phd psychology university of arizona

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Program description.

PhD in Management

Master the field of management today. And help shape its tomorrow.

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With its outstanding faculty and leading research labs and centers, the doctoral program in management puts you on the path to a bright future in research and academics.

Admitting just a few PhD students each year, we ensure you’ll have every opportunity to work with management and organizational behavior faculty and develop the essential research and publication skills you need.

The Program

Program essentials.

This full-time doctoral program is interdisciplinary and draws heavily from the fields of psychology, sociology, management and behavioral sciences. You’ll develop a true mastery of each topic within your area of study and build a foundation in theory, research design and methodology. And you’ll gain the teaching skills to succeed in your future academic career.

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Plan of Study

You’ll earn 36 units in your major field, 12 units in your minor field and 18 units of dissertation credit over the course of your program. A master’s project will fall in years one and two, with comprehensive exams generally taking place after year two or three. You’ll also teach one full semester-long course to undergraduate students.

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This program has given me pause to think about what type of leader I am. My classes are challenging me to stop thinking myopically about issues and to start looking for bigger trends in why certain problems arise or exist. Looking back on my career now, I am ready to stop being the leader I think an organization needs and to start being the leader that is true to my personal strengths.

Jeff Larson '23 PhD (Management)

Six Questions with Tamar Kugler Associate Professor of Management and Organizations

Human decision making is not only interesting, but also quite non-intuitive. I therefore spend less time talking in class, and more time engaging the student in decision tasks that demonstrate their own tendencies for decision biases.

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Doctoral Admissions Process

Applicants need to complete an online application and should fulfill minimum requirements including a 3.0 undergraduate GPA or higher, a bachelor’s degree, solid math proficiency and a GRE or GMAT score in the upper 85th percentile.

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Management PhD students receive funding to cover the cost of tuition. Students also typically receive a research assistantship stipend which starts around $20,000 per year.

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Application Deadline

December 15: Application Deadline (Domestic and International)

Doctoral students are admitted only in the fall semester, and all application materials must be submitted online.

By focusing on research during your time in our doctoral program, you’ll be able to successfully compete in the academic job marketplace upon graduation. Our supportive faculty are known for their exceptional research productivity, and facilities like the Organizational Behavior Laboratory will be available for your research use.

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Our faculty work hard to prepare each doctoral candidate to thrive in their academic careers, and the collaboration pays off. Our doctoral alumni have landed exciting jobs around the world, including teaching and research positions at top academic institutions such as Hofstra University, the University of Washington and University of North Carolina.

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Management Faculty

The Management and Organizations Department is proud to be the home of some of the nation’s leading management faculty and researchers. Our 1:2 student-to-faculty ratio means each doctoral student has the support and mentorship to thrive and push themselves academically. Get to know our exceptional faculty and read their recent publications.

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Start Your Journey to the Top of Your Field

Small class sizes. A great faculty-to-doctoral-student ratio. Incredible research resources. A stellar track record. And you.

Contact us with any questions , or if you're ready to apply to the Eller Doctoral Program in Management, just click below. We look forward to making breakthroughs together.

Jeff Greenberg, Tom Pyszczynski, and Sheldon Solomon had already been through graduate school together (with Jack Brehm at the University of Kansas) and collaborated on many social psychological studies when Sheldon gave a conference talk in 1984 presenting for the first time what the world now knows as terror management theory . Fusing the existential and psychoanalytic insights of Ernest Becker with the empirical methods of contemporary psychology, this theory has become one of the most important in the history of the field, with the original 3 publications establishing the theory having been cumulatively cited more than 8,000 times. But more impressive than the impact of terror management are the virtually countless students who have been trained at the undergraduate, Master’s, and PhD level by Solomon, Pyszczynski, and Greenberg, or more often than not by some combination of the three. Beyond their generous and inspiring mentorship of many of today’s leading social psychologists and the development of terror management theory, they have also made numerous contributions in areas such as depression and clinical psychology, attitudes, and cognitive dissonance. Through it all, the three have remained close friends and collaborators, often sharing awards and honors, such as the Career Contribution Award from the Society for Personality and Social Psychology.

