ma or phd in psychology

Masters vs. Doctorate in Clinical Psychology

Know the facts when deciding between a master's or doctorate in clinical psych..

Posted June 13, 2016 | Reviewed by Ekua Hagan

In choosing a career related to clinical psychology, there are a lot of decisions that must be made. In a previous post we discussed the Ph.D.-PsyD decision. Today, we want to explore another tough decision: Master's (e.g., MA/MS in Psychology, Marriage , and Family (Counseling) Therapy , Mental Health Counseling or MSW) versus Doctorate (Ph.D. or PsyD).

Let’s start with some basic characteristics of each type of degree. First, a Master of Psychology can be in clinical (best suited for those with an interest in psychopathological populations and behavioral health), counseling (best for those interested in vocational and career processes, human diversity, and professional training) or educational (provide counseling services to students, including those with a learning disability or those with behavioral or social problems).

Second, a Master's of Social Work (MSW) degree can be in a clinical direct practice track, or a macro-practice track (i.e., focus on political advocacy, community organizing, policy analysis and/or human services management ).

Third, a PsyD is a Doctor of Psychology degree that is best suited for those with an interest in psychopathological populations and behavioral health, and places greater emphasis on the practice of psychology and less emphasis on research. Finally, a Ph.D. (a Doctor of Philosophy degree) can be obtained in the same domains as a Master’s degree, and puts greater emphasis on research than a PsyD.

The time frame for completing each of these graduate degrees is MSW: 2 years, MA: 2 years, PsyD: 4-6 years, and Ph.D.: 5-7 years. During these years of study, it is important to note that (in general) only Ph.D. students will receive support (tuition paid and a stipend) during their years in graduate school.

Of course, there are funding exceptions, especially in cases where a university only has a Master’s program. In addition, scholarships are sometimes available to MSW, MA and PsyD students, but this is generally rare. Support during graduate school might be very important for you, because you can rack up literally tens of thousands of dollars each year in financial assistance, and the amount of money you will earn with your graduate degree may not be as high as you imagined.

Master’s and PsyD programs, in general, are unable to provide the same type of support as a Ph.D. program. Part of this is tied to the fact that typically only Ph.D. students serve as Teaching Assistants or Research Assistants. Also, because Ph.D. programs have far fewer graduate students than PsyD programs, schools are able to afford to support their Ph.D. students.

As far as deciding to go Master or Doctorate degree, there are several issues to keep in mind. First, the general state of affairs for graduate school acceptance is that there is a hierarchy, with Master's programs being easier to get into than PsyD programs and Ph.D programs being the hardest to get into. For the sake of this post, ease of being accepted is defined in terms of grades and GRE scores, although other factors (e.g., clinical and research experience) do come into play. Of course, there are exceptions to this hierarchy, and you may decide to seek a degree at a for-profit school where grades and GRE score are not deemed as important as a non-profit public or private institution.

Our point is simply that your decision about going for a Master’s or Doctorate degree in a graduate program may be a function of what type of program your grades can get you into. We are not saying this is fair, but we hope you understand that schools need some way to pare down the number of students they will accept, with grades and (especially) GRE scores are seen as two important criteria to make these decisions.

We want to add one more point about all of this. It may be the case that your undergraduate academic record is not strong enough to get into a Doctoral program, but you can get accepted into a Master’s program and you do very well in this program. This can work to your advantage if you still want a Doctorate. The thinking here is that if you do well in the Master’s program, you show a Doctoral program that your undergraduate academic record was not indicative of your true potential. However, your stellar record in your Master’s program can show you have what it takes to continue your education in a Doctoral program.

The second issue to think about is the length of time you will be in graduate school. As stated above, the time in graduate school is shorter for a Master’s student than a Ph.D. student. Of course, this means a typical Master’s student can be earning a real salary a few years before a Ph.D. student. Although this is true, one must keep in mind (1) a Master’s degree leads (on average) to a lower salary than a PhD, and (2) a Master’s student will typically have some debt incurred during their two years in school. Let me add that to find out tuition costs for any APA-accredited graduate program, go to their website and look for the link that says “Student Admissions, Outcomes and Other Data.” I think you will be very surprised to see the tuition costs at graduate programs—they’re pretty high. As stated earlier, a Ph.D. student will typically not have any tuition debt hanging over their head. Thus the extra salary for a Master’s student in the time they are out of graduate school working compared to the stipend of a Ph.D. student will probably be offset by the debt the Master’s student must repay.

Third, whether you go for a Master’s or Doctoral degree, you need to consider issues of accreditation of your graduate program and (for Doctoral degrees) your clinical internship. The reason for this is that graduating from an accredited program will offer a greater range of job opportunities. In fact, some employers will only hire those from accredited graduate programs (e.g., the Veterans Administration). If a school does not indicate that it is accredited (e.g., from the American Psychological Association) it should be viewed with caution. With all of this in mind, you should know that to be licensed (certified to practice by a state) in your chosen field it is often the case that you need an accredited graduate degree or internship. Also, note that licensure requires supervised professional experience, an examination at both the state and national levels. Specific courses may be required if a state deems it necessary.

Fourth, as discussed earlier, you must be clear about the issue of job opportunities and salary. In general, it is the case that Master’s degrees lead to fewer job opportunities and lower salaries than Doctoral degrees. One could argue that this is a function of the amount of training--employers are looking for potential employees who have more experience and supervised training. Some might argue that in this regard, a Doctoral student has a stronger foundation of training than a Master's student.

Fifth, you need to decide how much research training versus clinical practice training you want. If you are hoping for the former, then a Ph.D. is definitely for you. A Master’s in Psychology degree may include some research experience. An MSW and a PsyD will likely offer the least research training. One must keep in mind, however, that regardless of the clinical degree you pursue, there will always be some discussion of research, since the basis of diagnoses, testing, therapeutic techniques, etc. is based on research. The key point here is that certain clinical degrees do not require you to be actually conducting research.

Finally, give some thought to how much independence you want to have when you graduate. This all revolves around the issue of licensure that was raised earlier, and it gets very complicated because every state has its own laws regarding licensure for psychology-related degrees. Make sure you understand the laws for the state where you will practice. Of course, you might not know where you will end up, but you must be aware that the state where you end up living may have very different laws than what you expected or from where you originally were working. An important point to keep in mind about licensure is that once you are licensed, if you decide to go into private practice, your fee schedule is typically market-driven.

With all of this in mind, licensure issues require you to consider the following (also check out this info from the APA ):

You need to see what are the licenses your state approves. For a PsyD and PhD, this is not a problem, because all states will have a license for a Psychologist. The issue gets tricky when you have a Master's degree, because states tend to have different types of licensure for these individuals.

• If your state does not have a license that meets your background, what requirements are needed to get a license in a different area? For example, your Master’s degree may not allow you to be licensed as a Psychologist, but after meeting additional requirements you might get licensed as a Licensed Clinical Counselor.
• You need to be clear which licenses require you to be supervised (by a colleague with a certain license) and which allow for autonomous functioning (i.e., functioning on your own). Keep in mind that an employer typically likes an employee to be autonomous—they do not like paying for two hours of supervision (your time and that of your supervisor).
• When you apply for a license that will eventually allow autonomous functioning, what are the requirements to ultimately receive this license (e.g., supervision hours, direct service hours) that you must fulfill?

In presenting these important factors to think about with regard to a Master's vs. Doctoral degree], we, of course, understand that each individual has unique circumstances that must be taken into account. Still, we hope that presenting these factors gives you some food for thought as you consider your ultimate career path in clinical psychology.

Please note that the comments of Dr. Golding, Dr. Lippert and the others who post on this blog express their own opinion and not that of the University of Kentucky.

Want more? Check out our website for more psychology-related career information.

Jonathan Golding, Ph.D. , is a professor of psychology at the University of Kentucky. Anne Lippert, Ph.D. , is a post-doctoral fellow at the University of Kentucky.

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College of Science and Health > Academics > Psychology > Graduate Programs > Psychological Science (MA/PhD)

Psychological Science (MA/PhD)

Using science to understand the human experience.

DePaul’s Psychological Science MA/PhD program is a highly competitive program that trains students in the theories and methodologies that define the core scientific pillars of psychology: social, developmental, cognitive and neuroscience.

With an emphasis on critical and integrative thinking, our students will understand the psychological foundations of human thought, emotions, motivation and behavior while conducting innovative research on diverse topics within psychology. You will have the opportunity to develop research and statistical skills both inside the laboratory and out in the world developing scientific solutions to real-world problems. Our program will equip you with the skills and knowledge necessary for a career as a researcher, educator, and/or consultant in a variety of fields.

Get a closer look at what it’s like to be in the program. See our Program Highlights , Frequently Asked Questions , Program Faculty and Grad Student Bios.

For international students: this is a STEM-designated program , which can qualify you to extend your post-graduation stay in the United States.

Gain extensive research experience

Research is an integral part of your training and begins during your first year of the program. Prepare for work in a wide variety of scientific, academic and applied settings by gaining practical experience in centers and labs directed by Psychological Science faculty and by teaching your own course.

Application Deadlines

The deadline for fall admission is December 15.

Submit an online applications, GRE scores, transcripts, course history form, letters of recommendation and personal statement.

Required Courses

For the MA portion, you’ll take 12 courses and complete a thesis. For the PhD portion, you’ll take seven courses and complete a dissertation.

of Psychological Science graduates were employed, continuing their education or pursuing other goals within six months of graduation.

The reported median salary for Psychological Science alumni was $59,040.

Make contributions to the field with faculty mentors

Associate Professor Yan Li directs DePaul’s Social Development Lab, which addresses research questions about social development from middle childhood to adolescence. The goal of her team’s research is to understand the developmental processes and contribute to the promotion of well adjustment in children and adolescents.

“The Psychological Science program at DePaul gave me the independence and guidance I needed to successfully start my research career.”

Mark (MA ’10, PhD ’12)

Associate professor, department of social psychology, tilburg university, netherlands, alumni network.

You’ll join a network of psychology alumni working in corporate and nonprofit organizations as well as faculty and administrators at colleges across the country. You’ll also be part of a community of more than 201,000 DePaul alumni, the majority of whom live in the Chicago area.

Scholarships

Admitted Psychological Science MA/PhD students are funded with tuition waivers and research/teaching positions. Learn more about the financial aid and scholarship opportunities available to you.

Contact Information

For more information about applying, contact The Office of Graduate Admission for DePaul’s College of Science and Health at (773) 325-7315 or [email protected] .

Take the next step

We’ll send you information about the degree, admission requirements and upcoming info sessions. Let’s get started.

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Getting a Ph.D. in Psychology

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

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

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Ph.D. vs. Psy.D.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A Word From Verywell

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

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

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

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

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

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

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

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

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The clinical program is accredited by the American Psychological Association and the Psychological Clinical Science Accreditation System.

Your program will typically be fully funded for five years thanks to stipend grant support and guaranteed teaching fellowships. Tuition support is also available for a six-year program. Funding is also available for research, travel, and conferences. You will have access to the latest technology at FAS Research Computing and the Neuroimaging Facility at the Center for Brain Science.

Examples of student dissertations and theses include “Childhood Anxiety Disorders: Developmental Risk Factors and Predictors of Treatment Response,” “Clarifying the Pathway to Suicide: An Examination of Subtypes of Suicidal Behavior and Their Association with Impulsiveness,” and “A Cognitive Neuroscience of Social Groups.”

Graduates have secured positions in academia at prestigious institutions such as Princeton University, Dartmouth College, and Columbia University. Others have embarked on careers with companies such as Facebook, BetterUp, and Apple.

Additional information on the graduate program is available from the Department of Psychology and requirements for the degree are detailed in Policies .

Areas of Study

Cognition, Brain, and Behavior | Experimental Psychopathology and Clinical | Developmental | Social Psychology

Admissions Requirements

Please review admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of Psychology .

Academic Background

While an undergraduate concentration in psychology is not required, some social science coursework is recommended. Because the program is heavily quantitatively oriented, college-level math and statistics are also advised. Research experience is extremely helpful; successful applicants have often worked for professors, done research projects as part of college courses, written an undergraduate thesis, or volunteered in a psychology research lab.

Please Note: Before making the decision to apply, the program in Psychology suggests checking individual faculty/lab websites or emailing faculty directly to inquire whether they plan to consider applicants for Fall 2024 admission. It’s important to note that while individual faculty members may have every intention of bringing in a new student this year, we cannot guarantee that they will all be able to do so. The total number of offers of admission to be extended by the graduate program is based on applicant preparedness and fit, availability of university advising and support resources, and target class size. Some of these factors are not able to be determined until after the applicant pool has been finalized.

Standardized Tests

GRE General: Optional

Theses & Dissertations

Theses & Dissertations for Psychology

See list of Psychology faculty

APPLICATION DEADLINE

Questions about the program.

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Psychology Graduate Program

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The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science.  We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets requirements for licensure in Massachusetts, and is accredited by the Psychological Clinical Science Accreditation System (PCSAS) and by the American Psychological Association (APA).  PCSAS re-accredited the program on December 15, 2022 for a 10-year term. APA most recently accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays. 

Requirements

Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs.  In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).

