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• Clinical Psychology, Doctor of Philosophy

The Ph.D. program in Clinical Psychology at St. John’s consists of four years of full-time coursework and related practicum experience, followed by a one-year clinical internship (or equivalent) in an approved setting and completion of a doctoral dissertation.

• Majors and Programs of Study

Earn a Ph.D. from a top-ranked Clinical Psychology program at St. John's University in New York City! The Ph.D. program in Clinical Psychology at St. John’s consists of four years of full-time coursework and related practicum experience, followed by a one-year clinical internship (or equivalent) in an approved setting and completion of a doctoral dissertation. The program is fully Accredited by the American Psychological Association.

• St. John's College of Liberal Arts and Sciences
• Queens Campus

The program prepares broadly trained, competent psychological professionals in various psychodiagnostic and intervention procedures as well as in research skills. Students learn to understand and interpret the research of others and design and execute their own research. The program prepares students to function in the many diverse professional, academic, and research roles clinical psychologists perform. It does so by offering a broad exposure to the theoretical and empirical underpinnings of general psychology while also providing extensive training in strategies and techniques of assessment, intervention, consultation, and the latest research strategies using the newest statistical analyses and programs.

The program follows the scientist/practitioner model of training involving a logical progression of coursework and fieldwork experiences toward the development of research and clinical competencies. In addition, the program abides by the profession's ethical principles, shows respect for individual rights and dignity, displays a commitment to service to its community, and demonstrates through its teaching and clinical training an appreciation of the importance of cultural diversity.

The Ph.D. program in Clinical Psychology offers two major areas of study: Adult, a specialty area focusing on education and training with adult clinical populations, and Child and Adolescent, which offers advanced training in child, adolescent, and family psychology. At the point of application to the program, students elect one of two major areas of study within the Clinical Psychology program in which they can pursue more concentrated training opportunities: (1) Adult or (2) Child and Adolescent.

• General Requirements
• Child & Adolescent Area Requirements
• Adult Area Requirements
•  Student Admissions, Outcomes, and Other Data (PDF)

Federal Regulations require all higher education institutions offering an academic program designed to meet the educational requirements for a professional license or certification or advertised as such, to provide potential students with information about whether completion of that program would meet the educational requirements for licensure/certification in the state of the student’s location upon enrollment.

This program prepares students for licensure/certification in New York State. Students who plan to work in a state other than NY, must visit our Professional Licensure Disclosure Information page where we have indicated if this program meets or does not meet the educational requirements for specific states.

Department Faculty

Please see a list of our  Psychology faculty .

Clinical faculty members include  Elissa Brown ,  Andrea Bergman ,  Elizabeth Brondolo ,  William Chaplin ,  Beverly Greene ,  Rafael Javier ,  Wilson McDermut ,  Jeffrey Nevid ,  Tamara Del Vecchio  and  Raymond DiGiuseppe .

Department Contact

Ray digiuseppe, ph.d., abpp.

Director, Ph.D. Program in Clinical Psychology, Professor of Psychology

[email protected]

Additional Information

• Program Overview
• Admission Requirements
• Student Admissions, Outcomes, and Other Data  (PDF)
• Financial Support
• Focus on Diversity in Training, Practice, and Research

Career Outcomes

The Ph.D program in Clinical Psychology at St. John’s University prepares students for professional careers in clinical psychology. Embodying the commitment to service to the economically and socially disadvantaged that is a key feature of the University’s Vincentian mission , the program prepares students to become working psychologists and researchers in community facilities and university and public service settings. Students in the program develop competencies in psychological assessment and diagnostic evaluation, psychological methods of treatment, research methods and design, methods of data analysis, and advancement of knowledge in the field, as well as sensitivity to the importance of issues of diversity in providing psychological services in a diverse society.

Professional licensure and certification requirements often vary from state to state. St. John’s University has not determined requirements for individual states beyond New York. If you reside or plan to reside outside New York you are strongly encouraged to contact the appropriate state licensing agency in that state to seek information and guidance before beginning the program.

Admissions to the Ph.D. program are for the Fall semester only. In addition to the entrance requirements listed, one or more interviews by the departmental admissions committee may be requested. Students accepted for admission with any course deficiencies must remove those deficiencies prior to matriculation in the program. Such deficiencies may be completed during the summer preceding matriculation by enrolling in appropriate undergraduate or 100-level courses. All doctoral students are required to maintain full-time status for the duration of the program.

Please note:  Prior to beginning required supervised clinical hours at the University clinic and external clinical placement sites, students will be required to undergo and successfully pass a Criminal Background Check, at a cost of approximately $100. For more information, please consult the current  Graduate Bulletin .

Applicants who are asked to interview will be invited to visit campus in February or March. 

A Final Word

Applying to a doctoral program requires a serious, thoughtful decision. We welcome your interest in the Clinical Psychology program.

For more information or to apply, please contact:

Graduate Admission Information

Office of Graduate Admission 8000 Utopia Parkway Queens, NY 11439 718-990-1601 [email protected]

Tuition and Financial Aid

Costs for tuition and fees are listed  online  and in the  Graduate Bulletin . Academic and financial advisement is available in the department and through the  Office of Student Financial Services .

Interested in Social Sciences , but not sure if Clinical Psychology, Doctor of Philosophy is right for you?

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Earn a doctoral degree in School Psychology from St. John's University in New York City! 

The Clinical Mental Health Counseling Program is a 60-credit program leading to a Master of Science in Education degree. 

Students who have completed a CACREP master’s degree in another counseling specialization, such as school counseling, can earn an Advanced Certificate in Clinical Mental Health Counseling (CMHC).

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PhD Program in Clinical Psychology

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General Admission Contact The New School for Social Research Office of Admission 72 Fifth Avenue, 1st floor New York, NY 10011 212.229.5600 or 800.523.5411 [email protected]

Admissions Liaison [email protected]

Department of Psychology The New School for Social Research 80 Fifth Avenue, 7th floor New York, NY 10011 212.229.5727 x3119 or x3223 (for Clinical Psychology) Fax: 212.989.0846

Department Chair William Hirst

Department Secretary Janiera Warren

Clinical Secretary Nichelle Horlacher

Director of Clinical Training Sam Winer

Assistant Director of Clinical Training Lisa Rubin

Director of Clinical Student Affairs Trisha Toelstedt

Safran Center for Psychological Services Inga Blom , Director Donna Mulcahy , Manager

Student Advisors First-Year MA: Hong Nguyen Continuing MA: Olivia Cadwell Clinical PhD: Lindsay Siegel CSD PhD: Starlett Hartley

Psychology Departmental Handbook

Psychology Labs Handbook

Concentration in Substance Abuse and Mental Health Counseling Handbook

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The PhD in Clinical Psychology is accredited by the Commission on Accreditation of the American Psychological Association. It is one of the few clinical programs that combine a psychoanalytic emphasis with adherence to the scientist-practitioner model.

It also recognizes the importance of understanding the roles of culture and context in mediating healthy psychological development, psychopathology, and psychotherapeutic change.

• Degree Doctor of Philosophy (PhD)
• Credits 90 credits
• Format Full-time or part-time, on-campus
• Start Term Fall

View current tuition and fees View fellowship and funding opportunities

The mission of the Clinical Psychology doctoral program at The New School for Social Research is to train scientist-practitioners who:

• Are competent in clinical practice, including diagnostic assessment, case formulation, and intervention
• Are engaged in contributing to scholarship in all its forms 
• Are grounded in the broader field of scientific psychology and can integrate scientific knowledge with clinical research and practice 
• Can communicate about psychology effectively with a wide range of individuals
• Are respectful of the influence of context, culture, development, and individual differences
• Act ethically throughout their professional conduct

While introducing students to full range of evidence-based practice, we provide a foundation in psychodynamic theory and practice, whose core tenets we identify as 1) recognition of the importance of context and development for psychological trajectories; 2) acknowledgment of intrapsychic influences on behavior which may lay outside awareness; 3) appreciation of the fact that individuals attempt to manage difficult emotions through complex means; and 4) respect for the impact of relational factors on the amelioration of distress, including the therapist’s and client’s reactions to each other. It is expected that graduates will implement these skills in a variety of settings.