The University of Arizona – where Jeff Greenberg is currently the longest serving faculty member in the Psychology Department – will be hosting an event to commemorate the trio of researchers and to celebrate the retirement in 2024 of Greenberg and Pyszczynski. This event is made possible by generous support from the institutions of Tom Pyszczynski (University of Colorado, Colorado Springs) and Sheldon Solomon (Skidmore College). It will be a Festschrift -style combination of scholarship and reminiscence, with many of the former students, colleagues, and friends of the trio traveling across the country to attend. Around 75 attendees will gather together at the UA campus in Tucson for two and a half days, including social events and a day of academic presentations testifying to the honorees’ ongoing contributions and influence on the field, given by some of today’s leading figures in social and existential psychology. The mini-conference will conclude with a reception as a final celebration of three careers which will often be remembered as one.

Terror management theory attests to the role that fear of death plays in human cognition and social motivation. If the theory proposes that we spend much of our lives struggling to create a lasting legacy in the face of death, then the legacy established by these three friends attests to the power of that motivation. And if death is the “undiscovered country”, then for 40 years Greenberg, Pyszczynski, and Solomon have been our G.P.S.

Confirmed Speakers

Jamie Arndt, University of Missouri

Mark Dechesne, Leiden University

Jamie Goldenberg, University of Florida

Dylan Horner, Minot State University

Mark Landau, University of Kansas

McKenzie Lockett, National Center for PTSD D&T

Molly Maxfield, Arizona State University

Liz Pinel, University of Vermont

Jeff Schimel, University of Alberta

Hotel Accommodations

Limited number of rooms available at discounted group rate. Book by dates listed below.

Graduate Tucson

930 E 2nd St, Tucson, AZ 85719 Group Rate: $199 plus tax per night King and Double-Queen rooms available Book by September 16, 2024  

Tucson Marriott University Park

880 E 2nd St, Tucson, AZ 85719 Hotel Overview Group Rate: $169 plus tax per night King and Double-Queen rooms available Book by September 10, 2024  

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Departments

Ph.d. in counselor education and supervision.

The doctoral program in Counselor Education and Supervision welcomes applications from counselors of all specialties with a commitment to counselor education, leadership, advocacy and social justice.  First established in 1962 as a Ph.D. in Rehabilitation, the program was redesigned and renamed  The Counselor Education and Supervision Program  in 2017 to better reflect its expanded curriculum and its emphasis on preparing educators and researchers in multiple counseling specialization areas.

Jodi & Abby convocation 2019.jpg

The mission of the Ph.D. Degree Program in Counselor Education and Supervision at the University of Arizona is to prepare counselor educators and supervisors who identify as professional counselors and who are knowledgeable in all areas of applicable CACREP standards. Graduates consider their role to be that of leaders and advocates for social justice in addition to being scholars and educators who contribute to the advancement of the counseling profession in a diverse world. The graduates of our CES Program may, therefore, assume a variety of roles in connection with this mission. However, the majority of our students plan to fulfill the role of scholar-practitioner at the university level and teach within counselor education programs, an area of major need nationally.

Program Goals & Objectives

The Ph.D. program in Counselor Education and Supervision prepares counselor educators who possess outstanding skills and knowledge, who are prepared to practice in diverse, multicultural settings, consistent with both ethical and evidence-based practice within the counseling profession. Specifically, the program seeks to ensure that graduates possess the ability to:

• Effectively integrate theory and clinical counseling practice
• Become effective clinical supervisors
• Become skilled teachers, acquiring knowledge and skills in pedagogy and teaching methods that constitute best practice in counselor education
• Conduct rigorous research on important questions relevant to counseling and the counseling profession
• Engage in self-reflection regarding diversity and multiculturism in counseling, and acquire both the skills and the commitment to effectively advocate on an individual, group and system level

Is a doctorate right for you?

Counselors who wish to enhance their leadership, teaching, and research skills often pursue the doctoral degree program. Applicants must meet all the academic requirements of the University of Arizona Graduate College and hold a master’s degree in counseling from a CACREP-accredited program or have completed equivalent coursework. While guidelines regarding doctoral course requirements are provided, a doctoral sequence of study is uniquely developed to meet the goals and needs of an individual candidate. Actually, many students wonder if a doctoral study is right for them. This webinar might help!