Students in the clinical psychology program are required to take the following courses:

• PSY 3900 Professional Ethics
• PSY 2445 Psychotherapy Research
• PSY 2070 Psychometric Theory and Method Using R
• PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
• PSY 3250 Psychological Testing
• PSY 2050 History of Psychology
• PSY 1951 Intermediate Quantitative Methods
• PSY 1952 Multivariate Analysis in Psychology
• PSY 2040 Contemporary Topics in Psychopathology
• PSY 2460 Diagnostic Interviewing
• PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders

Clinical students must also take one course in each of the following substantive areas: biological bases of behavior (e.g., PSY 1202 Modern Neuroanatomy; PSY 1325 The Emotional, Social Brain; PSY 1355 The Adolescent Brain; PSY 1702 The Emotional Mind); social bases of behavior (e.g., PSY 2500 Proseminar in Social Psychology); cognitive-affective bases of behavior (e.g., PSY 2400 Cognitive Psychology and Emotional Disorders); and individual differences (Required course PSY 2040 Contemporary Topics in Psychopathology fulfills the individual differences requirement for Massachusetts licensure). In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project:  Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project:  Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam:  A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus:  A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense:  Ordinarily this would be completed by the end of the fourth year. Clinical internship:  Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.

Credit for Prior Graduate Work

 A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available  online .

No more than the equivalent of eight half-courses may be so counted for the PhD.

An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted. 

Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.

Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.

Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.

Student Admissions, Outcomes, and other data  

1. Time to Completion

Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.

2. Program Costs

3. Internships 

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023  

The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.    

Year 1 (2023-24) and Year 2 (2024- 25)  Tuition & Health Fees:                             Paid in Full  Academic Year Stipend:                           $35,700 (10 months)  Summer Research Award:                       $7,140 (2 months)

Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees:                             Paid in Full Living Expenses:                                       $35,700 (Teaching Fellowship plus supplement, if eligible)  Summer Research Award:                       $7,140 (2 months)

Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees:                             Paid in Full

Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees:                             Paid in Full  Stipend for Living Expenses:                    $35,700  

The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.

In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.

The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.

GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.

For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).

Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.

Psychology students are eligible to apply for generous research and travel grants from the Department.

The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002 Phone: (202) 336-5979 E-mail:  [email protected]   www.apa.org/ed/accreditation

The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via e-mail at:  [email protected] . 

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Clinical Psychology

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Learn more about the program by visiting the Department of Psychiatry & Behavioral Sciences

See related Interdisciplinary Clusters and Certificates

Degree Types: MA, PhD

The PhD Program in Clinical Psychology within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is one of only a handful of programs in the United States based in an academic medical center and housed in a psychiatry department. This unique setting provides opportunities for translational research and practice that span molecular to social models of disease, and epidemiologic to clinical and neuroimaging methodologies.

This scientist-practitioner program effectively balances clinical and research training to produce graduates who are competent in the science and practice of clinical psychology. The PhD program also provides opportunities for major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. Training is provided through core and emphasis-specific curricula, intensive research mentoring, and exceptional clinical practica. Major milestones include a research qualifying paper and master's thesis, a clinical qualifying exam, an empirical dissertation with original research, and an APA-accredited clinical internship.

Our mentor-based program prepares students to be competitive for careers as clinical psychologists in academic health centers, children's hospitals, VA medical centers, and related medical facilities.

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. 

The goals of the MA Program in Clinical Psychology are to:

• Develop foundational competencies in research design, analytics, and ethics within academic clinical psychology.
• Explore major areas of study within academic clinical psychology.
• Understand educational and career opportunities within academic clinical psychology.

Note: the MA Program in Clinical Psychology does not include clinical training and is not intended to prepare students for clinical practice. Given the academic and research focus of the MA Program, the degree will not lead to licensure for independent practice.  For those interested in master's level programs that prepare students for licensure and practice, please visit the  MA in Counseling website , the  MS in Marriage and Family Therapy website  and  The Family Institute website . 

The MA Program in Clinical Psychology was designed for a variety of students, including students who:

• Are not yet ready to apply to a PhD program, but are considering doing so in the future.
• Wish to improve their competitiveness for a PhD program.
• Are interested in exploring a career in academic clinical psychology.
• With interests in related fields for which a background in academic clinical psychology may be of value.

The MA Program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA Program are welcome to apply to Northwestern's PhD Program in Clinical Psychology, the MA Program is not intended to be a "gateway" into the PhD Program in Clinical Psychology at Northwestern University Feinberg School of Medicine.

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

Visit Master's Program Statistics and PhD Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

MA Degree Requirements

Total Units Required: 17

The MA program requires at least 17 units for graduation across five (5) quarters (15 months) of full-time enrollment; part-time and early graduation is not permitted. Students are required to take the Research Core, including Research Methods/Statistics (3 units), Advanced Research Methodology (1 unit), and Scientific and Professional Ethics in Psychology (1 unit). In addition to these required courses, students are expected to select between five to eight elective courses across the Summer I, Fall, Winter, Spring, and/or Summer II quarters. Elective courses can include Discipline Specific Knowledge and Profession Wide Competency courses, as well as courses in one or more Major Areas of Study. 

In addition to the Research Core and Elective courses, all MA students participate in the weekly Professional Development Seminar for the first four quarters of the MA Program. This Seminar orients students to the MA program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology, and prepares students for the next steps in their careers (e.g., developing applications for PhD programs; preparing for interviews). 

Other MA Degree Requirements

• Research/Projects:  In addition to completion of the coursework requirements, students engage in a Research Lab Experience for at least 10 hours a week.
• Master's Thesis :   Optional (see below)
• Master’s Culminating Academic Experience:  Through the Research Lab Experience, the student will work with her or his research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student’s research competencies. Examples of capstone projects include: Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal. First author submission of one or more peer-reviewed poster/oral presentations at regional, national, or international conferences. A comprehensive review paper that is submitted to and graded by the research mentor. A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor.  

Last Updated: September 12, 2023

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

• Examinations:  defense of a research paper and a clinical qualifying project serving as examination for admission to candidacy
• Research/Projects:  independent, empirical research study completed in fulfillment of the research qualifying paper
• PhD Dissertation:  original research following third year of coursework
• Final Evaluations:  oral defense of dissertation

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M.A./Ph.D. Clinical Psychology

Now Accepting Applications for Fall 2024

The M.A./Ph.D. program celebrates its 30 year long tradition of offering clinical psychology doctoral education in depth psychological traditions, which emphasizes radical theorizing, in-depth relational clinical education, and engagement in issues of social justice and care. The program prepares psychologists through integration of diverse depth psychological traditions, human sciences scholarship, and community praxis.

• Degree Programs
• Clinical Psychology (Ph.D.)

M.A./Ph.D. in Clinical Psychology with Emphasis in Depth Psychology

Learn about the clinical psychology ph.d. program.

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About the Clinical M.A./Ph.D. Program

Human science model.

“I want psychology to have its base in the imagination of people rather than in their statistics and their diagnostics.” James Hillman

Depth Psychological Perspective

“We need images and myths through which we can see who we are and what we might become.” Christine Downing

Clinical Training

“Psychological life in its texture, structure and function is a metaphorical reality.” Robert D. Romanyshyn

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Featured Blog Posts

• Dreams, Calling, Suffering, and Individuation: Finding Light in the Darkness
• A Second Ph.D.; An Alumna Story
• Pacifica’s Ph.D. Clinical Psychology Program; An Alumnus Story

Clinical Department Newsletters

• Spring to Summer 2019
• Spring to Fall 2018
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• Spring 2017

Clinical Brochure

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Alumni Stories

Our goal is to prepare students to become constructively engaged in diverse clinical, academic, and community settings as researchers and clinicians who are grounded in deeply humane, theoretically sophisticated, and socially conscious approaches to clinical psychology.

Our alumni include:

Mark Montijo, Ph.D. (2006)

Mark Montijo is faculty at Pacifica in the Clinical Psychology Ph.D. as well as the Masters in Counseling Psychology and Integrative Therapy and Healing Process programs. He was first licensed in New Mexico as a Clinical Mental Health Counselor where he worked in partnership with Native American healers using traditional healing techniques. He then became licensed in California as a Marriage, Family and Child Counselor. While working for the U.S. Postal Service in several capacities, Mark investigated and resolved Equal Employment Opportunity complaints, created protocol for threat assessment, coordinated a regional Employee Assistance Program, and managed psychological services in the aftermath of workplace violence. Currently a healthcare mediator for a large HMO , Mark works with patients, families, physicians and staff involved in unexpected adverse medical outcomes. He is a passionate advocate for patient and family centered care, including briding physician-patient perspectives . He also maintains a private practice and delivers pro bono geropsychology services at a skilled nursing facility in Berkeley.

AnnaMarie Fidel-Rice, Ph.D., LPC (Colorado), (2003)

AnnaMarie Fidel-Rice is a Professor at Regis University in the Division of Counseling and Family Therapy where she teaches grief therapy from a depth perspective among many other courses. She maintains a pro bono psychotherapy private practice in Arvada, Colorado , and is author of the book The Alchemy of Grief: a depth psychological approach to grief . AnnaMarie has given numerous presentations on alchemy, loss, and grief as well as led retreats in Peru for celebrating the feminine.

Doug Henry, Ph.D. (2003)

Doug Henry has worked in the inpatient psychiatric unit at Santa Barbara Cottage Hospital where he did evaluations, group, individual, and family therapy. He also did training and consulting work with the Santa Barbara Police Department (Hostage) Negotiation Team and the CIT – Crisis Intervention Team of the SBPD as well. He has also been lead assessor for Santa Barbara County department of Alcohol, Drug, and Mental Health Services (ADMHS), in the Calle Real Adult Outpatient Clinic. He currently works at the University of Pittsburgh Medical Center as Clinical Administrator for Child and Adolescent Psychiatry, where he has implemented funding from the Beckwith Institute’s Frontline Innovation Program to the Western Psychiatric Institute and Clinic (WPIC). He also also moderated Clinical Grand Rounds presentations on children and adolescents at the WPIC.

Marcia Dobson, Ph.D. (1998)

Marcia Dobson is a Professor at Colorado College, in the Classics Department . She has taught there for over 35 years. In addition to teaching regular Classics courses such as ancient Greek drama and language, Marcia also teaches classes on discovering the unconscious, life of the soul, and myth and meaning. Marcia initiated the psychoanalysis minor at Colorado College, and now teaches classes in contemporary psychoanalysis to students both at Colorado College and at the Chicago Institute for Psychoanalysis during summers. Her recent research and publications consider classical texts in their relationship to psychoanalytic thinking and theory. She is also an Associate Editor of the International Journal of Psychoanalytic Self Psychology .

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Chair & faculty.

The Faculty members of Pacifica’s Clinical M.A./Ph.D. Psychology program bring a passion for education and a wealth of real-world experience into the classroom.

As leaders in their fields, the members of Pacifica’s faculty include authors of international acclaim, renowned lecturers, practicing psychologists, and certified analysts. Many of the faculty are also meditation teachers, social activists, artists, and philosophers.

All Clinical faculty members share a passion for transformative forms of education and are dedicated to working with adult learners. To learn more about the faculty in the M.A./Ph.D. Program in Clinical Psychology, read the individual descriptions below.

Program FAQs

What is distinct about doctoral education in clinical psychology at pacifica.

Pacifica Graduate Institute has a 40-year long history of providing training in depth psychology within a human science model, and remains one of the few institutions in the world to offer degrees that bring together education in clinical psychology together with rich traditions of depth psychology, which draw from such fields as humanities, mythology, philosophy, cultural studies, and human sciences. In addition, Pacifica’s education emphasizes the dynamic contemporary visions of understanding human experience, which include somatic, spiritually-grounded, indigenous, multicultural, neuropsychological, and community-based approaches.

Oksana Yakushko, Program Chair, explains how Pacifica's Clinical Psychology programs educate students' minds, hearts, and souls.

Does receiving a M.A./Ph.D. from Pacifica’s clinical psychology program meet the qualification needed to be licensed as a Clinical Psychologist in California?

Our curriculum is designed to lead to licensure as a clinical psychologist (based on educational requirements for psychologists in the State of California). In order to receive the California Clinical Psychologist’s license, students must also have met the post-doctoral clinical services hours and examination requirements of the State. As part of receiving the degree from our program, students are required to complete pre-doctoral internship hours that meet requirements of the California Board of Psychology. The eligibility requirements for the formal internship programs in California are set by varied organizations, including the California Psychology Internship Council (CAPIC) which governs many clinical sites that embrace depth psychological treatment modalities.  Pacifica is a graduate school member of CAPIC, and students will be guided through the formal process of application to all such sites. Following receipt of their degree from Pacifica, students must follow state’s requirements, which include post-doctoral supervised clinical hours and passing scores on the national and state exams ( EPPP and CPLEE) . Applicants and students are responsible for following and adhering to the licensure requirements of other states or countries, in which they wish to reside and practice, which may differ from California requirements.

How long is the M.A./Ph.D. program?

Students attend classes in the M.A./Ph.D. program for three years on a year-round basis (including summers). Each year classes are held during nine, four (4)-day sessions. One seven-day summer week occurs during the summer quarter. Students complete their dissertations following the three years of coursework. There is an eight-year time limit for completion of the degree program. Please see the graph below for a visual overview of the M.A./Ph.D. program.

What is the general format of classes?

The classes are a combination of lecture and discussion formats and occur on Pacifica campus. While faculty present lecture material, time is set aside for discussions and question and answer periods. Some of the classes include presentations by experts, experiential activities (e.g., rituals, somatic exercises), as well as time for processing the information as a group. The cohort system at Pacifica encourages a process of in-depth collaborative learning that integrates the multiple personal and cultural contexts affecting learning and guiding discussions.

How much work is required outside of class?