Consistent with The New School for Social Research’s institutional goals, we value progressive social thought, critical analysis, pluralism, diversity, and interdisciplinary dialogue and recognize the importance of pursuing and maintaining integration between scholarship and real-world concerns.

Approach to Training

Our overall ethos is a realistic take on the challenges to the scientist-practitioner model: Researchers sometimes fail to take into account the realities of clinical practice, and as surveys indicate, many practitioners are not interested in research findings. An important goal is thus to train students to think critically about the causes of the researcher-practitioner gap and to explore ways of reducing it. We attempt to create an atmosphere in which a critical spirit will flourish. Ongoing questioning and dialogue are encouraged, formally and informally, not only in classes and seminars but also at guest lectures, case conferences, research conferences, and various faculty and student meetings.

The program achieves mission through three primary modes of educational experiences: coursework, clinical placements, and research mentorship.

Coursework:  Students in the MA program undertake broad, foundational, and graduate-level study of psychological science, in the areas of affective, biological, cognitive, social, and developmental psychology, as well as research methods and statistics. As they move into the doctoral program, they integrate their acquired basic science learning into clinical skills coursework.

Clinical Placements and Supervision: In clinical placements, doctoral students participate in didactics on up-to-date clinical research, which their supervisors then help them incorporate into their interventions. An important element of the integration of science and practice is the clinical experience in the Safran Center for Psychological Services, in which students employ evidence-based interventions and actively participate in psychotherapy process and outcomes research.

Research Mentorship: Students are guided by mentors in their research labs in generating research that integrates the theoretical and clinical implications of their proposed research and its subsequent findings.  

For full details of the program curriculum, as well as all policies and procedures, please see the Psychology student handbook .

Program Ethos

Psychodynamic Roots: Many of our basic clinical skills courses have a broad-based psychodynamic emphasis. Others have a cognitive-behavioral emphasis. Students are also exposed to other therapeutic orientations, such as humanistic and existential approaches. They are encouraged to approach clinical practice with an open and inquiring mind and avoid a doctrinaire outlook.

In its clinical training, the program is pluralistic, with an emphasis on psychoanalytically informed practice. The psychoanalytic legacy of our program can be traced back to 1926, when Sándor Ferenczi, one of Freud's closest colleagues, taught a course at The New School. Other psychoanalytic pioneers who have taught at The New School include Alfred Adler, Ernst Kris, Karen Horney, and Erich Fromm. Our psychoanalytic legacy can also be traced to the World War II–era origins of The New School for Social Research, of which a number of founding faculty members were interested in the synthesis of social and political thought, psychoanalysis, and the humanities.

Critical Thinking: Critical inquiry and debate are encouraged, and students seek out training experiences in a range of different orientations during externship placements. Students are exposed to diverse orientations and taught to examine similarities, differences, and points of complementarity between them. They are taught to think critically about the strengths and weaknesses of different approaches and to explore different approaches to integrating both interventions and theories from different perspectives (e.g., technical eclecticism, theoretical integration, common factors approaches, assimilative integration).

Integration of Science and Practice: In accordance with the scientist-practitioner model of training for clinical psychology, we are committed to teaching our students to integrate research and practice in a meaningful way. We teach them to view the activities of conducting research and engaging in clinical practice as mutually enhancing—that is, to understand that clinical practice generates important questions and insights that can have a significant influence on the conceptualization and execution of research and that both research findings and the process of conducting research can have an important impact on clinical practice.

Consistent with the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology, the emphasis in our training model is on the integration of science and practice in all activities a clinical psychologist undertakes. From this perspective, the hallmark of the scientist-practitioner model is not publishing in scientific journals but rather bringing the integrative perspective of the scientific-practitioner model to all professional activities.

Many of our graduates choose to work in clinical settings, and when they do, we expect them to approach their work with the critical sensibility that is the hallmark of science; to value and seek out up-to-date information, including expertise in both clinical techniques and empirical findings regarding assessment, psychopathology, and therapeutic methods; and to evaluate this information critically. When they do research, we expect them to be attuned to real-world clinical concerns and to use their clinical experience to generate meaningful hypotheses.

We also believe it is important for students to be aware from the outset that the practice of clinical psychology often falls short of the ideals of the scientist-practitioner model, and that there is an increasing recognition in the field of a gap between researchers and clinicians. Researchers sometimes fail to take into account the realities of clinical practice, and, as surveys indicate, many practitioners are not interested in research findings. An important goal is thus to train students to think critically about the causes of the researcher-practitioner gap and to explore ways of reducing it. We attempt to create an atmosphere in which a critical spirit will flourish. Ongoing questioning and dialogue are encouraged, formally and informally, not only in class and seminar rooms but also at guest lectures, case conferences, research conferences, and various faculty and student meetings.

A full account of degree requirements and procedures is contained in the Psychology student handbook .

PhD candidates must earn 60 credits in addition to the 30 credits taken in the General Psychology MA program, for a total of 90 credits. 

Once admitted to the Clinical Psychology doctoral program:

• Students are expected to take courses in clinical theory and technique, diagnostic testing, evidence-based practice, culture and ethnicity, ethics, and statistics, and others
• Students must also complete a practicum at the program's training site, the Safran Center for Psychological Services, in their first year, followed by two full years of externship and externship seminars
• The clinical component of training culminates in a paid, full-time, APA-accredited internship, procured through a national match process. 

Timeline to Completion:  It is possible to complete the PhD degree in four years (not including the two-year MA program). The program is structured so that students spend three years completing academic and practicum requirements and one year completing an APA-accredited pre-doctoral internship. It is not unusual for students to take longer than four years, given the many concurrent academic, clinical, and research experiences that the program affords, and given many students' desire to gain additional clinical experience in light of the current internship match imbalance.

Graduate Minors

Students can use elective courses toward completing one of the university’s  graduate minors . These structured pathways of study immerse master's and doctoral students in disciplines outside their primary field and expose them to alternative modes of research and practice. Completed graduate minors are officially recorded on students' transcript.

Dissertation

The dissertation itself consists of two separate but related portions:

• Literature Review: The first portion is a stand-alone literature review article that is submitted in a form that is potentially acceptable to a peer-reviewed journal. This article should be approximately 10,000 words or 25-30 double-spaced pages in length (including references), and will review theoretical and empirical research relevant to the topic on which the dissertation research focuses.
• Empirical Article: The second portion consists of a stand-alone empirical article written in a form that would be acceptable to a peer-reviewed journal. This article should be approximately 10,000 words or 25-30 pages double spaced in length (including references). Students should familiarize themselves with the types of articles that appear in quality journals relevant to their area of research, and use these as models when writing their dissertation.  

See Dissertation Requirements in the Psychology student handbook for complete information.

Assistantships

A limited number of research and teaching assistantships are available in the Psychology department. Teaching assistantships are usually restricted to doctoral candidates.

Faculty Research Interests

The following Clinical Psychology faculty members typically serve as the primary research supervisors for Clinical Psychology doctoral students. However, all Cognitive, Social, and Development Psychology faculty members may also serve as primary research supervisors.

The most recent American Psychological Association site visit, in December 2013, resulted in the PhD program's accreditation for a full seven years. The program continues to be accredited, with its next site visit scheduled to take place in 2021.

Site visitors commented on the excellence of the program's training in scholarship, research, and practice, and on our success in integrating the three realms. 