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Barbara ellen pritchard, phd.

Barbara E. Pritchard, PhD, is an Associate Clinical Professor in the Department of Psychiatry at the University of Arizona Health Sciences Center where she teaches and supervises psychiatry residents on the theory and practice of psychodynamic psychotherapy. Dr. Pritchard received her PhD in Clinical Psychology from the University of Arizona, where even as a graduate student she was awarded an NIMH grant. She has received numerous awards for her teaching and her commitment to informing the community at large about mental health-related issues.Dr. Pritchard has supervised the psychotherapy component of several Department of Psychiatry research studies in the area of chronic depression. Her research efforts were recognized with a special award presented by the Arizona State Psychological Association at its 50th anniversary convention. She also maintains a private practice as a clinical psychologist and holds a Certificate of Professional Qualification in Psychology from the Association of State and Provincial Psychology Boards.Professional areas of interest include personality disorders, eating disorders, women’s issues, chronic depression, and clinical supervision. She frequently serves as a consultant and invited speaker in these areas. She is a past president of the Southern Arizona Psychological Association and twice a past president of the Southwest Psychoanalytic Society. As part of the Continuing Education Committee of the Arizona Psychological Association she was pivotal in developing new continuing education guidelines, and on the AzPA Ethics Committee she served as a consultant to other psychologists. Finally, as a result of such diverse efforts as serving as a mental health professional and performing opera, she is listed in Who’s Who of American Women. 

• PhD: University of Arizona, 1990
• MA: University of Arizona, 1983
• BA: University of Arizona, 1978
• University of Arizona Health Sciences Center, Clinical Psychology, 1983-1984
• University of Arizona Health Sciences Center, Clinical Psychology, 1984-1985

Clinical Psychology Faculty

Click here to find out who is taking a student in 2024-25.

CORE FACULTY:  Blais    Corbin   Cruz    Davis     Friedman     Gewirtz    Gonzales   Kim    Luecken   Meier (Madeline)    Meier (Matthew)    Perez     Wolchik   

AFFILIATED DEPARTMENT FACULTY:     Doane      Ha      Lemery       Pina      Su

EMERITUS:  Lanyon   Chassin   Karoly

Rebecca K Blais,  PhD, Associate Professor. Research Interests: My work is focused on military service members/veterans and trauma. Within this program of research, I have three main foci: understanding (1) the impact of military sexual trauma (MST) on sexual functioning and relationship satisfaction in veterans, (2) mechanisms of distress and suicide risk among trauma-exposed veterans, and (3) how unique exposures (e.g., MST vs combat) are differentially related to PTSD severity, sexual function, and suicide risk. Projects/Lab:  Military Social Science Lab

William Corbin,  PhD, Professor.  Research Interests: The goals of Dr. Corbin's program of research are 1) to improve our understanding of factors that lead to the development of alcohol-related problems; and 2) to develop effective programs for reducing alcohol-related harm. The first aim is met through a combination of a) longitudinal survey research on risk factors for heavy drinking, b) laboratory-based research on the relation between subjective response to alcohol and risk for alcohol-related problems, and c) laboratory-based research on the effects of alcohol on risk-taking. The second aim is met through prevention outcome studies targeting alcohol use and associated harms.  Projects/Labs:  Behavioral Alcohol Research for Clinical Advancement (BARCA) Laboratory .

Rick Cruz,  PhD, Assistant Professor. Research interests: We study the intersections between culture and context (e.g., family, neighborhood) in youth adjustment, with a focus on substance use and mental health. In particular, our work aims to bridge gaps between mainstream clinical science on the etiology of mental health and substance use problems, and ethnic minority/multicultural psychology which has tended to focus on cultural and familial risk and protective factors. Current research studies focus on the ways in which culture may influence the development of self-regulation in part through the family environment. The lab also cultivates research in prevention and intervention, particularly related to substance use, depression, anxiety, and academic functioning. Our work focuses in particular, but not exclusively, on Latinx youth and families.  Culture, Youth Development, and Intervention  

Mary Davis , PhD, Professor. Research Interests: Situational, personality, and hormonal responses to stress and coronary heart disease in women. Projects/Labs:  Emotion Regulation and Health .

