinical, counseling and school psychology, and you can find a list of these programs on the APA Office of Program Consultation and Accreditation website.

When you’re gathering information about particular programs, it is important you understand what training and education the program provides so you are aware of what skills and abilities you will acquire and how those prepare you for a career after you get your doctorate. There is no “best” doctoral degree in psychology: There are, however, “best-fits” for your academic and professional goals. Please visit the Office of Graduate and Postgraduate Education and Training website for more resources on graduate study in psychology. The APA Office of Program Consultation also provides further details on the distinctions between PhD and PsyD degrees in its Standards of Accreditation for Health Service Psychology (PDF, 222KB).

1  According to the most recent Graduate Study in Psychology data from 2013-2014, 94 percent of participating PhD programs were housed in university colleges of arts and sciences or education. Participating PhD programs housed within nonspecified or indeterminate institutional locations were excluded from analysis.

2  According to the most recent Graduate Study in Psychology data from 2013-2014, 72 percent of participating PsyD programs were housed within professional schools of psychology (university-based or free-standing) or in medical/health science institutions. Participating PsyD programs housed within non-specified or indeterminate institutional locations were excluded from analysis.

3  The Association of State and Provincial Psychology Boards offers comprehensive resources pertaining to psychology licensure regulations and examination requirements.

About the Authors

Fowler leads the Education Directorate’s efforts to develop resources, guidelines and policies that promote and enhance disciplinary education and training in psychology at the graduate and postdoctoral levels. Throughout his career, Fowler has been active in education, training and career development for young scientists. He served on the National Postdoctoral Association’s board of directors from 2009-12 and is a member of its finance committee. He has been an invited speaker or keynote presenter at more than 100 career development events and has served as a panelist for two National Academies of Science Committees, the State of the Postdoctoral Experience and the Committee on Research Universities. From 2005-07, he was the director of the science careers outreach program at the American Association for the Advancement of Science, where he developed workshops, presentations and seminars and wrote articles to help early career scientists promote and pursue their chosen career paths. He has served as a consultant for universities and research institutions on developing training grants for graduate students and postdoctoral scholars and developing learning outcomes and assessing career outcomes.

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• Psychology, PhD

Psychology offers six areas of concentration (known as area groups): biological, clinical, cognitive and cognitive neuroscience, developmental, perception, and social and personality. Although there is a good deal of collaboration and interaction across groups, each area of concentration has its own requirements for graduate study and students are typically admitted into one of these areas of concentration.

Although most incoming graduate students' interests fall within these six areas of concentration, some do not. That some students' interests cut across disciplinary area groups and/or interface with other programs on campus is to be expected in a top-notch department because the boundaries of psychology itself are in flux. An innovative feature of the program is the Individualized Graduate Major designed for those graduate students who do not find a niche in the current area group structure and, instead, wish to cross area group lines and/or incorporate substantial training from other programs in their psychology graduate work. It is important to emphasize that the Individualized Graduate Major leads to a psychology PhD and is not appropriate for students whose graduate study does not emphasize psychological science. Such students are advised to pursue a PhD in another program or a committee degree.

Faculty members and graduate students have many affiliations with other departments, institutes, and training programs: Institute on Aging, Waisman Center, Wisconsin Regional Primate Research Center, Health Emotions Center, Neuroscience Training Program, Keck Neuroimaging Center, Hearing Training Program, Center for Research on Gender and Women, Institute for Research on Poverty, NSF National Consortium on Violence Research, Mass Communications Research Center, and Survey Research Laboratory. There are strong ties to the departments of Anatomy, Anthropology, Communicative Disorders, Educational Psychology, Entomology, Forest and Wildlife Ecology, Medical Microbiology and Immunology, Industrial Engineering, Ophthalmology, Psychiatry, Sociology, and Zoology.

Biology of Brain and Behavior

The biological psychology area encompasses the subdisciplines of behavioral neuroscience and animal behavior. Students sponsored by faculty in this area are trained in theory and methods required for understanding the biological bases of behavior. The doctoral track in behavioral neuroscience provides research training in specific methods and techniques needed to assess brain and peripheral physiological mechanisms. Topic areas investigated by program faculty include psychoneuroimmunology, hormone–behavior relationships, neurobiology of stress and arousal, sensory processes, and the neural organization of the cerebral cortex. Age-related changes during development, and the impact of stress on health and behavior are also important foci. Students learn modern surgical, neuroanatomical, neurophysiological, neuroimaging (PET, MRI), immunohistochemical, pharmacological, and behavioral techniques. Training in hormone and immune assays, or cellular recording, are also provided when required for the student's research. Conceptual issues, such as experimental design, and the relevance to human clinical and social conditions are emphasized.

Students sponsored by faculty in this area are trained in theory and methods required for understanding the biological bases of behavior. The doctoral track in behavioral neuroscience provides training in specific research methods and techniques needed to assess brain and peripheral physiological mechanisms. Our students can also pursue training in theories and methodologies involved in the study of animal behavior. Coursework and research provide a unique interdisciplinary experience with a strong emphasis on evolutionary/ecological principles and proximate mechanisms, including communication and the role of hormones and social relationships underlying the expression of behavior. Our goal is to train outstanding students with a special interest in integrating knowledge across traditional discipline lines.

Many facilities are available for graduate training, including the department’s Harlow Primate Laboratory, internationally known for its studies of primate development and learning. Many primate projects also take advantage of the neuroimaging resources at UW and benefit from the Wisconsin National Primate Research Center with its large rhesus monkey and marmoset colonies. Within the Brogden Psychology Building, research programs utilize many other small animal species.

Our program continues to grow and incorporate new perspectives. Our students and faculty interact and collaborate with the Departments of Anthropology, Comparative Biosciences, Psychiatry, Wildlife Ecology, and Zoology, as well as the Neurosciences Training Program, Institute on Aging, and Center for Excellence in Women’s Health Research. The University of Wisconsin provides a diverse and stimulating academic environment for training in Biological Psychology.

Clinical Psychology

The training model for the UW–Madison doctoral program in clinical psychology is that of a scientist–practitioner. Based on the program's endorsement of a scientist–practitioner model, the educational plan focuses on two major and interrelated goals that integrate science and practice:

• to produce graduates who have the requisite knowledge, skills, and experience to create and disseminate new knowledge about the processes and mechanisms underlying psychopathology; and
• to produce graduates who have the requisite knowledge and skills for entry into the practice of professional clinical psychology and who understand and appreciate the importance of an empirical basis to clinical practice.

The program uses a mentor model for research training; applicants are admitted to the program based in part on how closely their research interests are aligned with that of current faculty. The close working relationship between the faculty mentor and the graduate student is one of the mechanisms that serves to integrate theory and research with the applied training. Coursework and practicum experiences comprise the other mechanisms that foster the integration of science and practice.

The interests of and methods utilized by faculty vary widely but all share the common goal of pursuing innovative, cutting edge analyses of major forms of psychopathology. The program also offers excellent clinical training and in the course of their tenure in the program, graduate students in clinical psychology develop expertise in both assessment and treatment of psychopathology. However the student who is not deeply committed to research and scholarship will, in all likelihood, not be satisfied with the Wisconsin Clinical Program.