Class assignments consist of readings, posted reflections/discussions, exams, papers or projects.  For every hour in class, at least three hours of academic work outside of class is expected.  This time may include reading, reflections, research, and writing.  Graduate study in general requires twenty (20) hours of study per week with an additional approximate 15 to 20 hours of practica per week in the second and thirds years. Dissertation and internship are undertaken after coursework is completed and comprehensive exams are passed.

Experiential clinical training at off campus clinical training sites is an essential part of the doctoral program. Students complete a minimum of 1,000 hours of practicum, 1,500 hours of internship, and 60 hours of personal therapy. The Director of Clinical Training works collaboratively with students to place them in practica in the beginning of their second year of academic study. Students receive supervision and are given feedback at off-site locations as well as during campus coursework.

Once students complete their coursework and practica and pass a comprehensive exam, students enter off-campus internships where they are also given supervision and feedback. Internships are completed in a multidisciplinary setting offering a variety of training experiences. To obtain pre-doctoral internships, students often compete in a state-wide or nation-wide competitive application process. However, state of California allows clinical training under a licensed psychologist as a psychological assistant to complete pre-doctoral internship hours required by the state of California toward psychology licensure. Training at culturally diverse sites is encouraged.

When do students have an opportunity to meet with faculty?

Each teaching faculty member holds office hours during the time that students are on campus as well as during specified hours during the week. These office hours schedules and sign-up sheets are made available during each learning session. Students are also assigned a core faculty advisor who connects with them regarding varied aspects of their academic and professional development. At the beginning of spring quarter, faculty advisors assess the progress that each student makes in the program as part of the student’s annual evaluations.

Where does a student complete the 2,500-hour practicum/internship requirement?

Students in the doctoral clinical program are required to accrue a total of 2,500 hours of approved and supervised clinical experience.  These hours are obtained in two “tiers” of training:  practicum (1000 hours required) and internship (1,500 hours required).  Both levels of training are obtained at off-campus locations such as group private practices, clinics, hospitals, treatment centers, or other agencies, in which psychologists provide services.  Practicum training is a lower level of training with more intensive and directive supervision, and is obtained during the second and third years of classes at Pacifica.  The Clinical Training Handbook outlines the requirements for beginning clinical training. During the coursework on campus, the students participate in Thursday evening practicum seminars designed to ground their clinical training experience in small-group discussions, case conferences, and intensive supervision by faculty. In contrast to practicum training, internship training is a higher level of training with more independence and responsibility, and is undertaken after the student has completed all of the coursework and passed the comprehensive exams.  The internship, in contrast to the practicum, is a summative and capstone training experience, in which the skills and the knowledge obtained through the coursework and the practicum experiences are exercised.  All of the training activities described here are coordinated and supported by Pacifica’s Training Office, including the Training Coordinator and the Director of Clinical Training.

Can a student use past personal therapy hours to satisfy the 60-hour personal therapy requirement?

The personal therapy requirement is an integral part of the program, essential for the development of clinicians who utilize themselves as an instrument of healing of others. In addition, personal self-awareness is essential to other processes of being a student including conducting research studies with human participants or engaging in clinical and scholarly dialogues in the field that expand psychological knowledge. Therefore, the minimum of 60 hours of personal therapy must be completed while a student is enrolled in the program. These hours may be completed in individual, group, couple or family settings.

Scholarships

Education Assistance Offered to new and returning students based on extreme financial hardship and strong academic excellence. The award is $1,000 to be equally divided between four quarters. For students in the M.A. Counseling program enrolled in the 3rd year, the award is $500. This scholarship is not renewable and students must apply each academic year. Students enrolled in the dissertation phase are not eligible for consideration.

Jung/Freud Clinical Psychology Scholarship Offered to newly admitted students entering into either the Ph.D. Clinical Psychology or Psy.D. Counseling programs. Awards range $2,000-$3,000. The number and amount of individual awards is contingent upon the number of eligible applications received. This scholarship is renewable, provided recipients meet the required 3.5 cumulative grade point average.

Yellow Ribbon Matching Scholarship Pacifica Graduate Institute is pleased to announce that we have entered into an agreement with the Veteran’s Administration in support of veterans continuing their education under the Post 9/11 GI Bill . Pacifica has agreed to provide up to ten Yellow Ribbon Scholarships each year for qualifying veterans under the Post 9/11 GI Bill on a first-come first-serve basis. Students in the M.A. Counseling program will qualify for up to $6,500 per year, M.A. Engaged Humanities and Creative Life will qualify for up to $5,400 per year, and those in the doctoral programs will qualify for up to $7,800 per year.

Curriculum Overview

Clinical Psychology M.A./Ph.D. classes take place in four-day sessions (Thursday evening through Sunday afternoon) once each month during fall, winter, and spring. There is also one seven-day summer session each year. Between learning sessions, advising, mentoring, study and instruction continue through individual and group mentorship from faculty, web-enhanced learning, and cohort support groups.

• Professional and Ethical Development Seminar I - CL 755 , 1 unit
• Professional and Ethical Development Seminar II - CL 756 , 1 unit
• Professional and Ethical Development Seminar III - CL 757 , 1 unit
• 1st Year Annual Assessment for Program Advancement - CL 758 , 0 units
• Psychoanalytic-Based Psychotherapy I: Developmental Perspectives - CP 711 , 2 units
• Jungian-Based Psychotherapy I: Personality Structure and Function - CP 810 , 2 units
• History and Systems of Psychology - CP 700 , 2 units
• Psychological Assessment I - CP 930 , 2 units
• Psychological Assessment II - CP 931 , 2 units
• Legal, Ethical, and Professional Practice - CP 832 , 2 units
• Advanced Psychopathology I - CP 730 , 2 units
• Biological Foundations of Human Behavior - CP 735 , 2 units
• Research Designs and Methodology I: Qualitative, Quantitative, and Mixed Methods - CP 932 , 2 units
• Research Designs and Methodology II: Qualitative Methods of Analysis - CP 933 , 2 units
• Research Designs and Methodology III: Quantitative Design and Statistical Analysis - CP 926 , 3 units
• History of Depth Psych & the Human Science Traditions - CL 819 , 2 units
• Phenomenological Psychology: Theory and Practice - CL 917 , 2 units
• Emergent Clinical and Social Theories in Depth Psychology - CP 799 , 2 units

Second Year

• Supervision Practicum Seminar I: Assessment and Diagnosis - CL 759 , 1 unit
• Supervision Practicum Seminar II: Assessment and Diagnosis - CL 760 , 1 unit
• Supervision Practicum Seminar III: Assessment and Diagnosis - CL 761 , 1 unit
• Psychoanalytic-Based Psychotherapy II: Personality and Psychopathology - CP 712 , 2 units
• Jungian-Based Psychotherapy II: Affect, Mind, and Psyche - CP 811 , 2 units
• Principles of Psychopharmacology - CP 873 , 2 units
• Developmental Psychology Through the Lifespan - CP 830 , 3 units
• Alcohol, Chemical Dependency, and Addictive Behaviors - CL 900 , 2 units
• Cognitive Foundations of Human Behavior - CL 837 , 2 units
• Affective Foundations of Human Behavior - CL 838 , 2 units
• Advanced Clinical Research Approaches and Dissertation Development I - CP 961 , 1 unit
• Depth Psychological Designs and Methods I - CL 928 , 2 units
• Research Designs and Methodology III: Test and Measurement - CP 934 , 2 units
• Indigenous Approaches to Psychology - CP 803 , 1 unit
• Archetypal Psychology I: Social Basis of Human Experience - CP 840 , 2 units
• Social Foundations of Human Behavior - CL 800 , 2 units
• 2nd Year Annual Assessment for Program Advancement - CL 762 , 0 units
• MA Qualifying Exam - CP 890 , 0 units
• Psychotherapy Practicum Seminar I: Effective Psychological Interventions - CL 763 , 1 unit
• Psychotherapy Practicum Seminar II: Effective Psychological Interventions - CL 764 , 1 unit
• Psychotherapy Practicum Seminar III: Effective Psychological Interventions - CL 765 , 1 unit
• 3rd Year Annual Assessment for Program Advancement - CL 766 , 0 units
• Post-Jungian Psychotherapy: Biological, Ecological, and Cultural Systems - CP 745 , 2 units
• Theories of Group Psychotherapy - CP 719 , 1 unit
• Archetypal Psychology II: Personality, Psychopathology, and Culture - CP 814 , 2 units
• Advanced Psychopathology II - CP 731 , 2 units
• Principles of Clinical Supervision and Consultation - CL 752 , 1 unit
• Evidence-Based Psychotherapies - CL 912 , 2 units
• Violence and Trauma: Developmental and Social Theories - CP 834 , 2 units
• Advanced Clinical Research Approaches and Dissertation Development II - CP 962 , 2 units
• Depth Psychological Designs and Methods II - CL 929 , 2 units
• Advanced Clinical Research Approaches and Dissertation Development III - CP 963 , 2 units
• Research Designs and Methodology IV: Advanced Qualitative Methods - CL 940 , 2 units
• Gender and Human Sexuality - CP 901 , 1 unit
• Psychotherapy with Diverse Populations - CP 845 , 2 units
• Comprehensive Exam Portfolio – CP 989 - CP 989 , 0 units
• Capstone Projects and Program Requirements
• Comprehensive Exam Portfolio - CP 989 , 0 units
• Dissertation Writing - CP 990 , 15 units
• Pre-doctoral Internship - CP 980 , 0 units
• Personal Psychotherapy - CP 950 , 0 units

Requirements for Graduation

Degree requirements for graduation.

• Students must complete a total of 105 quarter units to fulfill the unit requirement for the Ph.D. degree.
• A minimum grade of “B” is required in each completed course. A cumulative grade point average of 3.0 must be maintained.
• Students must meet attendance requirements as articulated in the Student Handbook.
• 56 units of first and second year designated coursework have been successfully completed.
• Completion of 100 hours of practicum has been documented.
• Documentation of 30 hours of personal therapy has been submitted.
• In addition to completion of the M.A. degree requirements, in order to proceed with the third year of coursework, students must pass the Second Year Assessment for Program Advancement which encompasses a comprehensive review of coursework, annual evaluations, qualifying exam results (a minimum of 80% is required), advancement toward clinical practicum training goals, writing skills and readiness to conduct research.
• Students must successfully pass the Comprehensive Portfolio at the end of the third year.
• Students must submit and defend an original dissertation accepted by the faculty.
• Students are required to complete a minimum of 1,000 hours of practicum and 1,500 hours of internship..
• Students are required to complete a total of 60 hours of personal therapy.
• Students must comply with all the policies and procedures articulated in the Student, Dissertation, and Clinical Handbooks.

Faculty Mentorship

Preparation for clinical psychology licensure, enroll today.

Pacifica Graduate Institute is accredited by the WASC Senior College and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, 510.748.9001, and is approved by the State of California Board of Private Postsecondary Education (BPPE) and the U. S. Department of Education.

Lambert Campus 249 Lambert Road, Carpinteria, CA 93013

Ladera Campus 801 Ladera Lane, Santa Barbara, CA 93108

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MA in Psychology

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Explore the Mind

The MA in Psychology will prepare you for a career in research,  a career in an  applied field or to enter a doctoral program in Psychology or a related field. We provide rigorous training to ensure you receive an advanced education in Psychology, research methods and skills, and relevant and effective pre-doctoral training.  

Whatever your goals, our program provides the flexibility to ensure that you earn the MA that is right for you. You can pursue thesis or non-thesis options for your degree and choose from two tracks of specialization : psychological science track and clinical science track. Together with your faculty advisor, you will tailor a program of study to fit your individual interests and needs.

With our small and intensive classes, you will receive one-on-one guidance from our faculty of innovative researchers and scholars . In the classroom and the laboratory, you will receive individual attention and mentorship to ensure that you get the most out of your education.

A Flexible Program with Solid Results

This 33-credit program provides rigorous graduate training in psychology and psychological research while providing you with the flexibility to pursue your academic interests . We offer two tracks of specialization: psychological science and clinical science.

The psychological science track provides a balance of coursework in different areas of psychology, together with training in research and statistics. This is the most flexible program , offering the most elective courses that can fit your interests. The clinical science track enables you to  delve deeper into clinically relevant topics while still receiving a solid foundation in general psychology, research, and statistics. 

See complete Admissions & Course Requirements and MA Handbook (PDF).

Knowledgeable Faculty Dedicated To Your Success

Our faculty consists of innovative researchers and prominent scholars in the field of psychology. Thanks to our small class sizes, you will work closely with and receive individual attention from your professors. Upon admission, some students may be assigned to a specific lab in which they develop an individualized program of study . Other students with a research focus are encouraged to join a research lab during their first semester, especially if they hope to choose the thesis option. Students with an applied focus are encouraged to do internships, with academic supervision given by our faculty. Faculty research interests span the breadth of psychology, with particular strengths in different areas of psychology. 

Start Your Career in the Capital City

Consistently ranked as one of the best cities for job seekers , DC offers access to an extraordinary array of professional and intellectual opportunities. You can get a head start on your career and gain hands-on experience with one of the area’s many clinical or research institutions. The psychology department has close working relationships with basic and applied research programs at the National Institutes of Health, where students can participate in programs on pain management, neuropsychological assessment, and brain mechanisms in learning and memory. Research opportunities are also available at Georgetown University Hospital and School of Medicine, the Walter Reed Army Institute of Research, and other area institutions.

You can earn degree credit while working with autistic children, teaching self-management skills, or working at one of the area’s mental health facilities. Internships and field work opportunities are available in city, county, and private organizations such as the Montgomery County Department of Addiction, Victims, and Mental Health Services; the DC Rape Crisis Center; and patient care and rehabilitation programs at area hospitals.