Lauren Friedman , PhD, Assistant Professor. My research centers on understanding the etiology of childhood ADHD to inform interventions for the disorder. I examine the cognitive processes contributing to the core symptoms and functional deficits associated with ADHD through both experimental and meta-analytic techniques. I use this knowledge to optimize behavioral interventions for youth with ADHD using novel treatment adaptations and approaches. Projects/Labs: The HEAT Lab

Abigail Gewirtz , PhD, Foundation Professor in the Department of Psychology. Her research examines preventive interventions to strengthen families affected by traumatic stressors. With her research team, she develops, tests and examines the widespread implementation of parenting interventions for diverse families including military families exposed to parental deployment to war, and those affected by forced migration due to war or sociopolitical violence, among others. Projects/Labs: Adapt Lab

Nancy Gonzales , PhD, Executive Vice President and University Provost, Women and Philanthropy Dean's Distinguished Professor. Research Interests: Cultural and contextual influences on adolescent mental health. Her work includes research on the role of neighborhood disadvantage and acculturation on children's mental health and on how these influences are mediated or moderated by family processes within Mexican American and African American families. She also is involved in the development and evaluation of culturally sensitive interventions for Mexican American and African American families.Areas include: Culture / Ethnic Issues in Prevention Research; Prevention of Mexican American School Dropout and Mental Health Problems; Acculturation and Enculturation of Mexican American Children and Families; Contextual Influences on Adolescent Development. Projects/Labs:  Culture and Prevention Research Lab .

Joanna Kim , PhD, Assistant Professor. Research Interests: Kim’s research aims to reduce disparities in behavioral health risk, identification, and service utilization for low-income, immigrant, and ethnoracial minority youth. She is particularly interested in implementation strategies to increase intervention engagement and extend durability of intervention outcomes for minoritized families. Projects/Labs: Engaging Families Lab

Linda Luecken , PhD, Professor. Research Interests: Health Psychology, Women's Health. Social, developmental, and personality predictors of cardiovascular and hormonal stress reactivity and vulnerability to stress-related illnesses. Projects/Labs: Postpartum Depression in low-income and ethnic minority women; Long-term physiological and health correlates of childhood adversity; and Health risk and protective factors associated with parental death or divorce.  Health & Coping Lab , Resilience Solutions Group.

Madeline Meier , PhD, Co-Director of Clinical Training and Associate Professor. Research Interests: Developmental psychopathology of externalizing disorders; neuropsychological consequences of adolescent substance abuse; and cerebrovascular mechanisms linking substance abuse, neuropsychological impairment, and psychiatric disorder. Projects/Labs:  Substance Use, Health, and Behavior Laboratory .

Matthew Meier , PsyD, Clinical Associate Professor, Co-Director of Clinical Training, Director of the MS in Addiction Psychology and Graduate Certificate in Addictions. 

Marisol Perez , PhD, Associate Dean of Graduate Initiatives and Professor. Research Interests: Bulimia nervosa and the development/implementation of a cognitive dissonance eating disorder prevention program for college women; family-based needs assessment on adult and childhood obesity. Projects/Labs:   Body Image Research and Health Disparities (BIRHD)

Sharlene Wolchik , PhD, Professor. Research Interests: The primary goal of Dr. Wolchik’s research is to advance our understanding of vulnerability and resilience among at-risk youths.  Over the last 25 years, she has conducted research to identify modifiable individual- and family-level processes that promote positive adaptation to parental divorce or parental death.  She has developed empirically-based interventions to prevent the onset and/or exacerbation of problem outcomes for youths who experience these family disruptions. Randomized experimental trials have shown significant benefits of these programs on a wide array of mental and physical health outcomes. Short- and long-term follow-up studies have shown that these positive effects last up to 15 years after participation.  Her program for divorced families, the New Beginnings Program, has been recognized as a model program by the National Registry of Effective Prevention Programs and Blueprints for Health Youth Development.  Dr. Wolchik is committed to bringing these evidence-based programs into real-world settings so that more children and families can benefit. Projects/Labs:  Prevention Programs for At-risk Youths .