During their stay, clinical graduate students complete courses in assessment, clinical research methods, and a sequence of clinical core courses covering the etiology and treatment of psychopathology, in addition to statistics/methodology courses and coursework in nonclinical areas both in and outside of the department. The required curriculum may take more than five years to complete. The clinical program is situated in a world-class department that includes area groups in biology of brain and behavior, cognitive and cognitive neuroscience, developmental, perception, and social and personality. In addition, an Emotion Training Program within the department cuts across all other area groups and is supported by an NIMH training grant. Many clinical students and faculty are involved in various aspects of the Emotion Training Program. Clinical students have access to an extensive range of opportunities through collaborations with other units on campus including the Waisman Center, an interdisciplinary research institute for developmental research; the Institute on Aging; the Waisman Laboratory for Brain Imaging and Behavior; the Department of Psychiatry; and other departments in the Medical School, College of Letters & Science, and the School of Education.

A major goal of the program is to integrate students' clinical and research activities. Students begin their clinical practicum in the Psychology Department Research and Training Clinic  during their third year in the program and typically continue such practicum training throughout the remainder of their graduate careers. An important component of clinical training is the "Small Group Practicum" in which various clinical professors supervise practicum activities on topics related to their own areas of interest. In the summer following the third academic year, the student is appointed to a clerkship in one of the several agencies that cooperate with the department in providing practicum training. Finally, all clinical students obtain at least one full year of full-time clinical experience in an approved internship facility. Whereas many students obtain internships at various of the better-known training centers around the country, other students complete their internships at one of the excellent local sites. Virtually all clinical graduate students have received financial support while in residence in the graduate program.

Cognitive and Cognitive Neuroscience (CCN)

The study of cognition and perception has undergone explosive growth during the past decade with exciting developments in psychology and related fields and with new techniques for studying mind and brain. The cognitive and perceptual sciences (CPS) area group provides a unique and stimulating graduate school experience for students interested in an interdisciplinary approach to cognition and perception. Faculty members combine expertise in cognition and perception with a broad arsenal of methods including experimental, developmental, computational, and biological approaches. This breadth in methodologies is paralleled by breadth across disciplines of communicative disorders, educational psychology, and neuroscience. Areas of exceptional strength in cognition include language development, speech perception, neural representation of language and memory, gesture, higher-level comprehension, music cognition, problem solving, and embodied cognition. Research in hearing and vision includes perceptual development, perception of complex sounds, perception of 3-D layout and auditory space, attention, and neural processing of auditory and visual objects and events. Laboratory facilities are comprehensive and fully state of the art, enhanced by unique opportunities for training in neuroimaging at the Keck Laboratory for Functional Brain Imaging and in developmental methods at the Waisman Center. The program is committed to maintaining a collegial environment in which students collaborate with faculty in developing their research programs. Graduates with a PhD from the program maintain careers as university or college professors, or as researchers at public or corporate laboratories.

Developmental Psychology

Research in the developmental area group focuses on the interrelationships of biological, environmental, and behavioral processes throughout the life span, and on the mechanisms and processes of change. The program emphasizes interdisciplinary studies and allows graduate students flexibility in designing a program of study consonant with their goals and interests. One central part of the developmental program is a weekly lunch meeting, in which students and faculty present ongoing research and discuss current topics in the field. Students in the program focus on cognitive, emotional, language, perceptual, personality, social development, or relations between these areas. Within these content domains, students and faculty conduct research on both typical and atypical development, and work with individuals representing a wide range of ages, including infants, preschool and school-age children, adolescents, adults, and the elderly. Specific faculty research interests include the development of mathematical reasoning and problem solving, development of visual perception and attention, developmental behavioral genetics, gender role development, developmental psychopathology, resiliency in adulthood and aging, and language acquisition.

Participants in research studies are drawn from an unusually wide variety of sources, including local preschools and day care centers; public, and private schools in the Madison area; the Dane County Division of Children, Youth, and Families; the Wisconsin Longitudinal Survey; University of Wisconsin Hospitals and Clinics; and the Institute on Aging. Many developmental faculty are affiliated with the Waisman Center on Human Development, which provides a database of typically developing infants and children with developmental disabilities.

Social and Personality Psychology

The program is designed to train students for research on the cutting edge of the fields of social and personality psychology . The curriculum consists of a series of courses and seminars designed to provide students with a thorough introduction to the fields of social and personality psychology. This coursework is complemented by courses that provide the methodological and statistical skills necessary for several kinds of research. The primary emphasis is on experimental laboratory research, but training is also provided in field research, longitudinal studies, observational methods, and archival research. There are also opportunities to pursue theoretical issues in various applied areas (e.g., education, health psychology). The goal is to train students for productive academic careers in university settings. Students are provided with the opportunity to work collaboratively with one or more faculty members on a variety of research topics, including acculturation, achievement behavior, attitudes, competition, culture and cognition, emotion, goals and self-regulation, interest and intrinsic motivation, social cognition, social perception, social neuroscience, and stereotypes, prejudice and intergroup relations. Students are also encouraged to develop their own independent lines of research.

Additional resources are available to students from outside the psychology department. The social psychology program in the sociology department shares faculty members and courses with the program in psychology and offers seminars that supplement those taught in psychology. In addition, resources are provided by the Mass Communications Research Center, the Institute for Research on Poverty, and the Survey Research Laboratory.

The department has an extraordinary array of research facilities. Virtually all laboratories are fully computer controlled, and the department's general purpose computing facilities are freely available to all graduate students. The Brogden Building and the Harlow Primate Laboratory have special facilities for housing animals, as well as for behavioral, pharmacological, anatomical, immunological, and physiological studies. The department is well-equipped for studies of visual, auditory, and language perception and other areas of cognitive psychology. In addition, the Psychology Department Research and Training Clinic is housed in the Brogden Building. See  Research Labs  for further information about individual faculty research labs and facilities. Connections with other departments and research institutes on campus (e.g., W.M. Keck Laboratory for Functional Brain Imaging and Behavior, and others) have been described above.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

An applicant is admitted into the program by an individual faculty member or by an area group (i.e., a group of faculty members associated with a major area of concentration) and not by the department as a whole, nor by an admissions committee. Because these programs tend to be small, they may not admit students in a particular year. Applicants interested in a particular program or working with a particular faculty member should reference graduate program  on the psychology website or contact individual faculty members to determine if admissions are likely for that year.

Each faculty member and area group give preference to applicants who have a high potential for success in graduate school and who also share research interests with the prospective faculty sponsor. Applicants should consider carefully the description of faculty research interests, read several of their publications, and consult with faculty and advisors at the undergraduate institution before applying to the program. Whereas most applicants have majored in psychology, the department gives full consideration to applicants with undergraduate majors in other relevant areas.

Given its commitment to students, the Department of Psychology takes seriously its responsibility when admitting an applicant. Every piece of information is considered carefully. Students are selected on the basis of record of academic achievement, references, evidence of motivation and ability to do research, and also the fit between faculty and student research interests.

Information regarding application deadlines is on the program website .  Applicants should have a completed application in by the deadline to ensure full consideration. Most applicants admitted into the program are supported by either a research or project assistantship, teaching assistantship, or fellowship.