Recent placements of American University Master's in Economics graduates include the World Bank, the BLS, the Federal Reserve, the Interamerican Development Bank, the Bureau of Economic Analysis, and Booz Allen Hamilton. In addition, many of our graduates have gone on to pursue PhDs in Economics.

Social Sciences at AU

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Student Spotlight

Candace Moore, MA/PhD Psychology

More about Candace

One day in 2019, Candace Moore went for a run. But instead of her usual four-to-six miles, she stopped after mile one, extremely fatigued. This marked the beginning of a long battle to manage a rare and debilitating health condition that has changed nearly every aspect of her life. 

Moore was born with a hemangioma at the base of her spine, which has grown into a large tumor. It has hollowed out her sacrum and placed pressure on nerves, which causes extreme pain and limits her movement. She has undergone two surgeries, and she travels to hospitals several times a week for radiation treatments, therapy, imaging, and follow-up exams. 

Remarkably, through all of this, Moore has successfully completed her first year as an MA candidate. She is the recipient of AU’s Barnard Scholarship, and she’s found many mentors at AU who believe in her. “I have dealt with so many obstacles while growing up; many people did not believe in me or think that I would reach the point where I am today. But I am an overcomer who wants to thrive, and not simply survive,” she says.

Moore is working towards completing her PhD in psychology and becoming a clinician-researcher. “Psychology is my heart,” she says. “In my opinion, a changemaker is someone who breaks down barriers that affect the least amongst us — the same barriers that I have had to overcome with great effort. I want to continue to be in service to others and use the knowledge I have gained from my experiences at AU for this purpose.”

Alice Coyne  was named the 2024 recipient of the  Society for the Advancement of Psychotherapy Early Career Award  in recognition of “accomplishment and achievement related to psychotherapy theory, practice, research, or training.”

Jonathan Tubman published two articles: “ Multivariate Relations Between Lifetime Adversity and Substance Use Involvement: Comparisons Between Gay and Bisexual Emerging Adult Men ” in the  Journal of Bisexuality  and “ Factors Associated with Sexual Victimization Among Transgender Emerging Adults ” in the  Journal of Interpersonal Violence .

Frequently Asked Questions

Do i have to have been a psychology major as an undergraduate.

No. We have admitted students who had never taken a psychology course before enrolling in the program.

Is there funding available?

Funding for the MA program is limited. Students are sometimes funded by faculty grants. We encourage students to contact our office of financial aid for awards designated for particular purposes, such as the United Methodist Fellowship and Massey Award.

What is the standard course load?

Full-time students typically take three three-credit courses per semester. In addition, they are typically involved in research outside the classroom for some or all of their time in the program.

Can I be admitted to the American University PhD program after enrolling in and completing the MA program?

MA students often apply to our PhD programs. They are considered in the same pool as other applicants.

Still have questions? Send us an email: [email protected]

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• MA in Psychology

The Department of Psychological & Brain Sciences offers a one-year, eight-course program of study leading to the Master of Arts in Psychology that provides the flexibility to explore a variety of areas in psychology, building on a common foundation of scientific methodologies. Particular strengths of the program include cognition, neuroscience, developmental science, and clinical psychology. Most graduate-level courses offered by the department are open to MA students, and all faculty are available for academic supervision. Faculty are actively engaged in psychological research, which provides ample opportunity for students to participate in ongoing projects.

The program satisfies the interests of those who wish to undertake a rigorous course of study that leads to the master’s degree. The program is appropriate both for students with a limited background in psychology and those who hold an undergraduate degree in the field. Some students use the program as a means to clarify their interest in professional psychology; others use it as a first step toward a doctoral program. Many of our graduates have applied their advanced training in psychology to work in government and industry as researchers, mental health workers, administrators, and managers. Others have continued with doctoral studies in psychology or related fields. The program is not intended to qualify students for the independent practice of professional psychology.

Although we do not require that applicants have an undergraduate major in psychology, applicants are required to have taken some coursework in psychology. We recommend an introductory course, a course in research methods in psychology, a course in statistics, and at least two content courses.

Learning Outcomes

Students graduating with an MA in Psychology are expected to:

• Demonstrate proficiency in a minimum of two of three programmatic knowledge areas: Brain, Behavior & Cognition, Clinical, and Developmental Science.
• Demonstrate an understanding of statistics and research design and the ability to evaluate the quality and implications of scientific research.
• Write an empirical research report in APA (American Psychological Association) or Index Medicus style by completing a research project (supervised by a faculty member).
• Demonstrate competence in oral communication and understanding of scholarly research by giving a conference-style presentation.

Course Requirements

Candidates for the MA in Psychology must complete eight 4-credit courses (32 credits) in psychology. Required courses are as follows:

• CAS MA 614 Statistical Methods II
• GRS PS 704 Contemporary Trends in Psychology
• GRS PS 901/902 Directed Study in Psychology
• A minimum of one course from two of the three fundamental programmatic knowledge areas in psychology (please see the Graduate Student Handbook )

Language Requirement

There is no foreign language requirement for this degree.

Directed Study

The MA program does not require a formal thesis, but does require a directed study, a research apprenticeship in which students work with a faculty member on a research project. Please visit the Psychological & Brain Sciences Department website to view the research interests of our faculty.

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Master of Arts in Psychology

Current Stanford doctoral students can apply for a Master of Arts in Psychology during the course of their PhD, JD, or MD program.

Graduate students who are already enrolled in the Psychology PhD program and who have completed (a) the first-year and second-year course requirements; and (b) at least 45 units of Psychology courses may apply for conferral of the MA degree. This application should be discussed with the Student Services Manager.

Students who are currently enrolled in a Stanford PhD or professional program in another Department may be granted a Master of Arts in Psychology. In such cases, admission to the MA is considered by the faculty on a case-by-case basis. An admitted student must complete at least 45 units of Psychology courses and possibly other research or course requirements as determined by the faculty.  Interested applicants should consult with the Student Services Manager, Dena Zlatunich ( ecfay [at] stanford.edu (d) denamz [at] stanford.edu (enamz[at]stanford[dot]edu) ).

All applicants must satisfy University residency requirements for the degree and are responsible for consulting with their primary departments or the Financial Aid Office about the effects of the proposed program on their current funding. 

Please note:  The Department of Psychology does not offer terminal MA degrees for students who are not already pursuing another advanced degree at Stanford.

Degree Requirements

• Completion of 45 units of graduate-level Psychology courses
• Completion of the required  Core Courses, including two statistics courses
• A maximum of 18 units may be from lab courses, independent study, outside units, and practica (eg. 222, 258, 269, 275, 281, 297, 282, 290)
• Successful completion of the First Year Project (FYP) or equivalent Master's thesis

Fill out the  application form  and obtain your advisor's signature.

• Submit the completed application form to the Psychology Student Services Manager, who will obtain the Department Chair's signature.

Submit a request for the Master's Degree via Axess using the Graduate Program Authorization Form. To find this form, navigate to the Student Tab, then Petitions and Forms under the Academics tab. Make sure to indicate that you are adding a Master's degree. There will be a checkbox to leave your current graduate program - do NOT check this box!

• Enter your payment and select "Apply to Graduate" in Axess (make sure to select the Master's, not PhD).
• Psychology's Student Services Office will approve your request in Axess.
• Carefully review the  Psychology MA Policy and Process document .
• Set up a meeting with the Student Services Manager (Dena Zlatunich, denamz [at] stanford.edu (denamz[at]stanford[dot]edu) ) to review the process.
• Secure Psychology faculty MA advisor.
• Submit an application to the Student Services Manager. The application consists of the following: Statement of Purpose, CV, and letter of support from primary home department advisor(s). This application will be reviewed by Psychology Faculty.
• If approved by Psychology faculty, the Psychology MA advisor will mentor you as you complete the MA requirements. The requirements include the 45 units of coursework outlined above as well as a Master's Thesis and Master's Thesis defense. For complete details, refer to the  Psychology MA Policy and Process document . 
• Upon completion of required MA coursework, Thesis, and Thesis defense, fill out the  application form  and obtain your advisor's signature.
• Submit a request for the Master's Degree via Axess using the Graduate Program Authorization Form. To find this form, navigate to the Student Tab, then Petitions and Forms under the Academics tab. Make sure to indicate that you are adding a Master's degree. There will be a checkbox to leave your current graduate program - do NOT check this box! 

2024-25 University Catalog

Psychology, m.a./ph.d., clinical psychology concentration.

Clinical students in the M.A./Ph.D. track are required to satisfy all requirements for the M.A. degree in clinical psychology as well as all requirements for the Ph.D. degree. A minimum of 45 credit hours is required for the M.A. The Ph.D. in Clinical Psychology requires 104 credit hours including internship hours (2 credits). All credits taken to satisfy the M.A. degree may be applied toward the Ph.D. degree requirements.

Students who receive an M.A. in Clinical Psychology from another institution will submit syllabi, thesis document, and other materials for review. The students will work closely with their advisor and the Director of Clinical Training to develop their doctoral plan of study. All courses taken at another institution are reviewed for course equivalence with our required courses. If deemed equivalent, the course requirement is waived. In addition, the thesis is reviewed by a committee of three faculty, and, if viewed as comparable in scope and theoretical focus to the UNC Greensboro thesis requirement, no additional thesis work will be required.

For information regarding deadlines and requirements for admission, please see https://grs.uncg.edu/programs/ .

For information on the application and admission, please see  https://psy.uncg.edu/graduate/admissions/ .

It is important to note that the department does not accept students who seek a terminal M.A. degree in Clinical Psychology, only those seeking a Ph.D.

For clinical program students, course grades lower than a B cannot count toward either the M.A. degree or Ph.D. degree; these courses must be re-taken, or substitute courses taken. Course equivalents are decided according to departmental policy, which varies by course category (e.g. tools courses vs. clinical courses).

M.A. Degree Program Requirements

Required:  45 credit hours

Only students who enter the program with a previously-earned master's degree in psychology that included a thesis project may select PSY 698 . All other students must select PSY 699 .

If PSY 601   is selected as an alternative, academic transcript must list this course as "Historical Perspectives on Psychology as a Science" for licensure /accreditation.

Topics include: Case Conceptualization, Supervision, Diversity, and Consultation.

Students Entering with a Master's Degree (with Thesis)

Entering students who have completed a master's degree in psychology at another institution that included a thesis project but did not involve any practicum training may elect to complete PSY 698 Capstone Examination in Clinical Psychology as their capstone experience. Students will form a clinical comprehensive examination committee and engage in independent applied scholarly work, culminating in a formal and in-depth presentation and discussion of a clinical case they have conducted as part of their master's training. They will receive evaluative feedback regarding their competencies from the clinical faculty on their committee. This option is only offered to students with an equivalent master's thesis project from their prior institution. The student's thesis document will be reviewed and approved by a panel of three UNCG Psychology Department faculty and the Graduate Program Director.

Ph.D. Degree Program Requirements

Required:  104 credit hours

In addition to the M.A. requirements (45 credits), students must complete the following 59 credits:

Specific courses fulfilling this requirement are individually planned for each student in consultation with the doctoral planning committee and are determined in part by the student's pre-matriculation competencies and research and career goals. Courses offered at sister institutions may also fulfill this requirement as deemed by the planning committee.

Or another quantitative course approved by the doctoral planning committee. If only 3 credits of quantitative course work are taken (from the list of courses provided in the catalog for this requirement or a comparable course approved by the planning committee), then the student must also take 3 credits of PSY 735C , PSY 735D , PSY 735I , PSY 735J , or PSY 735S covering a contemporary issue in the discipline of Psychology (i.e. covering Discipline-Specific Knowledge)  or the integration of two or more areas within Psychology  or a seminar outside the department approved by the committee. If 6 credits of quantitative course work are taken, then the requirement is satisfied.

3 credits minimum must be completed in addition to the M.A. requirement and specific topics covered must be different

In addition to the credits earned for the M.A.

1 credit in each of two semesters.  

Discipline Specific Knowledge (Basic and Advanced integrative)

Coverage of basic knowledge in five core areas of Psychology (Biological, Developmental, Social, Cognitive, and Affective) and advanced integration of this knowledge across at least two of these areas is evaluated and met through a variety of ways including: 1) formal graduate level course work which builds on a student’s pre-matriculation experiences and competencies, 2) laboratory based research, including the thesis and dissertation, and 3) preliminary examination paper and oral defense. In some cases, pre-matriculation competencies may fulfill the basic foundational requirement for one or more areas. Regardless of the specific way in which a student meets these requirements outside of formal course work, a minimum of two graduate-level courses are required to complete this requirement.

Students select from a menu of courses, based on their pre-matriculation experiences and in consultation with the planning committee. At least two courses, each incorporating at least two of the basic core areas and including integration across the area, are required. In choosing from an array of courses, coverage of at least four different core areas must be attained. Students will obtain foundational coverage in the fifth basic area through other educational means (e.g., thesis prelim or dissertation, pre-matriculation competencies with graduate-level evaluation, etc.). Regardless of means of acquiring advanced integrative knowledge, all educational experiences are evaluated at the graduate level.

Specific courses fulfilling this requirement are individually planned for each student in consultation with the doctoral planning committee and are determined in part by the student’s pre-matriculation competencies and research and career goals.