To quote the site visit report:

“The focus of the program is not only on present knowledge available but on understanding the value of developing a stance of lifelong scholarly inquiry and the basic value of science as an important part of clinical practice. There is an emphasis on the constant change in knowledge and ideas that occur in the field and on the importance of both being aware of these changes and of being involved in them. The advanced students appear to have developed a very strong attitude of lifelong learning and also assist in the development of this attitude by being models and passing on the attitude to the new students.

"The program excels in the area of clinical training. The New School Psychotherapy Research Program provides a strong beginning to the students' clinical experience. A wide range of agencies are used for advanced practica and all are required to provide adequate supervision and appropriate professional supervisors. The clinical training experience is integrated with all appropriate courses. The practica from the very first year New School Psychotherapy Research Program placement on throughout the program are designed to fit with and be part of developing competencies and to meet both immediate and long term training during each year of the program. Since practicum training is part of the training during each year in the program, the amount, intensity and breadth of experience is well beyond what is expected by most internship sites.

"The program tracks placements of its graduates and is justly proud of the excellent jobs its students regularly obtain. In our interviews with supervisors in sites that support student placements and internships we learned that most of them consider New School graduate students to be the best graduate students they see."

Questions related to the program's accredited status should be directed to:

Office of Program Consultation and Accreditation 750 First Street NE Washington, DC 20002-4242

202.336.5979 [email protected] apa.org/ed/accreditation

Detailed policies and procedures for admissions can be found in the Psychology student handbook .

Students begin their studies toward the PhD by obtaining an MA in General Psychology, which includes courses in cognition, social psychology, developmental psychology, neuroscience, psychopathology, and research methods and statistics, as well as three electives. For these electives, students may take the three-course module in Substance Abuse Counseling and Mental Health. In the middle of the second year of the MA, students with a GPA of 3.50 or higher, who are also pursuing research with faculty guidance, may apply for admission to the Clinical Psychology doctoral program. The Clinical program admits approximately 15 students per year. Successful completion of the MA in General Psychology does not guarantee admission to the PhD program.

Students with MA degrees in psychology from other universities  may be eligible for "Advanced Standing" status in the New School for Social Research MA program. Accepted students are informed of whether or not they will be admitted with Advanced Standing status prior to beginning the MA program. Once accepted, eligible students may apply to enter the Clinical Psychology PhD after at least one semester of study here at the MA level, depending on how many of their credits transfer and assuming they have successfully completed requisite courses to meet eligibility for doctoral application. Students in this situation should consult the "Advanced Standing" section in the department handbook for additional information.

Admission Data

Time to Completion for All Students Entering the Program

Also, please describe or provide a link to program admissions policies that allow students to enter with credit for prior graduate work, and the expected implications for time to completion. Please indicate NA if not applicable: N/A

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  Licensure

This program has been designed to meet educational requirements for professional licensure or certification in New York State. As such, a determination has not been made regarding whether this program will meet educational requirements for licensure or certification in other states or U.S. territories. Students who are considering enrolling in this program and who intend to pursue professional licensure or certification in a state other than New York should contact the appropriate agency to seek guidance and information confirming licensing or certification requirements before beginning the program. Students should be aware that licensure and certification requirements are subject to change periodically and may include educational or degree requirements, professional examinations, background checks, character and fitness qualifications, work experience, fingerprinting, and other requirements.

Disclaimer: The links below lead to websites created and maintained by other organizations. These links are provided for the user’s convenience. The New School does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Furthermore, the inclusion of these links is not intended to reflect their importance or to endorse the organizations sponsoring the websites nor to endorse the views expressed or the products or services offered on the websites. Please note that privacy policies on these websites may differ from those of The New School. Psychology Licensure Information by Profession

New School for Social Research Psychology faculty members regularly discuss their research in the media and receive honors for their work. Examples include:

• New School press release on the appointment of Miriam Steele to the Alfred J. and Monette C. Marrow Professorship in Psychology
• New York Times article , "What Can Be Learned From Differing Rates of Suicide Among Groups," featuring Lillian Polanco-Roman, assistant professor of psychology
• USA Today article , "Hurricane Fiona, natural disasters expose mental health crisis in Puerto Rico," featuring Daniel Gaztambide, assistant professor of clinical practice
• VeryWell Health article , "People With Mental Health Conditions Should Be Screened for Heart Disease Earlier," featuring McWelling Todman, professor of clinical practice
• New School News article , "Trauma and Global Mental Health Psychology Lab Partners with Danish Red Cross to Provide Short-Term Mental Health Interventions to New Yorkers," featuring Adam Brown, associate professor of psychology and vice provost for Research
• New School News article , "Psychology Professors Miriam and Howard Steele Discuss How Families Can Cope with Grief and Stress During the Pandemic," featuring Miriam Steele, Alfred J. and Monette C. Marrow Professor of Psychology, and Howard Steele, professor of psychology
• Psychology research conversation  between Wendy D'Andrea, associate professor of psychology, and Nadia Nieves, PhD Clinical Psychology '20

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Ph.D. in Social Psychology

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The doctoral program in Social Psychology at New York University offers training in the scientific study of social psychology and social behavior. To this end, it offers training in the psychological theories, principles, and research methods relevant to understanding human behavior among individuals, groups, and organizations .

Program Vision

Social behavior is best understood from a multi-level perspective. The focal level of analysis often concerns the individual and the situation, with an emphasis on the cognitive, emotional, and motivational processes that drive behavior in social contexts. Our multi-level approach may examined how these processes are shaped by political, societal, and organizational factors, at a higher level, and supported by neural and physiological systems, at a lower level.

Our multi-level perspective is reflected in our methodologies. Students receive training in advanced quantitative methods and in a broad range of approaches such as behavioral experimentation, psychophysiology and cognitive neuroscience, big data (e.g., from social media), experience sampling, online data collection, dyadic measurement, computational modeling, and field studies, to name a few. Members of the program have access to fMRI, EEG/ERP, eye-tracking, and peripheral psychophysiology facilities housed within the Psychology Department.

Finally, we are committed to connecting our research to the real world. Although our questions often focus on basic processes that drive social cognition and motivation, our broader goals are to understand real-life human behaviors and pressing societal issues and to contribute solid scientific knowledge to policy makers and human service providers.

Program Culture and Activities

The NYU social program has a history of a special communal, cooperative spirit, with very high morale among the students and faculty. Moreover, the program culture is constantly evolving, influenced by interactions among current students, postdocs, and faculty, by changes in the broader scientific field, and by events in the world. We hold weekly program meetings (our “brownbag” meeting) that emphasize new findings and lively discussions, and we feature multiple talk series featuring prominent outside speakers (e.g., Social Colloquium, Social Neuroscience Series, Distinguished Lecture Series). Members of the program also enjoy interactions with colleagues in Cognition & Perception, Development, Neuroscience, Applied Psychology, Linguistics, Politics, Philosophy, and the Stern School of Business. Our location in an exciting and central neighborhood in New York City makes it easy for students and faculty to come in early and/or stay late to meet with each other and distinguished visitors.

Graduate study in the Social Psychology program at NYU means being part of an unusually active research culture. We share well-equipped laboratories, and we promote 'open door' relationships between professors and students. Although students typically have a primary home in one professor's laboratory, we require that students work in at least one other laboratory to promote breadth of training in a variety of methodological approaches and research issues. Our goal is to prepare students to be highly competitive in the job market for the type of career they seek, and we are proud of the steady success of our students in obtaining academic positions at top research universities and teaching colleges.

All students accepted into our graduate program are fully funded through the Henry M. MacCracken Program or the NYUAD Global PhD Fellowship.