Admission Selection Criteria

Although individual faculty members and area groups decide who will be admitted, the psychology department sets certain minimum standards that must be met by those admitted to the graduate program. These are an undergraduate grade point average (GPA) of at least 3.0 on a 4.0 scale.

Consideration for admission is highly competitive. The department receives approximately 400 applications each year and less than 10 percent are admitted to the program. Applicants who fall below the minimum standards set by the department may still be admitted where there is clear justification (e.g., international students or minority group students whose GRE scores may not be an indicator of potential for graduate work, or students who are below the minimum requirement in one respect but well above it in other respects).

Undergraduate research experience is highly valued in applicants to the program and greatly enhances their chances of admission. Such research experience provides an opportunity to discover whether research is of interest and provides evidence of motivation and ability to do research.

Three references are required and are read very carefully. Good letters in favor of the applicant are essential and should be provided by faculty who know the applicant fairly well. The references should provide information that will evaluate potential for graduate work beyond that revealed by the GPA. For example, a reference from a professor who writes about a student's unique skills, research abilities, and motivation is more influential than a reference that says the student received an "A" and was "very pleasant." Thus, references from faculty the applicant has worked with on a research project or senior thesis carry more weight in making a decision to admit.

In addition to references and grades, the faculty also consider carefully the personal statement.  Applicants should describe in the personal statement any prior research experience and their role in that research.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Many students also receive NSF or NIH predoctoral fellowships and other awards during their course of study within the program. To support professional development, small grants fund student research and travel to present work at national conferences. The department hosts two training grants from NIH, one focused on Emotion and one focused on Language, that each support several predoctoral students.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Mode of Instruction

Mode of Instruction Definitions

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required Courses

Students are required to take two semesters of statistics/methods ( PSYCH 610 and PSYCH 710 ) and six additional courses. Two of the six additional courses should be outside the student’s area of research expertise. Students must also complete a required First-Year Project. Students must register for and attend a Proseminar meeting each academic year semester (fall/spring) during their first three years. Students are encouraged to continue to register for and attend a proseminar in later years while in residence.

Students should expect to complete at least 40 credits in courses offered in-person at the UW-Madison campus.

Clinical Psychological Science Pathway 1

Students pursuing the limited enrollment accredited Clinical Psychological Science pathway in the program complete the requirements for the doctoral program with specified coursework comprising Foundations in Clinical Psychological Science within the first two years of matriculation, as well as Advanced Clinical Psychological Science. Coursework includes the etiology and treatment of psychopathology, the theory and application of clinical assessment, clinical research methods, statistics/methodology courses, as well as other coursework in nonclinical areas both in and outside of the department. Working from this foundation, students may complete an approved internship or engage in further research.    The coursework in Clinical Psychological Science typically requires three years to complete. After completing the Foundations coursework, students determine a training path in consultation with the program faculty.  Depending on the student’s research goals and/or clinical training aspirations, it may take six or more years to complete all training opportunities in the program (i.e., clinical practicum, masters and dissertation research, internship).

These pathways are internal to the program and represent different curricular paths a student can follow to earn this degree. Pathway names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate credits earned at other institutions.

Applying prior coursework toward the graduate degree is allowed only in exceptional circumstances. In total, only 6 credits maximum may be applied from prior coursework, including any prior coursework from graduate work from other institutions, from a UW–Madison undergraduate degree or from the UW–Madison University Special career. Coursework earned ten or more years prior to admission to the program may not be used to satisfy doctoral degree requirements.

Undergraduate Credits Earned at Other Institutions or UW-Madison

Credits earned as a professional student at uw-madison (law, medicine, pharmacy, and veterinary careers).

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a University Special student at UW–Madison

Refer to the Graduate School: Probation policy.

Advisor / Committee

Every graduate student is required to have an advisor. An advisor is a faculty member, or sometimes a committee, from the major department responsible for providing advice regarding graduate studies. An advisor generally serves as the thesis advisor. In many cases, an advisor is assigned to incoming students. Students can be suspended from the Graduate School if they do not have an advisor.

To ensure that students are making satisfactory progress toward a degree, the Graduate School expects them to meet with their advisor on a regular basis.

A committee often accomplishes advising for the students in the early stages of their studies.

Credits Per Term Allowed

Time limits.

Refer to the Graduate School: Time Limits policy.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

Students should contact the department chair or program director with questions about grievances. They may also contact the L&S Academic Divisional Associate Deans, the L&S Associate Dean for Teaching and Learning Administration, or the L&S Director of Human Resources.

• Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Learning Outcomes
• Develop a broad understanding of the field of Psychology.
• Develop a deep understanding of the theory and literature combined with critical thinking skills.
• Develop a proficiency in experimental design and statistical analyses relevant to psychological research.
• Acquire expertise in the oral and written communication of experimental findings.
• Clinical students will receive broad training in the theory and practice of clinical psychology.

Professors : Bennett (chair), Abramson, Alibali, Auger, Berridge, Brauer, Curtin, Davidson, Devine, Gernsbacher, Glasford, Green, Gooding, Harackiewicz, Marler, Niedenthal, Pollak, Postle, Rogers, Ryff, Saffran, Shutts

Associate Professors : Austerweil, Li, Lupyan, Saalmann, Schloss, Walsh

Assistant Professors : Buttrick, Chadwick, Ferrigno, Hawkins, Jerald

• Accreditation

Accreditation for the Clinical Psychological Science Pathway

American Psychological Association

Accreditation status: Accredited. Next accreditation review: 2029.

Psychological Clinical Science Accreditation System

Accreditation status: Accredited. Next accreditation review: 2024.

• Requirements

Contact Information

Psychology College of Letters & Science psych.wisc.edu

Department of Psychology [email protected] 608-262-2079 Admissions Office, W. J. Brogden Psychology Building 1202 W. Johnson St., Madison, WI 53706

C. Shawn Green, Director of Graduate Studies [email protected]

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

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Choosing a Doctorate Program in Psychology

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However, before choosing a doctorate program in psychology , there are various requirements to meet and personal considerations to address.

Education Prerequisites

Before choosing a doctorate program in psychology, prospective students need to possess at least a bachelor's degree in psychology, or in another subject. Some doctorate programs do not require a graduate to have a master's degree in psychology, while others actively seek out applicants with a master's degree in psychology.

Depending on the school, a student must have completed certain courses (especially statistics) or meet other requirements before starting his or her doctorate-level course of study.

The application process for the majority of psychology doctorate programs often requests the submission of Graduate Record Examination ( GRE ) scores, several letters of recommendation, and a personal essay or statement. For some schools, interviews are also a part of the application process.

Program Coursework

A full-time student typically completes his or her doctorate studies in psychology within about five to seven years. The coursework for a doctorate program in psychology equips graduates with the knowledge and skills related to all aspects of the field, which makes it easier to obtain higher-paying positions and enjoy more opportunities for career growth. Students typically learn about human psychological development, as well as how to address the individual and group therapy progress.