Additional Quantitative Course/Seminar Requirement for the Ph.D. Degree

Note that a minimum of 3 credits must be in the Quantitative area. If 6 credits are taken in Quantitative, no additional seminar is required. If only 3 credits are taken in the Quantitative area, the student must supplement their course work with an additional seminar ( PSY 735C , PSY 735D , PSY 735I , PSY 735J , or PSY 735S ) course either in clinical or within another area(s) of Psychology, or an outside seminar approved by the doctoral planning committee).

Required Milestones*

• Residency (Immersion)
• Plan of Study
• Research Competency
• Comprehensive Exam (Written & Oral)
• Dissertation Proposal
• Admission to Candidacy
• Dissertation Defense
• Filing the Final Approved Dissertation

General information about milestones for doctoral programs is available in Section III of the Graduate Policies page in the University Catalog. For information about how milestones are accomplished for a specific program, please refer to the doctoral program's handbook.

• Psychology Programs

What are the Differences Between a Masters and PhD in Psychology?

Choosing a path in psychology can be a bit like picking a route for a big journey. Should you stop at a master’s or go all the way to a PhD? While both are advanced degrees, they serve different purposes.

A master’s in psychology usually takes less time and provides a general overview, helping you get into various career paths within the field. A PhD, however, is a longer journey, focusing on specialized research and allowing you to become an expert in a specific area.

So, whether you are dreaming of counseling, teaching, or groundbreaking research, understanding the distinctions between these degrees is crucial. Let’s explore both options to find which suits you best!

Masters Vs. PhD in Psychology

A master’s in psychology typically takes 2-3 years and provides foundational knowledge and skills for various psychology-related careers. On the other hand, a PhD in psychology, taking 4-7 years, emphasizes research and advanced expertise, preparing graduates for academic, research, or specialized clinical positions.

To work in the field psychology, you need to have a minimum of master’s degree in psychology , and if you want to become a licensed psychologist , then a PhD will help you do that.

Master’s and Ph.D. degrees come under the heading of graduate studies. As mentioned above, a master’s degree in psychology typically takes between 2 to 3 years to complete in addition to an undergraduate in the same subject.

There are different types of psychology master’s degrees with the two most common being a Master’s of Art (M.A.) and a Master’s of Science (M.S.) . Without a master’s degree in psychology you cannot get licensed and hence you cannot begin practicing freely.

If your focus in psychology is more towards the applied side, you will need to complete an internship as well. Depending on the program, students may also need to prepare a thesis report towards the final months of a master’s program.

When it comes to a psychology doctorate degree , there are essentially 2 options – a PhD (Doctor of Philosophy) or a Psy. D (Doctor of Psychology) . A PhD in psychology is more research oriented, whereas a Psy. D is more focused towards the practical and clinical sides. However, we are limiting our discussion to a PhD in psychology.

Typically a PhD can take between 4 and 7 years depending on how you approach it and on your work schedule. A few years of course work and a final dissertation are almost always required in a PhD program. Some PhD programs even require students to complete an internship which formally marks the end of their doctorate program.

The Road to Get There

To get into a master’s level program in psychology, it is preferred that candidates possess an undergraduate background in psychology. At the undergraduate level, students are presented with the opportunity to choose their majors which is then carried forward in the master’s program.

The undergraduate degree is necessary for creating a strong background and laying the right foundation for students. Some masters programs prefer that candidates have gone through some practical training which usually takes the form of an internship.

A master’s degree in psychology can also serve as an inroad to a PhD in psychology. Many top university PhD programs require students to have a master’s degree in psychology under their belt as a pre-requisite.

However not all PhD programs have that requirement. Some programs offer students a terminal master’s degree in the process of a PhD. This is basically a specialized master’s program that prepares students in their area of expertise and professional practice.

It is often required by PhD level psychology programs for students to have some kind of prior practical experience. This could be an internship or an assistant level position to a senior psychologist. With added practical experience, the concepts taught at the doctorate level are easier to understand and make more sense.

After Graduation

Psychology is a vast and quick expanding field of science which means that demand for qualified psychologists is high. With a masters level psychology you may land some entry level jobs such as a research assistant, assistant to a supervisor, teacher’s assistant and so on. You may work with other psychologists and learn from them on the job.

Opportunities may also exist in mental health institutes, schools and the like. You may also sit-in some sessions with a senior as they treat other patients. Initially there will be a lot of interaction with seniors in a controlled environment.

With a PhD in psychology under your belt you may be exposed to a more challenging and dynamic work environment. You may be part of an experiment where patients are kept under closely monitored situations. Pharmaceutical companies may contract your services to work on drug trials for instance.

Depending on your chosen niche, you may spend time with patients at correctional facilities, detention centers and even prisons.

Which One is Right For You?

There is no right answer for this question. Both degree options have their own merits, requirements and results. What matters is your drive and motivation as well as your career aspiration. For starters, you need to have an interest in the subject of psychology, otherwise there may not be any point in doing a masters, let alone a PhD.

A masters can only take you so far career-wise, sooner or later you will need to rely on a PhD to take your career to the next level – therefore you need to consider your vision. The best way to answer this question is from a timeline point of view – you must prioritize your goals at the given time.

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Department of Psychology

You are here, overview of the program.

These are remarkable times for psychology. Scientific breakthroughs concerning the biological, emotional, cognitive, and social basis of normal and abnormal behavior are reported in the media almost daily. The faculty associated with the Department of Psychology at Yale University represents the cutting edge of research and scholarship in this broad and exciting field.

The primary goal of graduate education in psychology at Yale University is the training of researchers, for academic and applied settings, who will broaden and deepen the knowledge base on which the science of psychology rests. The graduate program in the Department of Psychology annually enrolls about 15 new Ph.D. students. When applying to the Department, each potential graduate student indicates one of five areas of concentration, and usually has a “home” in a particular lab, but it is also possible to collaborate with faculty and students in other labs and participate in programs that cut across these traditional areas (e.g., cognitive, affective and social neuroscience; health sciences).

Our Department has an illustrious history, but, more important, continues to reinvigorate itself by recruiting the most outstanding scholars we can identify in clinical psychology, cognitive psychology, developmental psychology, neuroscience, and social-personality psychology, with special efforts to attract those whose interests bridge these areas. These scholars include faculty, research scientists, postdoctoral fellows, graduate students, and undergraduates in Psychology and other programs (e.g., the School of Management, Interdepartmental Neuroscience Program).

A primary objective of our graduate program is to encourage research that follows from an understanding of the substantive and methodological bases of scientific psychology as well as from other social and biological sciences. We encourage students to appreciate the multiple historical and theoretical contexts from which the field has emerged, and to create an environment that facilitates student and faculty interest and participation in research activities. Moreover, many members of the faculty are committed to exploring the impact of their work on individual, community, and societal problems. Consequently, faculty and student interests and research often bridge basic science to issues of public policy, providing opportunities for students to develop broad areas of expertise.

We are deeply committed to graduate education and are eager to work closely with students to help them take advantage of the rich offerings of our Department and University in ways that suit their interests and talents. Our department is a thriving and diverse intellectual community that is committed to a culture of inclusiveness. The relatively small size of our graduate program and the large number of primary and affiliated faculty ensure that each student receives extensive attention in following an individualized curriculum. Over the years, we have cultivated a supportive environment that provides rigorous training. Our program is an active, exciting, flexible, and challenging setting in which qualified students who share our interests thrive. We welcome your application.

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UMass Boston

• Clinical Psychology PhD

Acquire the skills and training necessary to become a compassionate clinical psychologist.

Accredited by the Commission on Accreditation of the American Psychological Association since 1993, UMass Boston’s program in clinical psychology is based on a scientist-practitioner-activist model. The program prepares clinical psychologists who have an excellent foundation in psychological science and can translate their basic knowledge into practical applications to meet the mental health needs of children, adolescents, and adults from diverse sociocultural groups. Graduates of the program have the requisite skills to advance understanding of key human problems through research, scholarly activities, clinical practice, teaching, professional service, advocacy, and activism.

In this program, you will:

• Develop a solid foundation in clinical psychology theories and research methodologies, enabling you to provide effective treatments for a wide range of mental health concerns
• Acquire advanced clinical skills through supervised practicum and internship experiences
• Cultivate professional competence and ethical decision-making, integrating scientific knowledge, critical thinking, and empathy to promote the well-being and resilience of clients
• Contribute to the field of clinical psychology through research, advocacy, and leadership

Info Sessions

Join UMass Boston Clinical Psychology PhD faculty and staff for an informal one-hour, online info session! Meet the current program director, faculty and student representatives. Learn more about the Clinical Psychology PhD program and bring questions you may have about the programs and/or application process.

Attend an Info Session    --> Start Your Application

Plan Your Education

How to apply.

We review applications comprehensively—looking across all aspects of the application for each applicant rather than having specific cutoff criteria in any one particular area. We no longer accept GRE scores as part of our admissions criteria.

Applicants must meet   general graduate admission requirements in addition to the following program-specific requirements:

• Prerequisites. A minimum of 6 courses in psychology or a closely related social science field. A course in statistics is required before students enroll in our program, but it is not required at the time of application.
• Background. Highly qualified applicants who have a demonstrated commitment to a career serving the needs of minority and urban populations will be given priority. In keeping with the mission of the university and the particular emphases in the program, individuals from diverse racial, ethnic, and minority backgrounds are strongly encouraged to apply.
• Research Fit. An important criterion for admission to the clinical psychology program is the fit between student clinical and research interests and the interests of the program’s faculty. We require each applicant to list the faculty research mentors whose team(s) they want to be considered for based on shared research interests. The research mentor works closely with the student, helping to plan course work and select practicum opportunities as well as guiding the student’s research training.
• Describe your personal, academic, and professional experiences and strengths that have led to your interest in clinical psychology and have prepared you for the challenges of graduate school and a career in clinical psychology.
• Describe your interest in clinical psychology and how the UMass Boston Clinical Psychology Program, specifically, will contribute to advancing your academic, career, and personal goals.
• Describe the research that you are interested in pursuing as a graduate student in the Clinical Psychology Program at UMass Boston.
• Curriculim Vitae (CV). Please provide as part of your application.
• Letters of Recommendation. You will also be asked to provide three letters of recommendation within the GradCAS portal.
• A list of all undergraduate psychology courses and any graduate psychology courses that you have taken at any time, the institutions at which you took them, and the grades you received for each course.
• A grade point average for your undergraduate psychology courses (and only these courses).
• Course name and grade of any statistics class that you have taken, as well as the institution, semester, and year you took it. (You will still be considered even if you have not taken a statistics class. This question is to help us track who will need to take a statistics class before matriculation.)
• A 2-3 sentence summary of your research and clinical interests.
• The name(s) of the faculty member(s) with whom you would like to work and a sentence or two describing your interest and match for the specific faculty member. Visit our faculty mentors page for an updated list of faculty mentors and their interests.
• Agreement with our ethics policy related to trainees who experience conflicts working with diverse clients (you must agree to our policy for your application to be reviewed further).
• Any notes or comments to the committee to expand or explain any aspect of your application that needs clarification.

Interview Policy

The Clinical Psychology Program receives approximately 600 applications a year. From this applicant pool, we undertake an extensive review of applications and invite approximately 40 finalists for a day-long campus visit and interviews.

The Admissions Committee schedules interviews for all finalists once all applications have been reviewed. Interviews are an important part of the application process. Interviews are usually held in February, and applicants are notified of an invitation to interview in late January or early February.

Unfortunately, due to the size of our applicant pool, our policy is that clinical faculty do not conduct interviews with applicants who have not undergone our review process and have not been invited for an interview. We appreciate your interest in our program.

Deadlines & Cost

Students are admitted to the Clinical Psychology Program to work toward the PhD degree only; the program does not offer a terminal master's degree. Applications are due in the Graduate Admissions Office by December 1 for enrollment the following September. There are no spring semester admissions in the Clinical Psychology Program. The program expects to admit six to eight students each year.

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: See Bursar's website . Traditionally, we have been able to waive tuition and provide a stipend for students through at least the first four years and, for most, the duration of their on-campus years.

Core Courses (33 Credits)

• PSYCLN 601 - Assessment and Testing I 4 Credit(s)
• PSYCLN 610 - Culture and Mental Health ; 3 Credit(s)
• PSYCLN 613 - Lifespan Psychopathology 3 Credit(s)
• PSYCLN 620 - Intervention Strategies 3 Credit(s)
• PSYCLN 641 - Cognitive and Affective Bases of Behavior: Life Span Development I 3 Credit(s)
• PSYCLN 642 - Social and Cultural Bases of Behavior: Life Span Development II 3 Credit(s)
• PSYCLN 650 - Clinical Psychology Proseminar I 1 Credit(s)
• PSYCLN 651 - Clinical Psychology Proseminar II 1 Credit(s)
• PSYCLN 660 - Physiological Psychology 3 Credit(s)
• PSYCLN 670 - Advanced Statistics 3 Credit(s)
• PSYCLN 675 - Research Methods and Ethics in Clinical Psychology 3 Credit(s)
• PSYCLN 680 - History and Systems 3 Credit(s)

Required Practicum Courses (24 Credits)

• PSYCLN 785 - Practicum and Ethics I 6 Credit(s)
• PSYCLN 786 - Practicum and Ethics II 6 Credit(s)
• PSYCLN 787 - Practicum III& 6 Credit(s)
• PSYCLN 788 - Practicum IV 6 Credit(s)

Elective Practicum Courses and Training (4 or More Credits)

• PSYCLN 690 - Introduction to Clinical Outreach and Intervention Practicum 2-3 Credit(s)
• PSYCLN 692 - Clinical Research Practicum II 1 Credit(s)
• PSYCLN 781 - Assessment Practicum I 1-4 Credit(s)
• PSYCLN 782 - Assessment Practicum II 1-4 Credit(s)
• PSYCLN 783 - Advanced Clinical Research Practicum I 1 Credit(s)
• PSYCLN 784 - Advanced Clinical Research Practicum II 1 Credit(s)
• PSYCLN 791 - Advanced Clinical Outreach, Intervention, and Consultation Practicum I 1-4 Credit(s)
• PSYCLN 792 - Advanced Clinical Outreach, Intervention, and Consultation Practicum II 1-4 Credit(s)
• PSYCLN 893 - Advanced Community Practicum I 1 Credit(s)
• PSYCLN 894 - Advanced Community Practicum II 1 Credit(s)

Master’s Research Courses (6 Credits)

• PSYCLN 698 - Master’s Research 3 Credit(s)
• PSYCLN 699 - Master’s Research Seminar 3 Credit(s)

Teaching Seminar (3 Credits)

• PSYCLN 891 - Teaching Seminar 3 Credit(s)

Elective Distribution Courses (12 Credits)

Complete four courses.