MacCracken funding is provided through a combination of teaching assistantship, research assistantship, and fellowship, in proportions to be determined. The award package typically includes a full tuition scholarship, comprehensive health insurance and a stipend. Funding is typically guaranteed for five years, although students with substantial graduate credits or a Master's degree may only be guaranteed four years of support.

NYUAD Global PhD Fellowships include full tuition scholarship, health insurance, travel benefits, and a stipend. Funding is for five years, which typically includes two years or less of course work in New York and the remaining at least three years or more of dissertation research in Abu Dhabi. Campus housing in Abu Dhabi is provided free of cost and is available to all Global Fellows.

There is a very limited supply of subsidized housing available for graduate students which is generally used for a subset of each entering class to provide them the opportunity to get settled in New York City during their first year of residence.

NYU Abu Dhabi PhD Program

The Program in Social Psychology maintains a relationship with the Social Psychology faculty at NYU Abu Dhabi. This relationship supports opportunities for collaboration between students and faculty across the New York and Abu Dhabi campuses. Students accepted for the NYU Abu Dhabi Ph.D. program will typically spend two years primarily in New York with multiple visits to Abu Dhabi. During those two years, students complete all or most of their coursework as well as carrying out research in collaboration with an NYU Abu Dhabi advisor and a co-mentor in New York. The subsequent three years are spent in Abu Dhabi completing the dissertation research and any remaining course requirements. For further information on the Global Ph.D. program, click here .

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Integrated Learning

Join a program that offers integrated training in contemporary clinical science and clinical assessment and intervention. You’ll learn from leaders in the field—professionals pursuing a broad range of dynamic research projects.

Advance Your Education in Clinical Psychology

Our top Master of Arts program is designed for applicants looking to strengthen their academic background prior to applying to doctoral programs across the country.

Clinical Training

Our clinical training has an ongoing psychodynamic tradition with increasing opportunities for supervision and didactic work in Cognitive-Behavioral, Interpersonal, Family Therapy, and other modalities. Our doctoral students are prepared for careers in clinical settings, hospitals, private practice, teaching, and research.

Welcome to the Clinical Psychology program

The Clinical Psychology Program provides rigorous training in both contemporary clinical science and clinical assessment and intervention. Our students develop hands-on research and clinical experience through the several labs at Teachers College — which examine risk and resilience in veterans; clinical intervention in diverse sociocultural and geographic contexts; psychotherapy methods; suicidality; and more — and at placements at other leading mental health facilities in New York City. Nationally known as the premier program for Clinical Psychology, our M.A. program is suited for applicants interested in strengthening their academic background in psychopathology, treatment, theory, and research methods prior to pursuing highly competitive doctoral programs.

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Master of arts in psychology in education.

Our Master of Arts degree is formally titled “Psychology in Education” for historical reasons, but is today well-known as a premier M.A. program for students interested in the field of Clinical Psychology.

Doctoral Program

The Ph.D. program in Clinical Psychology provides rigorous training in both clinical science and clinical assessment and intervention. Research includes studies of risk and resilience; adjustment across diverse sociodemographic contexts; religious and spiritual development; emotional regulation; emotion and coping with trauma; suicidality; and psychotherapy process and outcomes.

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Graduate Studies in Spirituality Mind Body

The Spirituality Mind Body (SMB) Area of Focus Graduate Studies at Teachers College, Columbia University is the first Ivy League graduate program dedicated to merging spirituality and evidence-based research within the context of clinical psychology.

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Join educators, researchers, practitioners, and activists dedicated to enhancing the well-being of LGBTQ individuals and women.

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• Psychology in Education: General Psychology
• Psychology in Education: Spirituality Mind Body Area of Focus
• Sexuality, Women and Gender in Psychology and Education [Program is not accepting applications for the 2025 cycle.]

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This program is STEM designated, which means you will be trained in areas of technology that are in high demand with United States employers. International students studying in person on student visas will be eligible for an Optional Practical Training (OPT) extension of 24 months, for a total of 36 months.

Healthcare Integration

Within a biopsychosocial framework, the PhD in Clinical Psychology (Health Care Emphasis) program prepares you for a bright future as a clinical scientist or scientist-practitioner. Skills are gained in psychodiagnostic assessment, therapeutic intervention, prevention, and consultation in both mental health and medical settings. The integration of mind and body—of mental and physical health—across the lifespan, attendant to racial, ethnic, and cultural diversity, so pertinent to risk and healthcare disparities, are embedded features in the program’s curriculum and training.

Faculty are devoted to the advancement of scientific knowledge in clinical psychology and clinical health psychology. The program draws upon the department’s long-standing strengths in areas related to global mental health and aims to prepare students for academic and research track positions, as well as for clinical roles with applied research activities. You’ll be prepared to work collaboratively in a variety of medical, community, and public health settings, and upon graduation, you will have completed all pre-doctoral academic and internship requirements for admittance to the New York State Licensing Examination.

The PhD Program in Clinical Psychology currently is seeking American Psychological Association (APA) accreditation. It has completed its self-study and been granted a site visit by the Committee on Accreditation (CoA), tentatively projected for Winter 2025. The program will be reviewed by CoA after the site visit to determine whether to grant accreditation on contingency at that time, and if the program is granted accreditation on contingency, the initial date of accreditation will be retroactive to the site visit. For questions about accreditation, please contact the CoA office at (202) 336-5965.

A Scientist-Practitioner Model

• Follow a Boulder Model of training wherein training in research inquiry and clinical practice (assessment, prevention, promotion, and intervention), in relation to mental health and physical health, are integrated through intensive coursework and placement experiences.
• Develop expertise regarding factors bearing on wellness and illness, including developmental processes (leading to preparation for work in pediatric as well as adult settings), and social, cultural, economic and global features which contribute to health and well-being.
• Gain exposure to multiple-theoretical perspectives, including cognitive-behavioral, psychodynamic, trauma-focused, and other relevant approaches.

Clinical Training and Research Opportunities

The Clinical Psychology (Health Care Emphasis) PhD program is designed to provide, within a scientist-practitioner model, education and training in clinical psychology and clinical health psychology. Clinical training begins in the first year, with a course in clinical interviewing in the first semester followed by training through practicum and supervised clinical experience in the department’s McShane Center for Psychological Services. In the third and fourth years, students complete clinical training at external field sites around the New York area, followed by a year of full-time internship.

You’ll gain new perspectives through closer interaction with students and faculty across programs, as in mentored research labs and from research talks from experts in the field. From the beginning of the program, students are involved in research with a mentor, leading to completion of a master’s thesis (at the end of second year) and culminating in completion of a doctoral dissertation. Dissertation research within this PhD program involves a chosen investigation into a specific interface between psychological and physical health.

Diversity is emphasized in academic work and practical training through opportunities to work with diverse populations. Pace University’s McShane Center for Psychological Services provides services to the multicultural community in the lower Manhattan area; a special interest group on social justice and diversity organizes events, discussions, and meetings to address important topics and issues relevant to social justice and diversity; and the Center for Global Psychology is dedicated to enhancing the global capabilities of Pace students and faculty from psychology and related fields by providing high-quality academic and professional experiences.

Take Courses Like

The Clinical Psychology (Health Care Emphasis) PhD program provides you with a comprehensive education through core-foundational courses, sequenced study of research methodology and statistical analyses, clinical courses (in psychopathology, assessment, and psychotherapy) and health psychology courses (including primary care and public health).

• PSY 724 Introduction to Clinical Health Psychology
• PSY 731 Psychopathology and Health
• PSY 732 Primary Care Interventions

Prepare for Your Career

Prepare for a career as researcher and clinician, potentially pursuing scientific investigation into the interface of mental and physical health/disease/disorder, and/or an academic role educating and training the next generation of clinical psychologists, or a clinical role within a medical or community health setting, possibly developing research measures, therapeutic interventions, beneficial programs, or needed policies. Many postdoctoral opportunities for specializations will be open to graduates.