Many psychology Ph.D. programs offer options to choose a concentration, which will affect a student's overall program coursework. Depending on the school, the typical coursework for a doctorate program in psychology centers on psychological development, theories and practices, and includes classes on:

• Human development
• Psychology and ethics
• Research methodology and statistics
• Diagnosing psychopathology

In addition to taking required courses, students complete psychology-related internships, conduct original research, and write a dissertation. Overall, the majority of Ph.D. courses in psychology are research-intensive, involve quantitative experimental methods, and often incorporate a higher level of understanding of computer-based analysis.

Factors to Consider

In addition to the typical concerns that come when selecting an advanced degree program in psychology (such as school curriculum, acceptance rate, cost, financial aid availability, location, and requirements related to the application process), prospective students must also choose an area of specialization when applying to a doctorate program. It is also highly recommended to select a doctorate program in psychology offered by a school that has received accreditation through the APA (American Psychological Association).

The three areas of psychology study to consider when choosing a doctorate program are:

• Clinical psychology – programs tend to focus more on the research aspect of the field
• Counseling psychology – programs tend to concentrate on professional practice
• Health psychology (or cognitive psychology ) – which zeroes in on how biology, psychology, behavior and social factors have an effect on health and illness

Options for Continuing Education

A Ph.D. (or Doctor of Philosophy) is one of the highest levels of degree programs a student can earn in the field of psychology, but the education of the graduate does not end with a doctorate. In order to maintain the credentials necessary to teach, conduct research, or run a private practice, graduates must take state/national exams, as well as fulfill continuing education credits to become licensed by the state to practice psychology where they reside.

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What’s the difference between a Ph.D. and Psy.D. in Clinical Psychology?

Considering a doctorate in clinical psychology? There are some key differences between the Ph.D. and Psy.D. that you’ll need to understand.

More so than other branches of psychology, the field of clinical psychology is particularly concerned with the assessment and treatment of patients diagnosed with mental illness. If you are considering earning a doctorate  in this field, it is first important to determine whether a Ph.D. or a Psy.D. in Clinical Psychology program is the best option for your future goals. What is the difference between a Psy.D. and Ph.D. in Clinical Psychology ? Below, we explore some key differences between the Ph.D. and Psy.D. in Clinical Psychology programs.

What is a Ph.D. in Clinical Psychology?

Since 1948, the American Psychological Association (APA) has officially promoted Ph.D. programs in clinical psychology. A doctor of philosophy, or Ph.D., generally focuses on  research practices and the philosophy of a given field. The intention of this program is usually to prepare students to teach and/or conduct essential scientific research that can help advance the field.

Most Ph.D. in Clinical Psychology programs take  five to seven  years to complete beyond the  undergraduate degree. Most programs incorporate a teaching element, and all require a written dissertation.

What is a Psy.D. in Clinical Psychology?

Compared to the Ph.D. in Clinical Psychology, the doctor of psychology, or Psy.D., is primarily concerned with the practical applications of psychology. According to the APA, “the focus of Psy.D. programs is to train students to engage in careers that apply scientific knowledge of psychology and deliver empirically based service to individuals, groups, and organizations.”

The Psy.D. in Clinical Psychology typically takes four to six years to complete after earning an undergraduate degree. Students also have an opportunity to pursue specializations in certain areas, such as neuropsychology.

While Psy.D. programs are designed to prepare students for careers as practitioners in psychology, students are not prevented from pursuing a career in academia. Most Psy.D. in Clinical Psychology programs also feature practicums or internships, and many also require a written dissertation.

What’s the difference between Ph.D. and Psy.D. in Clinical Psychology?

The main difference between a Psy.D. and Ph.D. in clinical psychology is the specific focus and application of each program. In summary, there are several key differences between a Ph.D. and a Psy.D. The most prominent difference is each program’s focus. If you seek a career in academia, a Ph.D. may be right for you. The Psy.D. was built specifically for those hoping to apply the principles of psychology in professional practice with patients.

Additionally, the program lengths differ. A Ph.D. typically takes five to eight years to complete, while a Psy.D. takes four to six years.

What to Expect from a Psy.D. in Clinical Psychology Program

How is a psy.d. in clinical psychology program structured.

In general, Psy.D. in Clinical Psychology programs are designed to advance a graduate’s understanding of how to provide tangible psychological services. Some Psy.D. in Clinical Psychology programs, including programs offered by The Chicago School , follow the Engaged-Practitioner model. This means students undergo training primarily for field practice in combination with a secondary focus on scholarship. APA -accredited Psy.D. programs often offer up to three years of practicum opportunities to prepare students for their APA-required internship.

The practicum provides essential hands-on experience for aspiring practitioners. Psy.D. programs offer this experience to better prepare graduates for their clinical careers—something Ph.D. students will not experience.

Expertise for both the clinic and the classroom

While Psy.D. in Clincal Psychology programs focus on practice, they still prepare students who pursue a career in academia.

Many  Psy.D. graduates become faculty members while managing a clinical practice. So, don’t worry that earning a Psy.D. in Clinical Psychology will hinder you from entering academia. Graduates from Psy.D. programs can pursue clinical practice, teaching, or even both.

Greater student accommodation

Psy.D. programs are generally able to admit more students than Ph.D. programs at other schools. This is because Psy.D. programs are often housed within schools concentrated on psychology, as opposed to schools that admit doctoral students to a wide range of programs.

The Psy.D. in Clinical Psychology is The Chicago School’s legacy program. It was our first program ever offered in 1979, which has allowed us to expand our offering of accredited Psy.D. in Clinical Psychology programs at our campuses around the U.S. and provide greater access to this type of education to a wide range of applicants.

How Long Does It Take to Get a Psy.D. in Clinical Psychology?

Students in Psy.D. programs can expect to spend fewer years in the classroom than Ph.D. candidates. In general, a Psy.D. in Clinical Psychology program can take four to six years to complete.

At The Chicago School, students can usually expect to spend about five years in the program, although this time can vary depending on each person’s specific circumstance. The time also includes the APA-accredited internship.

For aspiring doctorate in psychology graduates, the first step is to apply to an APA-accredited Psy.D. program. This ensures that your degree will meet the qualifications for licensing in any state.

Learn more about The Chicago School

Are you interested in learning more about clinical psychology programs available at The Chicago School? Fill out the form below to request more information or apply today through our application portal .

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DEPARTMENT OF PSYCHOLOGY

• Undergraduate
• Graduate Studies in Psychology
• Areas of Specialization
• Considering Clinical Psychology

What is Graduate School Like?

Graduate school in clinical psychology consists of three broad activities: class work, clinical work, and research. There are classes on such topics as statistics, psychopathology, psychotherapy, and research methods. Course work is typically complete by the end of the third year of graduate school. Clinical work consists of a series of practica. These usually require about 10 hours per week, during which students work with clients under the supervision of practicing clinical psychologists.

Practicum sites may range from a student counseling center to a forensic unit at a state hospital (i.e., a facility for treating mentally ill criminals). In addition, students (particularly students in a clinical psychology program that is accredited by the American Psychological Association, APA) must do a yearlong internship, typically during or following completion of the dissertation. Students must apply for internships during the fall of the preceding year, and most internships begin during the summer or the following fall. Typically, internships pay relatively low salaries (less than $20,000). Most clinical psychology programs require at least two research projects: a master’s thesis and a dissertation. These usually take one to two years each. The dissertation is usually a much larger project, and is supposed to be primarily the student's idea. Some students spend years as ABDs (All But Dissertation). This is especially a danger for those who are working on something they find uninteresting, unimportant, or overwhelming. That is another reason why students should choose their schools and advisors carefully.