Affiliated Clinical Faculty and Research Interests

Leah Doane , PhD, Associate Professor (Developmental/Clinical).  Research Interests: Daily stress experiences in adolescence and young adulthood, ecological momentary assessment of emotions and physiological stress activity, social-emotional influences on trajectories of physical and mental health over the transition to adulthood. Projects/Labs:  Adolescent Stress and Emotion Lab.

Thao Ha , PhD, Assistant Professor (Developmental/Clinical). Research Interests: Her multidisciplinary research focuses on the development of adolescent and early adult romantic relationships. Ha investigates how partner choices, relationship dynamics, and break-ups among heterosexual and sexual minority youth affect their emotional (e.g., depression) and behavioral (e.g., sexual risk behaviors, substance use, and truancy) adjustment over time.   Projects/Labs:  @Heart Lab .

Kathy Lemery , PhD, Professor. Research Interests: Developmental behavior genetic approach, individual differences in appropriate and inappropriate emotional responding, risk and resiliency, parent and sibling influences, context effects, person-environment transactions, behavioral and biological measures. Projects/Labs:  Child Emotion Center .

Armando Pina , PhD, Associate Professor (Clinical/Developmental). Research Interests: Intra-individual level risk factors in the development of anxiety disorders in youth and the evaluation of psychosocial preventive and treatment interventions for use with this population. Dr. Pina's work integrates ethnocultural and child-adolescent anxiety research and is aimed at developing empirically informed, culturally robust assessment and intervention strategies for culturally diverse youth. Project/Labs: The Courage Lab

Jinni Su,  PhD, Assistant Professor. (Developmental/Clinical). Research Interests: Her research focuses on how genetic and environmental influences contribute to the development of substance use and related behavioral and emotional health outcomes in diverse populations, particularly during adolescence and young adulthood. Projects/Labs:  Genes, Environment, and Youth Development (Su)

Laurie Chassin , PhD, Regents Professor and Director of Graduate Studies. Research Interests: Adolescent risk and resilience; and transitions from adolescence to adulthood. Longitudinal studies of the intergenerational transmission of substance use and cigarette smoking, and adolescents in high-risk families, resistance among serious juvenile offenders. Projects/Lab:  Pathways of Risk and Resilience Lab .

Paul Karoly , PhD, Professor. Research Interests: The development and use of a cognitive-motivational perspective applied to normal and abnormal adjustment and to physical health and physical illness. The model, called the goal, self-regulatory, automatized social systems perspective (GRASSP), seeks to understand humans as self-regulating systems organized around explicit and implicit goals. The model focuses not only on the functional capacities of human self-regulating systems (such as attention, memory, monitoring of self and environment, etc.) but on the content, structure, and operational dynamics of goals themselves. The conceptual model is currently being applied across a variety of domains including: health and clinical psychology, clinical assessment, personality, educational and vocational psychology. Projects/Labs: Star Gate Lab.

Richard Lanyon,  PhD, Professor. Research Interests: Psychological assessment in general and personality assessment in particular, focusing on areas that are relevant to psychology and law. Current projects involve the development and validation of methods to assess response distortions (“misrepresentation”) during assessments in various forensic contexts, such as personal injury claimants, major felons, divorce/custody situations, etc. Projects: Validity of the Balanced Inventory of Desirable Responding and the Paulhus Deception Scales in forensic assessment; Development and validation of a measure of extreme virtue for the Multidimensional Health Profile Cognitive set; secondary gain, and progress in physical rehabilitation.

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Ph.D. Clinical Psychology

Ut tyler psychology and counseling, ph.d. clinical psychology (underserved populations), program brochure.