Application Information

The Clinical Psychology (Health Care Emphasis) PhD program is a five-year, full-time post-baccalaureate program. A minimum of three years of residency at Pace University is required, including one year of full-time study. Admission is open to qualified holders of a bachelor’s degree from an accredited institution with the necessary prerequisites prior to enrollment; the GRE is optional. The application deadline for entry for the academic year 2024–2025 is January 1, 2024.

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• PsyD vs PhD

New York Psychology Doctorate Programs

New York state is the home of many excellent Psy.D. and Ph.D. programs in psychology. Earning your doctoral degree in this field takes hard work and discipline. Learn more about the available programs in New York below, as well as how to earn your psychology license after graduation.

What’s On This Page

Quick facts.

• New York PsyD Programs
• Other Psychology Doctorates
• New York Psychologist Requirements
• New York Doctorate Salary Outlook
• The annual tuition for a student at Syracuse University is roughly $45,000 per year.
• Columbia University sports an incredible graduation rate of nearly 95% for first-time, full-time students.
• The average annual tuition of an in-state student attending Binghamton University is $26,000.
• Columbia Unversity Teacher’s College was the first APA accredited program ever, dating back to 1948.
• Syracuse University offers more than 200 different majors for students to pursue.

List of PsyD Programs In New York

Below are the programs in New York where you can obtain your Psy.D. degree. This doctoral degree is a good choice if you want to work in a clinical environment with patients, rather than in research or academia.

SEE ALSO:   5+ Best Online PsyD Programs

Pace University

Pace University offers a Psy.D. in School-Clinical Child Psychology that prepares professional psychologists as leading health service providers with skills in clinical and school psychology. Students will be prepared to develop, provide, supervise, and research many types of evidence-based psychological services. The program features a practitioner-scholar training model that prepares doctoral students to offer direct and indirect services from many theoretical perspectives. The program integrates several field experiences with didactic preparation, and students are trained in major psychological foundations, assessment and evaluation methods, and program research and evaluation.

• Institution type: Private
• Main campus: New York City
• Annual tuition: $1,352 per credit hour
• Degrees offered: Psy.D. in School-Clinical Child Psychology
• Accreditation: APA
• Visit School: Click here

Hofstra University

Hofstra University offers a Psy.D. program in School-Community Psychology that prepares doctoral students to become highly skilled psychology practitioners in community and school health settings. The program is fully accredited by the APA, and the emphasis is put on training psychologists to coordinate school and community services in diverse settings. The training model is designed to educate students in the traditional roles of school psychology, including psychological assessment and intervention, while also offering special training in community service agencies that encourage family and child functioning.

• Main campus: Hempstead
• Annual tuition: $27,144
• Degrees offered: Psy.D.in School-Community Psychology

Long Island University

Long Island University offers a Psy.D. in Clinical Psychology that trains doctoral students who want to practice as clinical psychologists who work with traditionally underserved populations. Each student will choose a concentration area in Serious Mental Illnesses; Dialectical Behavior Therapy; Interventions with High-Risk Families; and Assessment & Treatment of Substance Use Disorders. After the first year, doctoral students must balance course work with clinical training in approved patient-care facilities. Third- and fourth-year doctoral students complete supervised externships at one of dozens of training sites in New York City.

• Main campus: Brookville, New York
• Annual tuition: $52,000
• Degrees offered: Psy.D.in Clinical Psychology

University of Albany

The University of Albany has a Psy.D. in Clinical Psychology that is designed to prepare life-long learners who work in the reflective practice of school psychology by studying psychological theory, research, and practice to contribute to the potential of children and families while showing respect for individual and cultural diversity. The four-year program is designed to prepare school psychologists to integrate psychological research, theory and established scientific inquiry methods into practice. They also are taught to engage in evaluation and research activities that contribute to the practice and science of psychology.

• Institution type: Public
• Main campus: Albany, New York
• Annual tuition: $21,000 in-state, $44,400 out-of-state
• Degrees offered: Psy.D.in School Psychology

Adelphi University

Adelphi University offers a Psy.D. in School Psychology that prepares doctoral students for advanced school psychology careers in many settings, where Psy.D. graduates will positively affect the lives of students, families, schools, and communities. Students are provided with exemplary skills and training in clinical, diagnostic, and consultative foundations of psychology. Each student will develop their applied psychology skills, pursue innovative research projects, and learn about several theoretical approaches of school psychology.

• Main campus: Garden City
• Annual tuition: $1,395 per credit hour

Roberts Wesleyan College

Roberts Wesleyan College offers a Psy.D. in Clinical and School Psychology that blends the professional areas of school and clinical psychology that culminates at the end of the four-year program in a dissertation that deals with an issue relevant to the practice of school and clinical psychology. Required courses in the 96-credit hour program include Adult Psychopathology; Advanced Developmental Psychology; Assessment and Psychological Measurement; Cognitive-Affective Bases of Behavior, and Group Dynamics and Group Counseling.

• Main campus: Rochester
• Annual tuition: $1,010 per credit hour
• Degrees offered: Psy.D.in Clinical and School Psychology

Yeshiva University

Yeshiva University has been offering a Psy.D. in Clinical Psychology for more than 50 years. The program has been accredited by the APA since 1985. The mission of the four-year program is to provide doctoral-level psychological training in the empirical and conceptual foundations of clinical psychology and to enable students to become thoughtful and knowledgeable academic scholars. Doctoral students also are trained intensively in many research, assessment, and therapeutic approaches. The program consists of 116 credits and offers students the skills and knowledge to assume the role of a professional clinical psychologist in many settings.

• Annual tuition: $35,100

Alfred University

Alfred University offers a Psy.D. degree in School Psychology that follows the respected practitioner-scientist model. The four-year, APA-accredited program is designed to prepare school psychologists to practice advanced psychological skills in schools and related family and child settings. It also is intended to prepare students for leadership positions in applied research, supervision and administration, mental health agencies, hospitals, private practice, and higher education.

• Main campus: Alfred
• Annual tuition: $38,700

Other Psychology Doctorates in New York

If you want to earn your Ph.D. in psychology with a focus on academic research, you have several great options in New York. Read more below.

Columbia University

The focus of Columbia University’s Ph.D. in Psychology is on research, teaching, and scholarship in perception, cognition, behavioral neuroscience, and social-personality psychology. Students initiate their own research in the first year and are encouraged to do original and innovative research work throughout the five-year program. This program has relatively few course requirements, so doctoral students have the chance to fully immerse themselves in research and their instructional training. Students attend many research seminars and events, and within a community of devoted faculty, they explore and tailor their psychology research interests to create their own unique learning environments.

• Annual tuition: $51,000
• Degrees offered: Ph.D. in Psychology

How To Become A Practicing Psychologist In New York

Becoming a licensed and certified psychologist in the state of New York requires commitment and dedication. Not only do you have to have all of the required education, which we will highlight further on, you must also be possessed of high moral character while meeting or exceeding testing scores on a variety of different subjects.

Individuals interested in pursuing a psychologist license will have to start by first pursuing their Bachelor’s and Master’s degree in the field of psychology. You can choose from a Bachelor of Science or a Bachelor of the Arts. Your bachelor’s degree will require you to complete more than 120 total semester credits which require four years of committed education.

After you have acquired your BA, you will push on to your Master’s which will require an additional 54 semester credits.  Some universities in the state of New York offers hybrid programs that allow you to combine your Master’s and doctoral program in order to facilitate the process easier. Once you’ve accomplished your Master’s, you will move on toward your PsyD or Ph.D. in psychology.