Not surprisingly, clinical graduate students are among the busiest of graduate students in psychology. It is difficult to balance the competing demands of three major activities—research, coursework, and clinical training. In addition, those in PhD programs are frequently engaged in teaching undergraduates students, either as teaching assistants for regular faculty members or on their own. These competing demands sometimes create strains even among clinical faculty, who are often divided between those who emphasize clinical training and those who emphasize research. Students can sometimes feel caught in the middle.

While many programs are nominally intended to last 4 years (in addition to the internship, which requires an additional year), only a minority of students complete their degrees within that time frame. Indeed, it is more common for such programs to require 5 years, and some students take more than 6 years (including an internship year) to obtain their PhD. Time to obtain a PhD is largely (though not completely) under a student's control. The harder a student works, the more rapidly s/he will complete the requirements for a dissertation. Having a very active social life or low motivation can slow one down. Many students, however, are in no rush to leave. Being a graduate student is not usually a bad existence.

PhD Degree Requirements

This webpage provides a quick overview of the requirements for our PhD program. More detailed information can be found in the Psychology Graduate Guide . This webpage and the Graduate Guide supplement the Psychology PhD requirements defined in the Stanford Bulletin and the policies for all Stanford graduate education as defined in the Graduate Academic Policies and Procedures Handbook . 

The most important component of our PhD program is engaging in scientific research. Students in our PhD program conduct in-depth research in at least one of five areas of study: Affective , Cognitive , Developmental , Neuroscience , or Social Psychology. All students are expected to spend at least half of their time engaged in research. Each quarter, students should register for 8 - 10 research units (PSYCH207: Graduate Research) and take no more than 10 units of coursework.

The sections below outline program requirements regarding coursework and teaching, as well as key milestones towards a PhD degree.

Course Requirements

• Teaching Requirements  
• Key Program Milestones

Core Courses, Statistics/Methods Courses, and Advanced Units must be taken for a letter grade and passed with a grade of B- or higher. Click each requirement to open the relevant sections in the Graduate Guide.  

Professional Seminar 

All incoming students are required to take PSYCH207 in the first quarter (Year 1 Autumn). This is a course taught by the Department Chair with guest lectures from faculty across all areas, and serves to introduce the first-year students to the Department. 

• PSYCH 207: Professional Seminar for First-Year Ph.D Students

As a part of PSYCH 207, first-year students are also expected to meet with their advisor(s) early in the fall quarter of the first year to discuss mentorship expectations. 

Core Courses

Students are required to complete 4 of the following Core Courses by the end of Yr 3.

• PSYCH 202: Cognitive Neuroscience
• PSYCH 205: Foundations of Cognition
• PSYCH 211: Developmental Psychology
• PSYCH 213: Affective Science
• PSYCH 215: Mind, Culture, and Society

Statistics / Methods Courses

Students must complete PSYCH 251 and one additional statistics/methods courses by the end of Year 2. At least one of the two courses must be taken in the first year. 

• PSYCH 251: Experimental Methods (Required) 
• PSYCH 249: Large-Scale Neural Network Modeling for Neuroscience
• PSYCH 252: Statistical Methods for Behavioral and Social Sciences
• PSYCH 253: Measurement and the Study of Change in Social Science Research
• PSYCH 289: Longitudinal Data Analysis in Social Science Research

Some students may wish to take advanced courses in Statistics or CS not listed above; please consult with your advisor and send an inquiry to the Student Services Manager. These requests may be reviewed by the DGS and/or the GPC.

Advanced Units / PhD Minor  

Students must complete 12 units of advanced graduate coursework (“Advanced Units”, or AU), or complete a PhD Minor by the end of Year 4.  

Students and their advisor(s) should discuss the course requirements and create a plan together for completing the Advanced Units. To this end, rising 2nd year students must submit an Advanced Courses Form by the first Monday in October (usually the first Monday of the Fall Quarter) of the 2nd year. 

Terminal Graduate Registration (TGR) Statu s

Students should apply for Terminal Graduate Registration (TGR) status once they have accumulated 135 units of residency and have filed a Dissertation Reading Committee form . Students in TGR status should register for PSYCH 802: TGR Dissertation (0 units) and take no more than 3 units of coursework per quarter. Typically, students transition to TGR in the Winter quarter of 5th year. 

For more information about Course Requirements, consult the Graduate Guide and the Stanford Graduate Academic Policies and Procedures Handbook .

Teaching Requirements

All students serve as teaching assistants for at least 5 Psychology courses during their graduate study, regardless of the source of their financial support. Of these 5 TAships, students must apply for 2 of their TAships to be in one of the two tracks: 

• PSYCH 1 Track (2 quarters of Introduction to Psychology)  
• STATS Track (2 quarters of core statistics/methods course: PSYCH 10, PSYCH 251, PSYCH 252, PSYCH 253).  

Students can review the Department's complete  TA policy  for more details. Questions about TA assignments or TA policy should be directed to the Student Services Manager. 

Program Requirements and Milestones

Year 1: First Year Project (FYP)

At the end of their first year of graduate study, students must submit a written report of their first-year research activities, called the First Year Project (FYP) by June 1 The FYP is submitted to their advisor, second FYP reader (another faculty), and the students’ services manager. Students are also expected to present the results of their FYP in their area seminar. 

Year 2: Admission to Candidacy

In our department, a student’s application for candidacy must be filed as soon as all requirements for Year 1 and Year 2 are completed (and by the end of the 2nd year). The decision to advance a student to candidacy is made based on a holistic assessment of the student’s progress in the program. For more information, please refer to the Graduate Guide, section on Admission to Candidacy. 

Conferral of a masters degree: Graduate students in the Department of Psychology who have completed (a) the first-year and second-year course requirements and (b) at least 45 units of Psychology courses may apply for a conferral of the MA degree.

Master of Arts Degree in Psychology (Optional)

Graduate students in the Department of Psychology who have completed (a) the first-year and second-year course requirements and (b) at least 45 units of Psychology courses may apply for conferral of the MA degree. The application should be reviewed with the Student Services Manager. The  application process  typically occurs in 2nd or 3rd year.

Year 3: Research Plan and Dissertation Reading Committee   

Students in Year 3 are expected to:

(1) Form a dissertation reading committee (due Feb 1): The research committee includes the dissertation advisor and at least 2 additional faculty members, for a total of 3 members, at least two of whom should have primary appointments in the Psychology Department. 

(2) Schedule and hold the 3rd Year Committee Meeting to take place in Winter or Spring quarter (before June 1), and submit a research plan to their committee 2 weeks before the meeting

(3) After the committee meeting, submit the Research Plan to the Student Services Manager and report the meeting date using the Committee Meeting Google Form .

Year 4: Area Review and Research Roadmap (ARRR) and Committee Meeting

Students in Year 4 are expected to:

(1) Schedule and hold the 4th Year Committee Meeting in the Winter quarter and submit an Area Review & Research Roadmap (ARRR) to the committee two weeks before the meeting.