One course from must be taken from each of the four groups below.

Students may also enroll in additional non-required courses offered through other UMass Boston departments (e.g. language, psychotherapy, statistics, etc.) that may enhance their professional development.

Group 1: Therapy Approaches

• PSYCLN 721 - Child Therapy 3 Credit(s)
• PSYCLN 726 - Cognitive Behavioral Theory and Therapy 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)

Group 2: Assessment

• PSYCLN 701 - Neuropsychological Assessment 3 Credit(s)
• PSYCLN 710 - Child Assessment 3 Credit(s)

Group 3: Advanced Methods and Analysis

• PSYCLN 770 - Advanced Statistics II - Latent Variable Modeling 3 Credit(s)
• PSYCLN 775 - Qualitative Methods in Clinical Psychology 3 Credit(s)

Group 4: Diversity

• PSYCLN 745- Psychology and Activism for Social Justice 3 Credit(s)
• PSYCLN 879 - Advanced Community Psychology 3 Credit(s)

Graduation Criteria

Complete a minimum of 82 credits from at least 22 courses including twelve core courses, four required practicum courses, four elective practicum credits, two Master’s research courses, one teaching seminar, and four elective distribution courses.

The program requires a minimum of five years of full-time graduate study that includes three years of residency at UMass Boston, and the completion of an APA accredited internship prior to awarding the doctoral degree. Students are required to complete all coursework and to have completed their dissertation proposal prior to applying for an APA accredited internship.

Doctoral candidacy: Passage of a written qualifying exam. Master’s thesis: Complete an empirical master’s thesis. May be waived if successfully completed at another university. Dissertation: Compose and defend an empirical dissertation. Teaching experience: Students must teach in their fourth year of study. Practica: Students must complete two year-long, part-time practica in their second and third year of study. Internship: Students must complete a one-year, full-time APA accredited internship.

Statute of limitations: Eight years.

Contact & Faculty Mentors

Assistant Director Brooke Craveiro [email protected] (617)287-6340

The Clinical Psychology PhD Program at UMass Boston uses a clinical research apprenticeship model. Each first-year graduate student apprentices with a clinical faculty member who will serve as research mentor and advisor to the graduate student. For more information, please reference our summary of Clinical Psychology PhD 2024-2025 Faculty Mentors .

Psychology Department

Learn more about UMass Boston's Psychology department, our research, and our faculty.

Explore the Clinical Psychology PhD Program

Mission statement.

(Revised Spring 2017)

Accredited by the Commission on Accreditation of the American Psychological Association since 1993, University of Massachusetts Boston’s (UMass Boston) program in clinical psychology is based on a scientist-practitioner-activist model. The program prepares clinical psychologists who have an excellent foundation in psychological science and can translate their basic knowledge into practical applications to meet the mental health needs of children, adolescents, and adults from diverse sociocultural groups. Graduates of the program have the requisite skills to advance understanding of key human problems through research, scholarly activities, clinical practice, teaching, professional service, advocacy, and activism.

Our clinical psychology training model is biopsychosocial in its scientific orientation, and places special emphasis on the roles of culture and context in understanding the complexities of multiple dimensions of human behavior and functioning. This emphasis includes, but is not limited to, bringing to the study of clinical psychology an understanding of social justice, equity, oppression, systems of privilege and marginalization, procedural and relational justice, and epistemological and methodological marginalization. This includes a commitment to training a diverse workforce of scientist-practitioner-activist clinical psychologists. Among the many skills students learn in our program, we aim to develop within them a lifelong commitment to using clinical psychology to serve the general population and to meet the needs of marginalized individuals and communities by being culturally humble and responsive researchers, mentors, clinicians, supervisors, teachers, leaders, advocates, activists, and community members. The training in our program results from an affirmative commitment by both faculty and students to engage in ongoing personal reflection and reflection upon the practices in our field—to increase our self-awareness and guide thoughtful psychological practice and relevant social justice actions.

Our educational mission is to train scientist-practitioner-activist clinical psychologists who will:

• Engage in social science research, critical scholarly inquiry, and educational activities including scholarly analysis that specifically address social and structural inequities affecting psychosocial health and functioning, including but not limited to inequities based on social class, race, ethnicity, sexual orientation, gender identity, gender, disability, age, language, citizenship, immigration status, and religion.
• Provide affirming and empowering evidence-based clinical services to people across sociocultural groups and statuses.
• Serve as leaders, role models, and change-makers to promote social justice within their organizations, the profession of psychology, and other contexts. We aim to foster students’ capacity to serve as advocates and activists.
• Apply their developed awareness of how the field of clinical psychology is socially situated, reflect critically on the practices and purposes of our field, and understand how it can privilege or marginalize certain identities and lived experiences, treatment and assessment practices, and epistemological and philosophical positions.

Learning Objectives

To achieve these long term goals for our graduates, we have the following Learning Objectives for their time within our program. Our Learning Objectives line up with the longer term goals for our graduates related to Research (1), Practice (2), and Activism (3) above. The fourth aim above reflects our overall approach to how we approach all aspects of our training. It focuses on applying a reflective practice in critical social justice theory across all aspects of the work. In this way, it does not have specific learning objectives associated with it, but rather it serves as the lens through which we view research, practice, and activism.

Goal 1: To produce graduates who engage in clinical psychology research, critical scholarly inquiry and analysis, and educational activities that specifically address social and structural inequities affecting psychosocial health and functioning.

Objectives for Goal 1:

To provide students with:

• 1.1 Foundational knowledge in the science of psychology with specific attention to training in addressing social and structural inequalities with appropriate conceptual, methodological, and culturally sensitive skills.
• 1.2 The basic skills necessary to become critical consumers of the existing research literature, identifying gaps in the literature and developing the skills to design and implement rigorous research projects.
• 1.3 The skills necessary to evaluate research critically in relation to issues of contextual and cultural diversity and to design and conduct research that helps advance the field in understanding and attending to these issues.

Goal 2: To produce graduates who are knowledgeable about and skilled at providing affirming and empowering evidence-based clinical services to people across sociocultural groups and statuses.

Objectives for Goal 2:

• 2.1. Didactic and clinical training needed to become proficient in testing and assessment theory and practice that is both informed by scientific knowledge and is culturally responsive.
• 2.2 Didactic and clinical training needed to become proficient in a continuum of intervention skills in a manner that is culturally informed and responsive, guided by scientific knowledge, and that considers individual assessment performance in the context of developmental and broader systemic factors.
• 2.3 Introductory level knowledge of competencies in supervision and consultation skills, through exposure to the literature on best practices supervision.
• 2.4 Didactic knowledge and skills to understand, recognize, and address the contextual factors, positionality, and power dynamics inherent in co-constructed therapeutic relationships and embedded in clinical settings.

Goal 3: To produce graduates who have the awareness, knowledge, and skills to serve as leaders, role models, and change-makers to promote social justice within their organizations, the profession of psychology, and other contexts. We aim to foster students’ capacity to serve as advocates and activists.

Objectives for Goal 3:

• 3.1 Didactic experiences to provide foundational awareness, knowledge, and skills to engage in activism within clinical practice and research activities.
• 3.2 Training aimed at fostering growth to apply activist-informed awareness, knowledge, and skills across professional contexts.

Program Description

Our program coursework and training experiences emphasize:

• A biopsychosocial approach. Students learn to conceptualize and treat problems in living by considering not only problem behavior and mental disorders but also by considering the person within their physical, psychological, developmental, and social contexts. Research training gives students skills for analyzing problems from a variety of theoretical perspectives.
• Assessment and psychotherapy skills. The program trains students in a broad range of assessment and intervention skills that enable them to promote healthy adaptation, prevent the development of individual and social problems, and treat problem behavior and mental disorders. We teach students to critically reflect upon our field's use of assessments and clinical approaches and guide students to utilize or create culturally responsive, equitable approaches to serve all their clients.
• Sociocultural context. Within a broad understanding of sociocultural factors, our coursework highlights systemic oppression and privilege, power dynamics, and social and cultural approaches to clinical psychology. We emphasize the ways in which these factors affect individual development across the lifespan, relational interactions, and social groups and dynamics for all people-with a particular emphasis on how marginalized and disadvantaged individuals and groups are impacted. As a foundation for developing this understanding, and the ability to apply it to psychological activities, students reflect upon their own personal cultural situations and positionalities to better understand the experiences of others. They examine and develop skills regarding how to best advocate for their professional values in diverse and complex settings.
• Developmental phenomena in typical and atypical pathways. In our program, students learn about the range of lifespan developmental trajectories from infancy through adulthood. This focus helps to elucidate the ways in which relationships and other environmental factors can support or hinder adaptive or maladaptive development, with the recognition that behaviors which are adaptive in one context may be maladaptive in another. Consistent with our biopsychosocial orientation, students embrace the complexity of developmental processes by taking into consideration the dynamic and transactional interplay of physiological, genetic, social, cognitive, emotional, and cultural influences across time.
• Skills toward practice. Students have the opportunity to take coursework and engage in supervised pre-doctoral clinical training experiences that can be used towards attaining licensure in Massachusetts and many other states.

Program Policies

Policy Statement for Clinical Training

Program Policies Related to Trainees Who Experience Conflicts Working with Diverse Clients (Adapted from the Sample APA Policy Recommendations) (see Handbook)

As articulated in our program policy statement, we are committed to a training process that ensures that graduate students develop the knowledge, skills, and attitudes to work effectively with members of the public who embody intersecting demographics, attitudes, beliefs, and values. In our Counseling Center practica and in the training we provide in our other on- and off-campus practicum courses we are committed to providing an inclusive and welcoming environment for all members of our community. Consistent with this principle, the Counseling Center policy and our policy for on campus practicum experiences require that trainers and trainees do not discriminate on the basis of age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, or socioeconomic status in the services provided at the training clinic or practicum site.

In some cases, tensions may arise for a student due to differences in beliefs or values with clients. Because the students will have to navigate these sorts of clinical situations in their future practice careers, the program has a responsibility to prepare students to do so in a safe and ethical manner. The program will respectfully work with students as they learn how to effectively practice with a broad range of clients. Thus, students should expect to be assigned clients that may present challenges for them at some point in training.

If trainees do not feel comfortable or capable of providing competent services to a client because it conflicts with the trainee's beliefs or values, it is the trainee's responsibility to bring this issue to the attention of his/her supervisor. Because client welfare and safety are always the first priority, decisions about client assignment and reassignment are the responsibility of the faculty/supervisors.

Other Policies

You may view our mental health policy as well as our other policies in the clinical handbook.

College of Liberal Arts

Learn more about the faculty, research, and programs that make up our College of Liberal Arts.

Student Handbook

Download the Clinical Psychology PhD Handbook .

Student Admissions, Outcomes & Data

Download documentation on our student admissions, outcomes, and other data.

Accreditation Questions

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

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 202.336.5979 [email protected]

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MA/ PhD Program Overview

The Graduate Program in  Counselling and Clinical Psychology is a tri-campus  MA and PhD degree program at the University of Toronto housed across both the Graduate Department of Psychological Clinical Science (GD-PCS) at UTSC and the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE). Each Department offers one field of study; the GD-PCS at UTSC field is in  Clinical Psychology .

Our program offers a full-time, 2-year Master of Arts and 4-year Doctor of Philosophy degree program designed for applicants interested in a career as a clinical psychologist based on the Clinical Science model of training. Note that our program is  not  intended to offer a terminal Master’s degree. However, we do not guarantee that all students who enter the Master’s program will be granted admission to the PhD program; completion of all requirements in a timely and competent manner during the Master’s program is required. 

Students are required to complete a sequence of practicum placements over the course of three years focused on readying them for professional practice, as well as ensure preparation for success in the APPIC Match. The first practicum takes place internally at UTSC’s Health and Wellness Centre. This training experience is intended to provide students with requisite skills in interviewing techniques, reflective listening, rapport building, and other core clinical skills. In addition, students run multiple group therapy interventions and provide cognitive-behavioural interventions for individual clients. Subsequently, students participate in the Greater Toronto Area (GTA) Practicum Match with the assistance of the Program Coordinator. Through this process, students will match a one full-time summer practicum (to be completed in the Summer after the Health and Wellness practicum), and two Fall/Winter practica two be completed in PhD1 and PhD2. These practica are most often completed at hospital sites around the GTA.