You’ll need to make sure that your coursework adheres to the American Psychology Association’s guidelines , as well. Over this period of time, you’ll have to engage in nearly three study years and thirty hours of approved work with a grant program. You’ll also need a year of experience via an internship. Once your coursework is complete, and this is a process that could take up to eight years, you’ll be ready to approach your licensing.

Getting licensed in New York requires a multi-step approach that includes:

• Submitting an application to the Office of Professions for something known as a limited permit. This will allow you to practice under direct supervision and will count toward your two years of mandatory licensing experience. This permit will last for three years.
• Referencing supervised experience, you’ll have to acquire two full years of supervised professional experience in your field of education. The Board will require at least 1,750 total hours of work in the field in order to fulfill this requirement.
• Additionally, you must also pass the core exams that are part of all licensing requests.  The exam you must pass is known as the Examination for Professional Practice in Psychology and you will require at least a score of 75 to be able to move forward. At this point, your information will be pushed toward the Association of State and Provincial Psychology Boards.
• Finally, you get to submit your application in order to receive your license.

New York Clinical Psychologist Salary and Job Outlook

The state of New York is poised for significant growth in the next decade with reports by the BLS stating that 14% job growth in the field of clinical psychology is possible within the next decade.

SEE ALSO: New York Clinical Psychologist Salary Outlook

Additionally, New York sports the wealthiest mean wage for clinical psychologists in the region with an annual salary of $91,180. Clinical psychologists earning in the top 10% of the field will be making more than $130,000 annually.

Ferkauf Graduate School of Psychology

Ranked among the top psychology schools in the nation, Ferkauf offers three doctoral and three master’s programs designed to train the next generation of psychologists, counselors, and educators to create positive change in the lives of others.

Explore Our Top-Ranked Programs

PsyD in Clinical Psychology

PhD in Clinical Psychology with Health Emphasis

PsyD in School-Clinical Child Psychology

MS in Marriage and Family Therapy

MA in Mental Health Counseling

MA in Special Education

Our faculty is made up of compassionate and world-renowned professionals who bring real-life experiences to the classroom. We take a personal approach to education, providing a nurturing academic environment as well as an extensive network of field placement and internship options for our students.

Dr. Roee Holtzer is a Professor of Psychology at Ferkauf Graduate School of Psychology and of Neurology at Albert Einstein College of Medicine. His research interests include cognitive aging, dementia and the interplay between cognition, mood and motor function vis-à-vis aging and diseases that affect the central nervous system.

Born and raised in Belize, Dr. Lindsdale Graham earned his undergraduate degree at the University of West Indies in Barbados, his master’s degree at Bridgewater State, and completed his doctoral studies at Idaho State. He teaches classes in Counseling Skills Development and Advanced Issues in Mental Health Counseling at Ferkauf Graduate School of Psychology.

Dr. Rosenberg served as a teacher, guidance counselor, and administrator for the New York City Department of Education for more than twenty-five years before becoming a Professor of Education at New York University where she taught both graduate and undergraduate students studying special education. She currently designs and implements special education programs at Ferkauf Graduate School of Psychology.

Dr. Jordan Bate received her PhD in Clinical Psychology from The New School for Social Research and a BA in History and Political Science from Williams College. She completed a postdoctoral fellowship in clinical psychology at Lenox Hill Hospital. Her research is broadly focused on applying attachment theory to child and parent-child psychotherapy.

An assistant professor for the Clinical Psychology program since early 2021, Dr. Sala received her BS in Business Administration and Psychology from the University of North Carolina at Chapel Hill, her PhD in Clinical Psychology from Southern Methodist University, and her clinical internship training from the Connecticut VA in West Haven. Her research interests focus on understanding the role that mindfulness plays in eating and weight disorders.

"We are filling a needed niche in society by training clinicians to provide essential services to diverse families and couples at this crucial time. In addition, we remain dedicated to ensuring the top-notch education and training which has been the Ferkauf tradition for over 60 years."

"As a testament to our students’ outstanding education, over the past couple of years, the percentage of students matching with internships has averaged around 98%."

Leslie F. Halpern, PhD

Dean, Ferkauf Graduate School of Psychology

Practice at One of the Largest Training Clinics in the Country

The Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic is the teaching and training center for students at Ferkauf Graduate School of Psychology. For more than 45 years, we have provided low-cost, confidential, state-of-the-art mental health services for children, adolescents, adults, couples and families in our local Bronx community.

"Ferkauf's faculty takes a personal interest in your success. They offer personalized recommendations, guide you towards ideal field placements, and provide continuous support as you pursue your career in therapy."

“I’ve always known I wanted to help people, the question was how. Thanks to the MHC program at Ferkauf, I have found my niche and have obtained a clearer understanding of how I can best utilize my unique strengths and experiences to benefit those around me.”

"Ferkauf's special education program gives me the tools to be the educator that I’ve always dreamed of becoming.” 

Scholarships and Financial Aid

Ferkauf Graduate School of Psychology automatically considers incoming applicants for internal scholarships upon submission of their completed applications. In addition, we offer students access to a variety of external scholarships and options for financial aid.

Alumni Prove the Value of a Ferkauf Degree

Ferkauf graduates are highly sought-after by employers. They go on to become leaders in psychology, counseling, education, and beyond. When you earn your degree from Ferkauf Graduate School of Psychology, you open doors to careers in top organizations where you can make your dreams a reality.

Here are just a few of the agencies, institutions, and organizations where our graduates have found work:

Explore Ferkauf Graduate School of Psychology for yourself. Speak with our admissions team or schedule a one-on-one visit to tour our campus and get answers to all your questions.

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Phd, clinical/counseling psychology.

The 69-72 credit PhD in Clinical/Counseling Psychology prepares you to become a licensed psychologist. This program operates from a scientist-practitioner model, emphasizing that academic scholarship and research are inseparable from clinical practice. Training integrates models traditionally associated with clinical psychology (health, wellness, and psychological science) and counseling psychology (strength- and asset-based, social justice-oriented, and multicultural perspectives), which together equip you to be a multi-faceted and culturally informed psychologist.

Core Course Sequence

The PhD in Clinical/Counseling Psychology core curriculum features foundations in psychological science, such as research design and neuropsychology of behavior, as well as psychological theories and skills, including multicultural counseling and ethical and professional issues. You’ll then apply these knowledge and skills in actual practice, both with research and clinical assessment and intervention work.

Sample Electives

You’ll have the opportunity to take several research and clinical electives. Research electives may include qualitative research design, advanced statistics offerings, or utilizing mixed methods designs. Clinical electives may include additional clinical theoretical orientations (like cognitive-behavioral therapy or brief dynamic psychotherapies) or work with specific populations (like therapies with children and adolescents or LGBTQ+ populations).

Culminating Experience

The PhD in Clinical/Counseling Psychology culminates in two applied experiences: the dissertation and the clinical internship. The doctoral dissertation integrates the research knowledge and skills you gained throughout the research program, contributing unique knowledge to the literature of psychology. The clinical internship is a yearlong, full-time placement in a mental health setting (like a hospital, college counseling center, or community mental health center), where you’ll apply clinical knowledge and skills to the full range of applied clinical work conducted by psychologists.  

Curricular Requirements

Program requirements, additional program requirements.

For completion of the doctorate, 69-72 credits beyond the bachelor's degree are required. Additionally, as part of undergraduate or other graduate work, 18 credits in psychology including a course in statistics are prerequisites to the PhD program. 

In addition to course requirements, students must pass a comprehensive examination to be admitted to candidacy, complete a full-year full-time internship, have an approved dissertation proposal and dissertation, and pass a final oral examination of the dissertation.

Sample Plan of Study

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Doctor of Psychology (PsyD) in Clinical Psychology with Health Emphasis

Our unique PsyD program, with a health emphasis, gives 15 driven candidates each year, the support, training, and experience to provide superior evidence-based clinical services and make important scholarly contributions.