(2) After the committee meeting, submit the ARRR to the Student Services Manager and report the meeting date using the Committee Meeting Google Form . 

Final Year: Oral Examination and Dissertation  

Students in Year 3 and above are expected to hold a committee meeting every year. In their final year, students must form their Oral Examination Committee including identifying an external chair. Students must submit the Oral Exam Form to the Student Services Manager at least 2 weeks before the anticipated defense and follow the standard Department protocol for reserving a room for their defense.

Individual Development Plan

Every year, each graduate student completes an Individual Development Plan (IDP) and has a meeting with their advisor to discuss the IDP and set an Action Plan for the coming year. The goal of the IDP is for the student to step back from their daily tasks, reflect on the larger picture, discuss these topics with their mentor, and make an action plan for achieving their goals going forward. The IDP meeting must occur by June 1 each year. 

The IDP process has 4 steps:

1. Student completeness the IDP Self-Reflection form  

2. Student prepares the IDP Meeting and Action Plan form and schedules a one-on-one meeting with the advisor. 

3. Student and Advisor(s) complete the Action Plan (pages 3-4 of the IDP Meeting and Action Plan form ). 

4. Student submits the IDP Meeting Google Form to report the meeting to the Student Services.

Students can also use the IDP meeting to discuss mentorship expectations and schedule additional meetings if further conversations are needed. Note that first-year students must schedule a separate meeting with their advisors to discuss Mentorship Expectation as a part of their ProSem requirement

Graduation Quarter

Registration for Graduation Quarter is required for the term in which a student submits a dissertation or has a degree conferred. Please consult the Registrar's Academic Calendar for the quarterly deadlines for submitting dissertations; they are strict, and missing the deadline can have serious funding implications. For more information, please refer to the Graduate Guide and Registrar's Office website .

PhD Program Timeline At-A-Glance

• FYP Proposal and name of 2nd reader due to Student Services

End of Fall Quarter 

• Complete the mentorship expectations meeting with advisor
• FYP due to Student Services, advisor, and 2nd reader

Summer of 1st Year

• Meet and receive feedback from advisor and 2nd reader
• Submit  Advanced Units coursework form  to Student Services

June 1  

• IDP Meeting Due

By the end of 2nd Year

• Submit  Candidacy Form  to Student Services
• Submit  Doctoral Dissertation Reading Committee form  to Student Services
• Schedule 3rd Year Committee Meeting
• Hold Committee Meeting (Research Plan to committee 2 weeks before meeting), and report meeting to Student Services; IDP Meeting
• Schedule 4th Year Committee Meeting
• Submit ARRR to the committee two weeks before the meeting
• Hold Committee Meeting
• Report meeting to Student Services
• IDP Meeting

2 weeks before Defense: 

• Submit the  Oral Exam form  to Student Services

End of Spring Quarter: 

• Oral Examination
• Submit Dissertation 
• Schedule and hold a 5th Year Committee Meeting 

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• PsyD vs PhD

What Is a PhD in Psychology Degree?

For many professionals, reaching the pinnacle of education in psychology means earning a PhD in Psychology. This doctoral-level degree signifies that a person has completed a rigorous course of study in various aspects of human psychology and is qualified to work in many high-level roles within psychology, whether in academia or clinical settings.

A PhD in Psychology represents the highest possible academic achievement in the field, whether the individual focuses on neuroscience, behavior or other areas of psychology, and a PhD in Psychology differs from another popular psychology doctorate, a PsyD degree , in a few critical ways.

What are the key components of a PhD in Psychology, how does the degree differ from a PsyD, what types of jobs are available for those with a psychology doctorate, and what are some program options for interested learners?

Psychology Doctorate Options

Regardless of the doctoral path a person chooses, most programs require doctorate-seekers to have earned a master’s degree in an applicable field, though some programs may offer joint-degree paths.

Both a Ph.D. in Psychology and a Doctor of Psychology (PsyD) enable people to work in the highest degree levels of psychology , the degree types have some key differences. For instance, a PhD in Psychology tends to be a more academically rigorous program, including aggressive training in research, while a PsyD tends to have a stronger clinical focus.

Here are a few of the other main distinctions:

In short, if your ultimate career goal is to work directly with clients and you have little to no interest in furthering the study of psychology or publishing peer-reviewed work in the field, a PsyD may be the better option. But a PhD is still considered in many quarters to be a more prestigious degree.

SEE ALSO:   PhD vs PsyD in Psychology

A Ph.D. does not relegate you to the research lab, though. Individuals with a Ph.D. in Psychology in most states can practice as clinical psychologists, school psychologists or in other specialties within psychology in addition to being qualified to teach undergraduate and graduate students alike. In other words, the degree may provide broader career options than its PsyD counterpart.

Costs & Program Length

While each university’s Ph.D. in Psychology program is unique, most programs will require about six years, and many of them must be taken full-time. But given the rigorousness of Ph.D. programs, that should come as no surprise. Remember that the degree is designed to provide an in-depth understanding of psychology and the research that’s been done in the field to date, so this is not a quick degree option.

SEE ALSO:  8 Most Affordable Online Psychology Ph.D. Programs 2019

Your individual interests and the particular school you choose will also play a part in determining how long it’ll take to complete your degree. Many universities offer several different Ph.D. in Psychology degrees that have variable timetables, even though they’re offered by the same institution.

Typical Ph.D. in Psychology students will be able to complete their doctoral work in about six years, but it’s important to remember that many colleges and universities set maximum time limits as well, with some schools terminating enrollment if students haven’t finished their degrees in a set amount of time. This practice varies by school, as does the max limit, with some schools setting a seven-year limit and others extending beyond that.

The cost of a Ph.D. in Psychology degree, like the overall length of programs, varies by institution and specialty being pursued. According to an analysis by the American Psychological Association, median in-state doctoral tuition was nearly $11,000 per year, with median out-of-state doctoral tuition coming in at $24,000 per year. Private institutions, as you would expect, are even more expensive, with median annual doctoral tuition rising to about $34,000.

However, Ph.D. students are much more likely than lower-level students to secure teaching assistantships and have at least part of their tuition covered, with about 8 in 10 of advanced doctoral students at public institutions receiving a full tuition waiver. Research assistantships also are widely available for doctoral students, with about two-thirds of private doctoral students having their tuition fully covered.

PhD in Psychology Jobs

With a Ph.D. in Psychology, an individual is prepared for a huge range of jobs in psychology, throughout the public and private sectors and in a range of work settings, from academia to the military and everything in between.

SEE ALSO:  50+ Highest Paying Psychology Careers

The job outlook for psychologists is bright , with employment projected to grow by 14% through 2026, according to the Bureau of Labor Statistics. This growth rate is double the rate projected for all occupations in the U.S. economy. As public acceptance of the need for psychological services continues to grow and access to these services expands, the demand for psychologists looks to remain strong into the next decade.

Percentage change in employment by occupation, 2016-2026

In addition to a healthy outlook in terms of job availability, a PhD in Psychology also is a solid investment from a sheer dollar standpoint, with salaries for psychologists topping six figures.