For full details on the MA/ PhD requirements and program overview, please visit the  U of T School of Graduate Studies - Psychological Clinical Science  webpage. The  Courses and Timetable  webpage will also provide details on individual course descriptions and offerings. Please note that not all courses are offered every year.

MA & PhD Requirements

The full-time, two-year MA program is designed for applicants interested in working as researchers or practitioners in a variety of psychological and educational settings. This program enables students to apply for registration with the  College of Psychologists of Ontario  as a Psychological Associate. For information about the registration requirements of the College of Psychologists of Ontario, applicants are encouraged to contact the College directly.

Note: actual course schedule may differ

The full-time PhD program is designed for applicants interested in a career as a clinical psychologist based on a Clinical Science model of training. Graduate training in Clinical Psychology at UTSC prepares graduates primarily for research careers as psychological clinical scientists in university and academic medical settings. The PhD program has research strengths in  clinical neuropsychology and neurosciences, personality and psychological assessment,  and  mindfulness- and acceptance-based psychotherapies . It is distinguished by its innovative cross-disciplinary approach that emphasizes scientific innovation through novel research collaborations that push traditional boundaries in clinical psychology. Importantly, the program meets the needs of students who plan to engage in research, teaching, and/or evidence-based clinical practice. This program is intended to meet the registration requirements of the College of Psychologists of Ontario at the doctoral level.

The Counselling and Clinical Psychology program (Clinical Psychology field) is offered on a full-time basis, and progress in the program will be reviewed annually.

MA in Psychology

The Master of Arts in Psychology (MAP) program will prepare students for application to doctoral programs, to pursue a profession in the field of psychology, or to become better leaders in their industry.

This MA in Psychology is a top-ranked program designed to provide students with a thorough understanding of the principles of psychology in an intimate and supportive learning environment. With a strong clinical emphasis, courses and coursework are focused on how the art and science of psychology can be applied to further our understanding of human behavior and the prevention, diagnosis, and treatment of mental and emotional disorders; however, this MA in Psychology program does not lead to licensure.

This program is offered both in-person and online .

Program Benefits

Top program in the us.

Consistently listed as a top choice for graduate psychology programs by the National Center for Education Statistics.

Campus Locations

The MA in Psychology program is offered at three different campus locations, in West Los Angeles, Irvine, and Calabasas.

Quick Facts

Convenient evening format.

Classes offered on weeknights and occasional weekends.

Small Class Size

Small classes provide a supportive learning environment and meaningful student-faculty interactions.

Values Centered

Students in this MA program are empowered to make a lasting impact through academic excellence, social purpose, and meaningful service.

Top-Ranked Program

Pepperdine is one of the highest-ranked universities in the US and ranked the top choice for psychology graduate schools.

No GRE or Standardized Tests Required

We offer an equitable admission process that considers your ability and commitment to succeed rather than test scores.

Nationally Recognized Faculty

Faculty are scholar-practitioners with exemplary academic achievements, professional expertise, scholarly credentials, and educational and clinical experience.

Scholarships Available

Campus Locations: West Los Angeles , Irvine , & Calabasas

for Psychology Graduate Schools by NCES

Start Terms: Fall, Spring, and Summer

Student:Faculty Ratio

GSEP Average Class Size

Take the Next Step

Reach out to us to learn more about Pepperdine's MA in Psychology program.

Get in Touch

Fill out the Request Information form to learn more and get in contact with an enrollment officer.

Attend an Info Session

Experience an in-depth overview and meet program leaders.

Start Your Application

Submit the application form early to meet scholarship and enrollment deadlines. It takes fewer than 15 minutes.

Request Information

Fall 2024: Priority Application Submit - Submit the application form . You may be eligible to receive an additional $3,000 scholarship.

Information Sessions

Jun 05 MA in Clinical Psychology MFT or MA in Psychology Evening Programs Jun 17 MA in Clinical Psychology MFT or MA in Psychology Evening Programs

Antiracism and Antidiscrimination Statement

The MAP program and GSEP Psychology Division stand in solidarity against racial inequities and injustice and other forms of discrimination and oppression. We are committed to fostering an inclusive learning environment that is enriched and strengthened by diversity including but not limited to race, ethnicity and national origin, gender and gender identity, sexuality, class, age, ability status, and religion. GSEP also encourages all community members to engage in critical learning and reflection to strengthen our capacity for being effective, active, and outspoken against all forms of racism and intersectional oppression.

Student Experience

• Build community and lifelong relationships with peers and colleagues through a cohort model and optional residential experience. The Pepperdine community extends beyond the MA in Psychology program to the larger GSEP and Pepperdine family.
• A dedicated enrollment services officer will make your admissions process easy and comfortable with experience in supporting both international and domestic students.
• We integrate of domestic and international students across our campuses. Dedicated support for international students is provided through the Office of International Student Services (OISS) .
• We offer opportunities to participate in university social, sporting, cultural, and spiritual events.
• Our cohort model is designed to build upon leadership skills, peer support, and lifelong relationships with colleagues.
• Our partnerships with professional networks and conferences and a robust alumni network further students' growth opportunities.

Expand Your Career Possibilities

A masters in psychology is valuable in many professional settings, including mental healthcare facilities, and marketing and advertising agencies. After earning your degree, you may pursue employment in a variety of roles.

Scholarships & Financial Aid

Pepperdine GSEP generously offers over $6,000,000 in scholarships every year, with the majority of students receiving financial assistance . There are numerous scholarship opportunities that are both merit and need-based in addition to discounts for meeting application deadlines .

GSEP welcomes federal and state aid eligibility and veteran benefits which may further reduce tuition cost.

The Financial Aid Office is available to answer questions and help you navigate funding your education at GSEP through numerous scholarship, grant, loan, and other opportunities. 

To help determine your total cost of tuition and living expenses for this specific program, please refer to our GSEP tuition calculator . 

Alumni and Faculty Spotlight

"Our faculty members bring richness and depth to both their research and their teaching. Many of our faculty have private practices or work in practice actively, making a huge difference for our students." — Dr. Thema Bryant, Professor and 2023 President, American Psychological Association.

What Our Alumni Are Saying

"The best resources are the professors. They are more than willing to give feedback."

- Michael Cho, MA in Psychology '20

"Professors are an amazing resource; they are more than willing to facilitate an introduction." 

- Jezzly Meza, MA in Psychology '19

Why Pepperdine

Passion and purpose driven, reputable university, distinguished faculty, alumni network, student and career support, veteran and military support.

Since our founding in 1937, Pepperdine University has had one mission: to strengthen students for lives of purpose, service, and leadership in a learning environment where academic excellence is rooted in a Christian faith and values.

Our graduate programs empower students to transform into the best possible expression of themselves for meaningful work and purposeful lives. That legacy is alive today more than ever, as we help students all over the world gain the skills they need to achieve personal fulfillment, lead with purpose, and make a lasting impact in the lives and communities they serve.

GSEP offers prestigious programs at one of the top universities in the US, committed to the highest standards of academic excellence. Consistently ranked as one of the most beautiful places to study, Pepperdine is where you're inspired to learn as you learn to inspire.

Best-Value Schools U.S. News & Report

Best College Value in the West/SW Kiplinger

Most Entrepreneurial Universities Forbes

• GSEP faculty are nationally-recognized scholar-practitioners with exemplary academic achievements, industry expertise, educational experience, and scholarly credentials.
• Professors are accomplished professionals who balance theory and real-world application in a practitioner-based curriculum informed by their desire to prepare students to make a difference.
• Average class size of 14 students and a 12:1 faculty-student ratio provides a supportive educational setting, meaningful interactions, and long-term professional and personal connections.
• Extensive Pepperdine alumni network creates influential business connections with more than 110,000 professionals. Our alumni network has 32 chapters and affinity programs in the U.S. and abroad.
• Pepperdine alumni, faculty, staff, and parents make themselves available to offer the resources you need and help graduates build professional, personal, and purposeful relationships with Pepperdine people all over the world.
• As a Pepperdine alumnus, you have exclusive access to the PeppConnect Mentoring Program, a global network of alumni who are willing to mentor and offer career or industry advice.
• GSEP Student Services supports our rigorous curricula through academic advising, records, writing support, library, student groups, and much more.
• Students are further supported through our Office of Student Accessibility, world-class facilities, and highly competitive programs, all of which contribute to our exceptional programs and rankings.
• GSEP Career Services operates from an innovative model of career education and holistic career counseling for today's rapidly changing job market helping students and alumni construct their career narrative, build lifelong employability skills, and connect with alumni and industry leaders.
• The Office of International Students Services (OISS) values our international students for what they bring to our campus—diversity, global perspective, cultural respect, determination, and a wonderful sense of adventure. We welcome students from all nationalities, faiths, and education systems, as they provide a diverse perspective in our classrooms.

Pepperdine has served veterans and their family members for over 75 years and is proud to support nearly 500 enrolled veterans, service members, and dependents. 

As an active participant in the Yellow Ribbon G.I. Education Enhancement Program , we proudly offer tuition support to Yellow Ribbon-eligible students. Pepperdine invests almost $3M annually to help cover 100% of tuition costs for eligible students.

Under the Yellow Ribbon program, Pepperdine in the VA matches all remaining tuition costs. Pepperdine also does not limit the number of eligible students who can utilize the Yellow Ribbon program. 

Accreditations and Recognitions

Odie Mitchell Enrollment Officer Pepperdine GSEP

310.506.5533 Email  Schedule a Phone Appointment

Learn more about Pepperdine's MA in Psychology program.

Related Programs

• MA in Psychology (Online Format)
• PsyD in Clinical Psychology
• Clinical Psychology MFT
• MS in Applied Behavior Analysis

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• PsyD vs PhD

Massachusetts Psychology Doctorate Programs

Massachusetts, much like the rest of the U.S., is experiencing a crisis of emotional and behavioral health. That’s a major reason why so many students in the commonwealth are searching for resources to help them become licensed psychologists in Massachusetts.

Let’s take a look at the doctoral programs required to begin the process of earning licensure and what exactly prospective psychologists should know about practicing here in the commonwealth.

What’s On This Page

Quick facts.

• Massachusetts PsyD Programs
• Other Psychology Doctorates
• Massachusetts Psychologist Requirements
• Massachusetts Doctorate Salary Outlook
• There are 31 schools in the state of Massachusetts that offer advanced degrees in the field of Psychology.
• Harvard University boasts the highest graduation rate in the state with an impressive 97%.
• Massachusettes had nine schools rank on the Princeton Review’s Great Schools for Psychology Majors for 2018: Harvard, Mount Holyoke, Clark University, Stonehill College, Smith Colleg, Simmons College, University of Massachusetts Amherst, College of the Holy Cross, and Assumption College.
• Harvard was ranked as the 2nd best college and number one for best value by the U.S. News and World Report.
• The University with the lowest net price is the University of Massachusetts – Boston – at $11,966.

Top PsyD Degree Programs in Massachusetts

Both of the main doctoral degrees that provide the required foundation for licensure are offered here in Massachusetts, the Psy.D. (Doctor of Psychology) and Ph.D. (Doctor of Philosophy). All of the programs on our list are accredited by the American Psychological Association (APA), including both Psy.D. programs offered in the commonwealth.

SEE ALSO:   5+ Best Online PsyD Programs

William James College

Formerly the Massachusetts School of Professional Psychology, William James College first earned APA accreditation in 1987. More than 530 students have earned their Psy.D. in Clinical Psychology from the college over the past decade, and 87% have earned professional licensure.

• Institution type: Private, not-for-profit
• Campus: Newton
• Annual tuition: $48,480
• Degrees offered: PsyD in Clinical Psychology
• Accreditation: APA
• Visit school: Click here

Springfield College

Springfield College’s Psy.D. in Counseling Psychology has been accredited by the APA since 2016, and 34 students have completed the program since it started awarding degrees. About 56% of grads of this new program have earned professional licensure so far.

• Campus: Springfield
• Annual tuition: $32,413
• Degrees offered: PsyD in Counseling Psychology

Other Psychology Doctorates in Massachusetts

Boston university.

Several Ph.D. degrees are available in psychology at Boston University, led by the Ph.D. in Clinical Psychology, which earned APA accredited in 1948. BU is also home to an APA-accredited Ph.D. in Counseling Psychology, as well as Ph.D. degrees in behavior and cognition and developmental science. Nearly 100 students have completed the clinical psychology program over the past 10 years, and 79% have earned professional licensure.

• Campus: Boston
• Annual tuition: $50,980
• Degrees offered: PhD in Brain, Behavior and Cognition, PhD in Clinical Psychology, PhD in Developmental Science, PhD in Counseling Psychology

Clark University

Clark University’s doctoral psychology program is one of the most storied in the nation. The first president of the university, G. Stanley Hall, founded the American Psychological Association at Clark in 1892, and the school’s Ph.D. in Clinical Psychology earned APA accreditation in 1948, one of the first 12 programs to earn the honor. Today, the Frances L. Hiatt School of Psychology offers two other psychology doctorates in development and social psychology. A total of 39 students have completed the clinical program over the past decade, and 89% have earned professional licensure.

• Campus: Worcester
• Annual tuition: All students admitted receive full tuition waivers
• Degrees offered: PhD in Clinical Psychology, PhD in Developmental Psychology, PhD in Social Psychology

University of Massachusetts

The UMass system is home to several Ph.D. degrees in psychology fields, including clinical, school and counseling, the three biggest specialties in professional psychology. Amherst students can choose from a Ph.D. in Clinical Psychology that was first accredited by the APA in 1957 and a Ph.D. in School Psychology accredited by the APA since 1992. Students at the Boston campus have access to APA-accredited Ph.D. programs in clinical (1993), counseling (2015) and school (2016). More than 120 students have earned their Ph.D. in Clinical Psychology degrees with Amherst and Boston combined over the past 10 years, and an average of 72% have earned licensure.