The Doctor of Psychology (PsyD) in Clinical Psychology program within The School of Health Sciences of Touro College, combines the academic, research, and clinical experiences necessary to prepare you to become a licensed clinical psychologist in the State of New York. With our health emphasis and the training provided, you will be ready to work as a psychologist in traditional mental health settings, in private practice, as well as in an increasingly integrated healthcare system with medical patients, and in collaboration with a variety of health care providers. The 114-credit full-time on-campus PsyD program in Clinical Psychology, Health Emphasis, requires a minimum of 4 full-time academic years of graduate study plus a full-year clinical internship prior to receiving the doctoral degree.

Demystifying Acceptance and Commitment Therapy (ACT)

Psychology continuing education course, March 8, 2024

A Practitioner-Scholar Training Philosophy

Our teaching and training philosophy is consistent with the practitioner-scholar model of training. The bidirectional integration of the functions of the practitioner and scholar is critical in translating and implementing empirically-based assessment and treatment approaches to diverse settings and furthering the scientific foundations of clinical psychology.

The program's practitioner-scholar training philosophy is aimed at producing psychologists who are both clinically and academically prepared to work as clinicians and researchers in a wide variety of settings. This program design is based on the premise that psychologists working in mental and physical healthcare settings need a strong foundation of clinical and research skills and is specifically designed to graduate skilled clinicians and scholars.

Our expert faculty members bring knowledge gained from their professional career and their own specialized clinical practice and research interests.

By the Numbers

The only PsyD program in NY with a health emphasis.

Five years to complete the PsyD program.

15 available program slots each year.

You'll accumulate at least 1350 hours of externship fieldwork.

Health Emphasis: How Psychology Fits into an Integrated Health System

Our PsyD degree prepares you to work as a general psychologist, but also provides the specialty training to work within a larger medical environment and on the frontlines of a healthcare system that is increasingly interdisciplinary and integrated. Through your course work and clinical experiences, you’ll be trained to address mental health issues in a medical, as well as behavioral health, setting. You’ll take specialized courses in healthcare and aging, the healthcare system, and neuropsychological assessment, and clinical health psychology/behavioral medicine in addition to general and advanced courses in assessment, treatment, consultation, ethics, and diversity.

As a practicing psychologist on an integrated healthcare team, your work might vary from a 1-2 session conversation with a patient who is mildly depressed, to a long-term intervention as a patient copes with trauma or chronic disease. You might work in a setting in which you have brief sessions with a diabetic patient who is not adhering to their medication regimen or proper diet, treat a patient whose anxiety is interfering with daily activities, help patients with debilitating eating disorders, or work at a cardiac rehabilitation unit and help patients with stress reduction and lifestyle modification.

Clinical psychologists have important roles at medical centers, VA hospitals, long-term COVID facilities, and helping allied health care professionals with pain management, obesity, addiction, and medication mismanagement. In many medical settings, including primary and specialty care facilities, and behavioral health facilities, psychological treatment is increasingly emphasized for overall health and well-being.

The pandemic and health disparities have created a great deal of stress, impacting both mental and physical well-being. In this new world, our program emphasizes creating 21st century psychologists to respond to new and challenging realities. — Jeff Gardere, PhD, ABPP, Associate Professor

Becoming a Licensed Clinical Psychologist

In our Doctor of Psychology (PsyD) program, you’ll complete rigorous didactic coursework and earn the necessary pre-doctoral clinical experience for license eligibility in NYS.

After graduation, prior to receiving your NYS licensure, you’ll need to earn one year of additional experience practicing under the supervision of a professional psychologist and to pass the Examination for Professional Practice in Psychology, which is the national licensing exam. In NYS you may choose to take your licensure exam right after graduation, or after completing your additional year of training.

All states and territories in the U.S. require licensure applicants to achieve a satisfactory score on the Examination for Professional Practice in Psychology (EPPP). Many states also require a jurisprudence examination (i.e., an examination covering the laws and rules governing the practice of psychology in that jurisdiction) and/or an oral examination in addition to the EPPP. Information on which jurisdictions require supplemental examinations, as well as other licensure-related information, can be found at www.asppb.net/page/psybook

Licensure Eligibility

Successfully completing our PsyD program, including the minimum requirement of 1750 internship hours, will meet minimum educational requirements for licensure in the following states: Alaska, Arizona, California, Colorado, Connecticut, Delaware, Idaho, Illinois, Indiana, Kansas, Louisiana, Maine, Maryland, Massachusetts, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oregon, Pennsylvania, Rhode Island, South Carolina, Texas, Virginia, Utah, Washington, Wisconsin, Wyoming

While the required 1750 internship hours are necessary to be licensed in New York State, the PsyD program encourages students to complete 2000 internship hours, which would allow them to meet the educational licensing requirements in all 50 states.

PsyD Program Curriculum

Our clinical psychology program is built on a foundation of psychological science and emphasizes cognitive-behavioral models of practice, and trains you in evidence-based therapies as well as other interventions with demonstrated empirical support. In this doctoral program, you’ll gain a wide range of clinical experience working with culturally, ethnically, and racially diverse populations across the life span. You’ll learn about healthcare disparities and how to bring this understanding into your clinical practice.

Didactic Coursework

During the first year of the program, you’ll take an intensive series of foundational courses in the psychological sciences that prepare you for later clinical training. Later in the program, you balance more advanced didactic courses with clinical training experiences and are engaged in scholarly activities throughout.

Learn more about academic coursework and externship on our PsyD Academics page.

Externship (Practicum)

Second, third, and fourth-year doctoral students take part in closely monitored externships at one of 50 respected training sites in the New York-New Jersey metro area. These externship opportunities are in outpatient, inpatient, medical, and local mental health facilities.

Dissertation

During the 3rd and 4th years in the program, you will work on your doctoral dissertation under the supervision of a program faculty member. The dissertation demonstrates your ability to think critically and address an area of clinical interest.

The 5th year is mainly focused on a full-time clinical internship in clinical psychology. In this position, you’ll apply what you’ve learned in your practicum and coursework and work under the supervision of licensed clinical psychologists. Finding an institution for your internship is competitive and involves a national match process.

Our PsyD Prepares You For the Future of Healthcare & Psychology

Faculty Research Interests

Our PsyD program faculty members are distinguished scholars and clinical practitioners with varied research interests. During the program, PsyD candidates will be directly involved with faculty research projects. As a PsyD candidate, you will have the opportunity to grow with the research, participating in all aspects of design, data collection, administrative duties, and analysis.

The following introduces a few of our faculty members and outlines possible research areas you can be involved with in our program.

Frank Gardner, PhD, ABPP , the Executive Director of the PsyD Program, was the founding editor of the Journal of Clinical Sports Psychology and has expert knowledge of sport and performance psychology, in addition to his broad expertise in cognitive behavior therapy. His clinical and research areas include the role of emotion dysregulation in anger, violent behavior, and chronic illness as well as the use of biometric wearables in understanding physical and emotional wellbeing.

Lila Pereira, PhD , Clinical Associate Professor, conducts research focused on adjustment and quality of life after a medical diagnosis, in the Pediatric Hematology, Oncology, and Stem Cell Transplantation Division at Maria Fareri Children's Hospital. Current research projects include the role of digital storytelling in trauma processing for young adults, and the quality of life of sibling donors in stem cell transplant.

Yosef Sokol, PhD , Assistant Professor, is the MIRECC Health Specialist Research Scientist at the Bronx VA Medical Center, where he oversees a variety of funded research projects. His research has been designed to develop and evaluate efficacy of a recovery-oriented treatment for post-suicidal patients, as well as develop a theoretical model of post Covid-19 psychiatric conditions that integrates direct medical and psychiatric sequala with psychosocial downstream effects of loss of functioning. 