Annual median wage by occupation

Salaries for clinical psychologists are strongest in California, though several other states and the District of Columbia also boast relatively high wages for these roles.

Annual median wage by state, clinical, counseling and school psychologists, top 10

The availability of clinical psychologist jobs is strongest on the East Coast, with five of the top 10 states in either New England or on the East Coast.

SEE ALSO:  Average Clinical Psychologist Salary by State

Clinical, school or counseling psychologist employment per 1,000 jobs, top 10 states

Best PhD in Psychology Programs

Choosing a PhD in Psychology program involves considering dozens of factors, including areas of focus, faculty, cost, program length and many others. But the good news is that in all but one state, there’s at least one PhD in Psychology program that’s accredited by the American Psychological Association, and most states are home to multiple programs the APA accredits. (The two APA-accredited programs in New Hampshire offer only PsyD degrees).

SEE ALSO:   Best Online PsyD Degree Programs

Depending on your state’s licensing process for clinical psychologists , it may not be necessary to earn a degree from an APA-accredited program , but that’s one important way to ensure the degree you’re about to invest in meets industry standards and will be seen regardless of where you seek employment as a prestigious degree.

Three of the five highest-rated PhD in Psychology programs, according to U.S. News and World Report, are in California, and the Ivy League boasts three of the top 10.

Highest-rated PhD in Psychology programs in U.S. News and World Report, top 10

While it’s pretty much an ancient field, the understanding of human psychology seems to evolve by the day. For individuals who have a passion for understanding the reasons why people do what they do, earning a Ph.D. in Psychology means they can contribute to the growing understanding of human behavior as well as make an impact in day-to-day lives.

Additional References

• American Psychological Association, APA-Accredited Programs. (Undated.) Retrieved from https://www.apa.org/ed/accreditation/programs/
• American Psychological Association, Summary Report, Graduate Study in Psychology 2016: Tuition and Financial Aid. (2016.) Retrieved from https://www.apa.org/education/grad/survey-data/2016-tuition-financial-aid
• U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment Statistics Query System. (Undated.) Accessed from https://data.bls.gov/oes/#/home
• U.S. News and World Report, Best Psychology Schools. (2017.) Retrieved from https://www.usnews.com/best-graduate-schools/top-humanities-schools/psychology-rankings

Dr. Joseph H. Hammer

Associate Professor of Counseling Psychology

What the Ideal Graduate School Applicant Looks Like

What does the “ideal” doctoral applicant look like.

Below is a partial list of attributes that I look for in an “ideal” counseling psychology PhD applicant.  Most of us are not ideal applicants (I wasn’t!), so I’m not expecting applicants for our PhD program to possess all of these lofty attributes.  Rather, I list these attributes to give you an idea of what you can work towards to help you prepare a strong application.  As we note on the UK Counseling Psychology PhD program page, we look at applications in a holistic way (e.g., a lower GPA can be offset by strong letters of recommendation), so don’t talk yourself out of applying just because you don’t align with these attributes.   I seriously consider all applicants who express a genuine interest in working with me.

• Strong GPA (3.5+), though grades are not always an accurate measure of a person’s competence and can be influenced by cultural bias in that institutions’ curriculum and testing practices
• Strong GRE (Verbal 160+, Quantitative 150+, Analytical Writing 4+), though this test is culturally biased and thus more and more professors like myself treat these scores with skepticism (i.e., applicants who are white, socioeconomically privileged, and had access to well funded and traditional Eurocentric curriculum growing up will do better on the GRE whereas applicants with less privilege will do worse, regardless of the applicants’ true potential for achieving success in graduate school, so professors should take that into account)
• Strong writing ability, as evidenced by a clear, concise writing style in your statement of purpose, CV, and writing sample
• Research Experience: I recommend doing a research assistantship in 2 research labs with at least 2 semesters in one of those labs.  Your goal is to learn and practice the skills from different parts of the research cycle (i.e., conceptualization, literature review, design, IRB approval, recruitment, data collection, analysis, writing up findings in form of poster/presentation/paper).  Ideally, you will have taken on more complex tasks and shown increasing autonomy (e.g., conducting your own study with the help of a mentor) that we expect of graduate students. Example: PSY 395/394 Research Assistantship with the HAMMER Lab
• Applied Helping Experience: experience using active listening skills to help others in a supervised setting (e.g., volunteering at a domestic violence center or hospital, paraprofessional at a University Career Center, internship at a community mental health / human services agency, taking a counseling/helping skills class) Examples include Dr. Hammer’s (a) PSY 399/499 Internship for University of Kentucky psychology undergraduates or the (b) Social Justice Advocacy Internship  for undergraduates not enrolled at the University of Kentucky.
• 1 from a supervisor of your Applied Helping Experience (preferred that this person has a master’s degree or, even better, a doctoral degree in psychology or a related helping profession like Social Work or Counseling)
• 1 from the professor of the research lab in which you were an RA
• 1 from another professor in a second research lab (good if the program you are applying for emphasizes research) -or- from another supervisor of a second Applied Helping Experience (ideal if the program you are applying for emphasizes practice/therapy) -OR- from a faculty member who supervised you on an independent research project (ideal if the program you are applying for emphasizes research)
• Ideas about what research topics/questions are of interest to you personally and professionally and a self-awareness about why these topics/questions are interesting to you.  When we’re just starting out as graduate students, we usually only have some possible ideas about what we might like to research because, in all honestly, you don’t really know if doing a certain kind of research is a good fit until you try it out.  The ideal applicant is not a person who staunchly believes they know exactly what they want to study are are uninterested in everything else.  Rather, the ideal applicant has some good ideas but is flexible and, most importantly, has strong academic ability, creativity, and critical thinking skills that they can bring to bear on whatever they turn their research focus to.  As a personal example, I started out primarily interested in the psychology of men and masculinity, but then my research interests shifted into the psychology of nonreligion and help-seeking behavior, with more shifts to come.  What was most important was that I was able to bring my intellect, attention to detail, professionalism, ability to work interdependently, and team player mentality to whatever research topic I was working on. These transferable skills are what will help you succeed.
• An openness to learning about diversity and social justice, including a willingness to explore and critically examine one’s own beliefs/feelings/values as it relates to cultural identity (e.g., race, sexual orientation), privilege , power, and oppression .  You don’t need to be an expert; you need to be open, non-defensive, and willing to cultivate your critical consciousness over time. You can develop your critical consciousness in a variety of ways, including Dr. Hammer’s Social Justice Activism Psychology Internship for undergraduate students not enrolled at the University of Kentucky.
• A readiness to articulate (1) why the program you are applying to is a good fit for your career goals and professional values and (2) how your current research interests align well with those of the professor (or professors) you hope to work closely with.  Learn more about this on my Personal Statement of Purpose page.

In closing, I want to stress again that these are attributes of an ideal PhD applicant and most successful applicants don’t align with all of these criteria.  Your goal is to strengthen your attributes where you can (see my How to Get into a Counseling Psychology PhD Program YouTube video series for more), not needlessly worry yourself about those attributes that can’t realistically be strengthened at this time, and apply broadly to 7-10 programs so that you can maximize your chances of finding a good fit with the right program.