Program Objectives and Goals                                            

The Ph.D. program in clinical psychology at the University of Texas at Tyler is a scientist-practitioner based program which provides high quality academic, research, and clinical training with under-served populations.  Our focus is on training students to work with veterans, in rural mental health settings, and in geropsychology.   Training in cultural diversity issues is infused throughout the curriculum.  Students will receive additional courses and clinical training in these 3 emphasis areas during their time in the program.   Students are mentored by clinical faculty in research and provide supervision of their clinical work along the way.  A thesis and dissertation are required.  Clinical training is provided in our on-campus clinic and in a number of agencies in the East Texas area.  Students receive a stipend /financial aid package that allows them to focus on their academic and professional goals and involve research and teaching activities.   Upon completion of our program, students will be able to become licensed psychologists and work in a variety of academic, medical, or clinical settings.   Since we are a new Ph.D. program, we are in the process of seeking contingent accreditation from APA.  Our program objectives are as follows: 

• Program graduates are trained as scientist-practitioners who have a diverse knowledge of the scientific and behavioral foundations of psychology.
• Program graduates are capable of developing, conducting, and reporting research knowledge through their own program of independent research.
• Program graduates are competent to assess, diagnose, and treat psychological disorders using evidence based practices.
• Program graduates are trained in ethics, diversity issues, and professional issues related to clinical practice and research.
• Program graduates have additional clinical and research training in underserved populations such as with military veterans, older adults, and persons in rural settings.

Our program values diversity with respect to gender, ethnicity, age, religious beliefs, and/or sexual orientation. We do not discriminate based on these factors regarding program admission or completion.

Questions can be directed to Ceselie Tobin, MS, LPC graduate admissions advisor, or Dr. Dennis Combs , director.

IMPORTANT UPDATE:  All admissions materials are due by January 15th, 2024 for the Fall 2024 cohort.

Frequently Asked Questions Residency Requirement

The UT Tyler Clinical Psychology PhD program is designed as a full-time, five-year program, including four years on campus and an off-site, doctoral internship year.  It may take students an average of between 5-6 years to complete our program to allow for additional clinical training experiences and to make progress on dissertation requirements prior to the doctoral internship.   The program requires a minimum of 3 full-time academic years of graduate study, at least 2 of which is completed in this program, and requires 1 year in full-time in residence.  The PhD degree is awarded after all program requirements are completed and conferred after completion of the doctoral internship.

Program Format 

The PhD program in Clinical Psychology is designed to be an in-person, face to face program.  We are not a fully on-line program and students must attend the program and classes in person.  In our program, the format for classes can vary by instructor which includes face to face, hybrid, and online formats.  We value in person learning as it provides for enhanced training and mentorship and results in a better student community.  Faculty can teach classes in different formats based on their needs and availability.   Practicum training is done in person with some provision for telesupervision and telehealth methods.  Teaching involves lectures, clinical and case examples, discussions, and electronically delivered methods to enhance learning. 

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Doctoral degree programs at NAU

In our doctoral programs, you will deepen your expertise and earn the credentials you need to become a recognized scholar, researcher, or practitioner in industries ranging from education to forestry . Climb to new heights in your chosen field with a Northern Arizona University doctoral degree.

Why choose an NAU doctoral program?

At NAU, we work to develop interdisciplinary doctoral programs that allow you to not just research intensively in one field, but to broaden your understanding of your work through the lens of other subject areas. You’ll also build lifelong relationships with our experienced, game-changing faculty. Find your degree below, and start your future today.

List of doctoral programs by interest area

For more information on specific program requirements, please see the academic catalog ., education and behavioral health.

Clinical Psychology (PsyD) Combined Counseling/School Psychology (PhD) Curriculum and Instruction (PhD) Educational Leadership- K-12 Administration (EdD) Educational Leadership – Community College / Higher Education Administration (EdD)

Engineering

Applied Physics and Material Sciences (PhD) Bioengineering (PhD) Civil and Environmental Engineering (PhD) Mechanical Engineering (PhD)

Health and Nursing

Interdisciplinary Health (PhD) Nursing Practice (DNP) Occupational Therapy (OTD) Physical Therapy- Entry Level (DPT)

Doctor of Medical Science Program (DMSc)

Applied Linguistics (PhD)

IT and computing

Informatics and Computing (PhD)

Natural sciences

Astronomy and Planetary Science (PhD) Biology (PhD) Earth Sciences and Environmental Sustainability (PhD) Forest Science (PhD)

Social sciences

Political Science (PhD)

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