Visit our PsyD Faculty page to learn more about our faculty research projects and areas of expertise.

Program Prerequisites and Admissions Requirements

Admission into our doctoral degree program is highly competitive. In order to be considered, at minimum you’ll need a bachelor’s degree with at least a 3.0 GPA, three letters of recommendation, and combined verbal and quantitative GRE scores above 300. For fall 2023 admissions GRE scores (verbal, quantitative, writing sections) are optional.

If your undergraduate degree is in an area other than psychology, you’ll also need to submit Psychology GRE scores. You’ll need to have a minimum of 18 credits in psychology, with a grade of B or above, including a course in Introduction to Psychology, Statistics, Research Design or Methods, and Abnormal Psychology. A course in physiological psychology or its equivalent is highly recommended but not required.

All applications are through PSYCAS . For more detail on prerequisites and admissions requirements, visit our PsyD Admissions page.

Accreditation Status

The PsyD Program at the School of Health Sciences of Touro College is approved by the NYS Department of Education. The program has been developed in accordance with APA accreditation guidelines and we intend to apply for APA accreditation at the earliest possible time.

APA Acceditation Status

The Touro PsyD program is currently unaccredited by the American Psychological Association Commission on Accreditation. Our program is listed on the Commission on Accreditation site as having the “Intent to Apply.” In addition, we have submitted our required accreditation self-study and related materials, which is currently “Under Review.” As per the Commission on Accreditation, “This is not an accredited status and does not provide the public with a judgment regarding the quality of the program, it simply serves as a notice to the public that the program will be seeking accreditation in the near future .” The APA Commission on Accreditation can be reached at:

Office of Program Consultation and Accreditation First Street NE Washington, DC 20002-4242 P: (202) 336-5979 TDD/TTY: (202) 336-6123 F: (202) 336-5978 [email protected]

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How do humans learn? What motivates us to acquire knowledge? And how do we become more successful learners? Hunter’s Educational Psychology and Learning and Assessment programs offer students a comprehensive and research-driven exploration of learning, assessment, and human development. Through our master’s degree and advanced certificate programs, students develop skills in synthesizing qualitative and quantitative data, honing academic writing, and working with diverse populations.

Our master’s degree in Educational Psychology is ideal for anyone interested in studying how people learn, especially in educational settings. Our advanced certificate in Assessment and Learning is ideal for certified teachers looking for professional development to improve their understanding of learning theories and assessment.

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APA virtual psychology graduate school fair

Wednesday, October 30, 2024 Q&A session: 10 a.m.–noon (ET) Event time: Noon–4 p.m. (ET)

The APA Education Directorate is pleased to announce that the fall virtual APA Psychology Graduate School Fair is happening on October 30, 2024 from noon–4 p.m. (ET). In addition, APA staff will be available on the platform from 10 a.m.–noon to answer general graduate school questions prior to the recruitment event.

Registration for all prospective psychology graduate students is free. The goal of the APA Psychology Graduate School Fair is to virtually connect graduate psychology programs with a diverse group of students, including current undergraduates, graduate students seeking to further their education beyond their current degree, and individuals returning for their graduate education. The APA Psychology Graduate School Fair is open to all graduate psychology degree (MA/MS/PsyD/PhD/EdD/other) granting institutions in the U.S. and Canada, and all areas of psychology are encouraged to participate, including health service psychology, scientific and applied psychology, and general psychology programs.

Students who register will have the opportunity to meet virtually with recruiters from any of the participating programs. Individuals can come for a short time and meet with a select few recruiters or stay for the whole event and meet with everyone, depending on their schedule and interest.

Learn more and register

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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.

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

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

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

Other Required Materials

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

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

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

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

Essays and Statements

Personal statement instructions.

Please upload a letter of application (limit 3 pages, double-spaced, 12-pt. font). In your letter: (a) discuss your future professional goals; (b) describe how the School Psychology program at the University of Denver specifically, will contribute to and advance your goals; and (c) discuss how your goals will advance diversity, equity, inclusion, and accessibility in school psychology; and (d) discuss your research interests and specific alignment with faculty who share similar interests.

Résumé Instructions

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

Additional requirements for this program:

Applicants may be contacted to schedule a virtual admissions interview.

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Online Application

Financial Aid Information

Start your application.

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

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

Application Fee: $65.00 Application Fee

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

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

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2024:Q2 Quarterly Highlights

Labor market conditions improved slightly for recent college graduates in the second quarter of 2024. The unemployment rate edged down to 4.5 percent and the underemployment rate inched lower to 40.5 percent.

This web feature tracks employment data for recent college graduates across the United States since 1990, allowing for a historical perspective on the experience of those moving into the labor market.

• compare the unemployment rate for recent college graduates with that of other groups
• monitor the underemployment rate of recent college graduates

A table tracks outcomes by college major with the latest available annual data.

How to cite this report:

Federal Reserve Bank of New York, The Labor Market for Recent College Graduates, https://nyfed.org/collegelabor.

Related reading:

The data do not represent official estimates of the Federal Reserve Bank of New York, its President, the Federal Reserve System, or the Federal Open Market Committee.

We describe the framework for this analysis in “Underemployment in the Early Careers of College Graduates following the Great Recession” (NBER Studies in Income and Wealth ) and “Are Recent College Graduates Finding Good Jobs?,” a 2014 article in the New York Fed’s Current Issues in Economics and Finance series. These papers examine more than two decades of data on the employment outcomes of recent college graduates across the United States, and contain more details and historical perspective.

We launched this web feature to make some of the data featured in these papers available on a timely and updated basis. New unemployment and underemployment data for recent college graduates post on a quarterly basis (typically in February, May, August, and November), and wages and outcome data for college graduates are released on an annual basis (typically in February). Data extend from 1990 to the present. Periodic analysis of these data are published on the Liberty Street Economics blog.

Our definition of underemployment is based on the kinds of jobs held by college graduates. A college graduate working in a job that typically does not require a college degree is considered underemployed. We use survey data from the U.S. Department of Labor’s Occupational Information Network (O*NET) Education and Training Questionnaire to help determine whether a bachelor’s degree is required to perform a job. The articles cited above describe our approach in detail.

Some additional research that utilizes these data include “Working as a Barista After College Is Not as Common as You Might Think” ( Liberty Street Economics ).

Our underemployment figures are calculated as a percentage holding a bachelor’s degree or higher, so they do include those with graduate and professional degrees. See the notes below the x-axis on the Underemployment chart for more detail.

The “Share with Graduate Degree” column in the table represents, for each college major, the percentage of workers with a bachelor’s degree that also possesses a graduate degree of any kind. For example, 50.2 percent of those with a bachelor’s degree in history also possess some kind of graduate degree, based on February 2022 data.

All data presented here are national measures.

Unfortunately, we do not.

No, we only publish data that encompass the most recent year period available to utilize from the American Community Survey, which serves as the source for our analysis.

We do not have updated data by gender available in this web feature, but we did provide some gender analysis in “Underemployment in the Early Careers of College Graduates following the Great Recession.”

Unfortunately, at this time, our analysis only pertains to those with at least a bachelor’s degree.

No. Through 2023:Q2, we examined the types of jobs held by those who are underemployed, categorizing jobs broadly by skill level and pay to generate time series data for the percentages of graduates holding “good non-college jobs” and “low-wage jobs.” Starting with the 2023:Q3 update, the web feature will no longer include the data series for "underemployed job types," although historical data remain available for download .

In our definition, early career graduates are those aged 22 to 27, and mid-career graduates are those aged 35 to 45.

Boyarchenko, N., R. K. Crump, A. Kovner, and O. Shachar. 2021. “ Measuring Corporate Bond Market Dislocations .” Federal Reserve Bank of New York Staff Reports , no. 957, January, revised July.

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