Take the risk: apply, even when you feel doubt and anxiety.  These are natural, healthy emotional responses to a challenging task.  You can choose sit with these feelings (you can hear my therapist self coming out here!) and still submit a great application.  If you’re interested in the kind of research I do, I seriously hope you will apply to work with me as one of my doctoral advisees.

What does the “Ideal” Master’s applicant look like?

The expectations of Master’s program applicants are less strenuous than those of PhD programs, as you might guess (and thank goodness for that!).  Generally, a decent GPA and GRE score, positive letters of recommendation, and reasonable writing ability will be sufficient to make you competitive for most Master’s programs in counseling psychology.  Of course, the more your attributes align with those listed in the “Ideal Doctoral applicant” section above, the stronger your application for Master’s programs will be.  I completed my Master’s before going on for my PhD; it was one of the best decisions I made.  This is a great option when you are not certain about the cost-benefit of dedicating five to seven years of your life to a doctoral degree or when your CV is not yet strong enough to make you a competitive candidate.

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Admission Steps

School 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)

Priority deadline: December 2, 2024

Final submission deadline: June 16, 2025

International submission deadline: May 5, 2025

Priority deadline: Applications will be considered after the Priority deadline provided space is available.

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.

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Law and Crime

What does a murder staged as a suicide look like, case study: sandra birchmore's death may offer clues to a murder staged as a suicide..

Posted August 30, 2024 | Reviewed by Kaja Perina

• In 2021, twenty-three-year-old Sandra Birchmore was found dead with a backpack strap around her neck.
• She was three months pregnant and looking forward to being a mom.
• While her death was intially ruled a suicide, ex-police detective Mathew Farwell was just indicted.

This week marks a turn for Sandra Birchmore 's family. On February 4, 2021, the day when the twenty-three-year-old was found dead in her apartment. She was sitting on the floor in a reclined position with a duffle bag strap tied around her neck and connected to her closet doorknob. Her phone lay just inches from her body. She had been dead for three days and was three months pregnant. By early May, the investigation was complete; the manner of death ruled a suicide.

Fortunately, in January 2021, a friend of Birchmore contacted the Stoughton Police Department to report Detective Mathew Farwell's ongoing sexual exploitation of Sandra Birchmore; it allegedly started when she was fifteen, making it a crime in Massachusetts. The two had met when she was a twelve-year-old member of the police explorer's club, and he was a police officer volunteer; three years later, he took her virginity.

On August 28, 2024, thirty-eight-year-old now-ex-police detective, husband, and father Matthew Farwell was federally indicted in Sandra's death, accused of strangling her and then staging her murder as a suicide. It took three and a half years, an internal affairs investigation, a civil suit, and federal assistance, but justice may be finally coming.

Clues to a Staged Suicide

Every seasoned homicide detective will tell you that every unexpected death should be investigated as a homicide until proven otherwise. The 99.9 percent who are honest will also tell you this is rarely possible. So, when faced with what initially appears to be a suicide, here are a few questions that are most likely to help investigators hone in on a crime scene that has been staged:

1. Is there a viable alternative explanation?

Which is more likely: the suicide of a twenty-three-year-old in the early stages of a planned pregnancy with aspirations of being a teacher or the murder of a twenty-three-year-old whose secrets could potentially destroy the career and family of a selfish and controlling abuser? Farwell's wife was getting ready to deliver their third child. Not only would his law enforcement career be over if it came to light that he had used his police authority to take advantage of a trusting teen , he could face criminal charges for statutory rape.

2. Was the deceased making plans?

• Birchmore wanted this baby. She had planned this pregnancy with Farwell's initial consent. But she had made it clear to friends and family that, Farwell's involvement or not, she would be mothering this child. She had an OBGYN appointment scheduled for February 10, 2021.
• Birchmore had been making calls to schedule a newborn photo shoot. She had recently been texting friends about obtaining baby clothes. At 8:25 PM on February 1, just hours before her estimated time of death, Birchmore performed a Google search for "Cubby Kids" furniture.
• Birchmore had dreams of becoming a teacher and had taken steps toward meeting that career goal.

3. Was the victim in a violent relationship?

Multiple witnesses reported that Farwell had become physically aggressive with Birchmore in the weeks leading up to her death, particularly when discussing her pregnancy. One friend noted that Birchmore had described Farwell putting her in a headlock and grabbing her phone; another described an incident during which Farwell allegedly pushed Birchmore to the ground after she showed him a sonogram. Her therapist also reported that Birchmore had talked about being shoved by Farwell.

4. What do friends and family say?

Yes, some families indeed have a hard time accepting a loved one's suicide. No, it's not true that most survivors of suicide loss cling to the belief that their family member has been murdered. When the family of an alleged suicide says their loved one would never commit suicide and has a definite suspect in mind, it's worth taking a second look.

• None of Birchmore's friends or family members interviewed believed she was suicidal . Her therapist had a session with Birchmore on January 31, 2021 - the day before her death. During this session, Person 7 screened for depression and suicidal ideation and found no signs of either. Multiple witnesses described Birchmore as excited about her pregnancy and plans.

5. Are there inconsistencies between the initial hypothesis/explanation and the physical evidence?

• When family members entered Birchmore's apartment after her death, they found laundry in progress - wet clothes in the washing machine and dry clothes in the dryer. People who die by suicide do not pause to do so in the middle of routine household chores.
• Investigators found Birchmore's necklace nearby, broken with a large clump of hair caught in the chain. This finding raises the possibility of a struggle.
• Her phone, typically described as her "third hand" by friends, showed no activity after 9:13 PM on February 1, despite being found near her body.
• Dr. William Smock , an expert consulted in the case, noted several inconsistencies with suicide by hanging: The fracture of Birchmore's hyoid bone, which is uncommon in seated hanging; a pattern imprint on Birchmore's chest consistent with blunt force trauma ; and abrasions on Birchmore's nose, which is consistent with suffocation attempts

6. Are people behaving out of character?

• In the week before Birchmore's death, Farwell had asked her for a key to her apartment, a change from his previous stance that keeping a key was a bad idea. He also began examining the closets and spaces of her living quarters, behaving unusually enough for Sandra to mention it to a friend.
• Birchmore commented to more than one friend that Farwell had suddenly become nicer to her a week before she died.
• Surveillance footage showed Farwell entering Birchmore's building on February 1 at 9:14 PM wearing a face mask, despite witnesses stating he typically resisted wearing face masks during the pandemic.

The Bottom Line

Sandra Birchmore's death was staged as a simple suicide. In reality, it was much more complex than the initial ruling suggested. The evidence pointing to homicide after Sandra's death underscores the importance of thorough investigation in cases of suspicious deaths, particularly where there's a history of domestic violence or sexual exploitation.

Investigative bias , an incomplete initial assessment, lack of specialized training, resource constraints, or special courtesy can all contribute to a premature conclusion. For law enforcement, this case highlights the critical need to look beyond surface appearances and consider the full context of a victim's life, relationships, and recent behaviors when investigating a potential suicide.

Joni E. Johnston , Psy.D , is a clinical/forensic psychologist, private investigator, author, and host of the YouTube channel and podcast "Unmasking a Murderer."

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