• Institution type: Public
• Campus: Amherst, Boston
• Annual tuition: Most students receive tuition waivers and teaching assistantships
• Degrees offered: PhD

Suffolk University

Suffolk University’s College of Arts & Sciences is home to an APA-accredited Ph.D. in Clinical Psychology that first earned the APA badge in 2000. Suffolk also offers a Ph.D. in Applied Developmental Psychology, but that program isn’t yet APA-accredited. Clinical students can choose from a pair of specialties, clinical child and neuropsychology. More than 100 graduates have earned their clinical Ph.D. degrees from Suffolk in the past 10 years, and 88% have earned licensure.

• Annual tuition: All students receive tuition waivers

Boston College

The Lynch School of Education and Human Development at Boston College is home to an APA-accredited Ph.D. in Counseling Psychology, first awarded the APA nod in 1982. BC also offers non-APA-accredited psychology Ph.D. degrees in a range of focus areas, including behavioral neuroscience, cognitive neuroscience, developmental psychology, quantitative and computational psychology and social psychology. A total of 63 graduates have completed BC’s counseling psychology doctoral program since the 2009-10 school year, and 92% have earned professional licensure.

• Campus: Chestnut Hill
• Degrees offered: PhD in Counseling Psychology

Harvard University

Harvard’s Ph.D. in Clinical Psychology has been accredited by the APA since 2008. A total of 24 students completed Harvard’s Ph.D. in Clinical Psychology between the 2008 and 2017 school years, and 48% earned professional licensure.

• Campus: Cambridge

Northeastern University

Two APA-accredited psychology Ph.D. degrees are available at Northeastern University’s Bouve College of Health Sciences, a school psychology program accredited since 2013, and a counseling psychology program accredited since 2014. Northeastern is also home to a non-APA-accredited psychology Ph.D. degree housed in the College of Science. Nearly 40 students have completed their APA-accredited psychology Ph.D. degrees at Northeastern, including the school and counseling programs, and the licensure rate averages 70%.

• Annual tuition: Most students receive full or partial tuition waivers
• Degrees offered: PhD in School Psychology, PhD in Counseling Psychology, PhD in Psychology

How to Become a Psychologist in Massachusetts

In every state, Massachusetts included, those who wish to practice professionally as psychologists must first meet a series of requirements to be considered for professional licensure. Let’s take a look at what’s required here.

• Get a bachelor’s degree in psychology or a closely related field. Some but not all doctoral programs will accept applicants who have undergraduate degrees that are in fields other than psychology, but those without such degrees should show academic aptitude in the area. This could include a high number of psychology courses on their transcript and/or a major in a related field, such as biology or social work. Without that, students may need to complete a master’s degree in psychology before they’ll be considered good candidates for a doctorate.
• Get your Psy.D. or Ph.D. Either major type of psychology doctorate is accepted as proof of aptitude in the field, but if students get a degree from a non-APA-accredited program, they will face additional requirements to verify that their coursework meets with regulators’ requirements.
• Fulfill other state requirements. Applicants must complete at least two years of supervised professional experience in a health setting, and 1,600 of the 3,200 hours can come from predoctoral internship or postdoctoral training. At least 800 hours of the remaining 1,600 hours must include contact with patients. Applicants will then be able to sit for the Examination for Professional Practice in Psychology (minimum score of 500 is required), and the state’s jurisprudence exam.
• Remain licensed, and keep up with requirements. Massachusetts psychologist licenses must be renewed every two years, and psychologists need to complete 20 hours of continuing education every two years ahead of their renewal date.

Massachusetts Clinical Psychologist Salary and Job Outlook

Clinical, counseling and school psychologists in Massachusetts make an average annual wage of $90,180, 13th-highest in the U.S., the U.S. Bureau of Labor Statistics reported. On the high end, they can expect to make well over $125,000, and their average salary is much higher than the $65,680 average wage for all workers in the commonwealth.

SEE ALSO: Massachusetts Clinical Psychologist Salary

It’s expected that all jobs across the U.S. economy will see a steady growth rate of about 5% over the next 10 years, but for clinical psychologists in Massachusetts, that rate is expected to be quite a bit higher —11.9%.

When the PhD path leads to career struggles

A doctoral degree is a major commitment. Think carefully.

I appreciated reading Kara Miller’s The Big Idea column “PhD: Pretty heavily disappointed” (Business, May 22), about people with doctoral degrees struggling to build careers in academia. It made me think back to a conversation I had when I was about to graduate from high school.

I happened to run into a former track coach of mine, and as we were reminiscing he asked me what I planned as a major in college. “History,” I responded. He said, “Why don’t you take some computer classes also? It never hurts to be able to do something useful.”

I did not reflect on his motivation at the time, but my track coach was a young guy, and he was probably giving me advice straight from his own life, as a parent trying to raise his own young children. I did take computer classes in college and ultimately received a PhD in chemical engineering. I always remember that conversation as being a kind of turning point.

Earning a doctoral degree is a life commitment of great proportion. It can take, as Miller notes, between four and seven years. If we think of working life as roughly between the ages of 22 and 65, then a PhD requires more than 10 percent of a person’s working life. People need to think carefully about that investment.

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Two powerful arguments in favor of the path of science, technology, engineering, and math are that there tend to be more STEM jobs for PhDs, and many universities’ STEM departments are generous in covering their PhD students’ tuition and cost of studies, including a stipend toward food, rent, and other expenses.

Stuart Gallant

Not much has changed in 30 years

As I prepared to graduate in 1995 with a doctor of education degree from the Harvard Graduate School of Education, my mother memorably said to me, “Of my four children, you are the one with the most education and the smallest salary.” Apparently not much has changed in 30 years.

I must congratulate these students, however, on following their passion rather than following the money. I can’t help but think that their lives, though stressful, may contain greater happiness.

Peggy Clark

Lawyers & electricians & philosophers, oh my!

Kara Miller’s column on the career challenges for people with doctoral degrees generated more than 260 comments on Boston.Globe.com. The following is an edited sample of readers’ reactions:

Lots of law school grads are underemployed as well. (PL)

So true, PL. The market in Massachusetts is flooded with talented lawyers seeking work. (Roforma)

Supply and demand, the market at work. (guk)

Investing in education and research in all fields is the hallmark of a society with staying power. Disinvesting from these endeavors signals decline and decay. (Massachusetts citizen)

Electricians, plumbers, mechanics, and other skilled technical professions have no problems getting $100k jobs with great benefits. (ramsen)

Not enough turnover from tenured professors, leaving little space for new faculty. Although the tenured, well-established professors are needed, it’s the junior faculty who are hungry and with new ideas that help build new programs. The whole graduate program model is a bad model. I worked two jobs, had my tuition and some type of minimal student health insurance and could barely cover the rent with my stipend, and the second job paid for everything else. Though I was working on many faculty projects, it was the faculty who said this would be good for me. Never did they say it was also good for them. (TravelerofNJ2)

I just retired from a tenured faculty position in science. I’m in my early 70s. I have colleagues who are still doing what they do well into their 70s, a couple approaching 80. There is no active incentive from the university to move the older faculty on, to make way for a new generation. (Lola-lola)

The next step is for adjuncts to go on strike across the nation and hold colleges and universities accountable. The current system is completely absurd. (Wordsmith2358)

Universities should be required to release disclosure data about the fate of their PhD graduates. (davidman820)

I knew an attorney who managed a Cheesecake Factory. She had worked in food services through school. As an attorney, she really did not make that much money and was not doing the field of law of her choice. How many real estate closings can you do without dying of boredom? She went into management in the food industry and makes the same salary. (Antietem)

It was always a question and puzzling to me why people study philosophy. (Blazer27)

Globe Opinion

• UB Directory
• Graduate School of Education >
• Empowering and advocating for others around the world

Published May 7, 2024

BY DANIELLE LEGARE

From school psychology student to successful entrepreneur, gse alumna empowers and advocates for others around the world.

University at Buffalo alumna Keba M. Rogers, BA ’00, MA ‘04, PhD ‘10, has recently made waves in the field of psychology and education with her successful business ventures, including her consultancy practice Keba S.P.E.A.K.S., LLC Established in 2021, Keba S.P.E.A.K.S. works with schools and organizations around the world, serving people through empowerment, activation, knowledge and support (S.P.E.A.K.S.).

How did she decide to start this venture? “This is what I've been doing my whole existence,” she said.

As CEO and founder, Rogers provides individuals with resources to accept and empower themselves, fostering a motivation to bring forth their genuine selves in both professional and everyday settings (activation). This process involves educational initiatives covering various aspects of self and the world, promoting awareness and understanding (knowledge). Additionally, it includes establishing foundational skills to assist individuals on their path toward success (support).

“I have this knack for providing dense intellectualized information in a simple, actionable way… And, I just said to myself, ‘I should offer consultation,’” she explained. “People always ask me, ‘Hey, can you come speak with our school? Hey, can you do this talk?’ And I was like, ‘That’s a lot of work’—It's not just the hour that I'm talking; it's all the research and preparation that I have to do. So I was inspired to formalize this and turn it into a business.

“In the last couple of years, I've been working consistently with a couple of organizations, both of which are international… I've been doing a lot of work, mostly around the connection between emotional intelligence and diversity, equity and inclusion. I've done a lot of work around that since George Floyd’s murder,” Rogers continued. “That has been a main point—helping people understand emotional intelligence or social and emotional skills, and then that connection with DEI as well as trauma.”

In addition to her consulting services, Rogers offers individual and group therapy, psychological assessments, and parent education through her private practice, Third Avenue Psychological Services, PLLC, established in 2019.

Originally from Mount Vernon, New York, Rogers credits her success in business and psychology partly to the experiences and education she received as a student at the Graduate School of Education.

After completing GSE’s master's program with an advanced certificate in school psychology , she worked as a school psychologist in the Syracuse area before returning to UB and earning her PhD in GSE’s combined doctoral program in counseling psychology and school psychology . She was awarded a Schomburg fellowship in both her master’s and doctoral programs—a testament to her dedication and potential.

Keba Rogers, BA ’00, MA ‘04, PhD ‘10

As a GSE student, she actively participated in CSTEP (Collegiate Science and Technology Entry Program) and the Cora P. Maloney Center, where her experiences as a graduate assistant were pivotal. “I was born and raised in Mount Vernon and the Bronx, but I feel like I grew up in Buffalo; I became an adult and found a nonbiological family. That is truly how I feel about the [Cora P. Maloney] family.” According to Rogers, that family included the late John M. Staley, former headmaster of Cora P. Maloney Center; Shanna Crump-Owens, director of CSTEP; Letitia Thomas, assistant dean for diversity in the UB School of Engineering and Applied Sciences and former director of the Cora P. Maloney Center; and Curtis Hamm, former public service and internship program coordinator in the Cora P. Maloney Center.

During her doctoral program, Rogers also found inspiration and guidance from mentors like former GSE Dean Mary Gresham, whom she describes as her "auntie away from home." Gresham's attentive listening and encouragement impacted Rogers, shaping her perspective and influencing her decisions. “She was pretty amazing. What stuck out for me most was that she listened. With many people, it didn't feel like they were listening to me. But she would listen and say things like, ‘Well, what do you think we should do?’ And I think that was the first time I was asked that,” Rogers recalled.

Another influential figure in her academic journey was the late LeAdelle Phelps, former GSE dean and professor, who was a mentor and advocate. With Phelps’ encouragement, Rogers recalls learning to critically assess and choose her battles as a student and professional, emphasizing the importance of prioritizing and adapting to different situations.

"I just think that UB was foundational in my growth and development as an adult and as a professional," Rogers said.

She remains connected to her alma mater today, giving back to the UB community in meaningful ways. She returns every year to speak about self-care and provide mentorship to current CSTEP students, embodying the spirit of community and support that she experienced during her academic journey. Additionally, she supports two students per semester by donating to the CSTEP Student Research Scholarship Program to help support research experiences that are critical for student success.  

Whether working with UB students or organizations across the globe, her commitment to advocating for and empowering others remains unwavering: "I feel like my purpose on this earth is to be a voice for the voiceless. I hope that I can speak to challenges, discomforts and other things that are taboo,  bringing them to the surface in a way that helps with problem-solving around making things better for folks, giving people skills, and empowering them to live their most authentic lives."

Tuesday News Briefs feature the stories of the Graduate School of Education faculty, students and alumni who are engaged in their communities and making an impact through their hard work, dedication and research initiatives. If you have a story to share, please email us with the details for consideration as a future news feature.

uOttawa launches groundbreaking MA in Psychedelics & Consciousness Studies

The University of Ottawa (uOttawa) is launching a one year  Master’s (MA) degree in Psychedelics & Consciousness Studies to debut in September 2024.

The program offers a comprehensive exploration of the therapeutic, spiritual, ritual, and naturalistic uses of psychedelics across cultures and throughout human history. The innovative program, a collaboration between uOttawa’s Faculty of Social Sciences and Faculty of Arts, aims to advance research in psychology, consciousness, comparative mysticism, and psychedelic-assisted interventions. It also includes a specialized training component for mental health professionals and spiritual care providers.

Integrating spiritual guidance and psychedelic-assisted therapy

"We are excited to offer this groundbreaking program that will not only advance academic research but also provide practical training for those working in mental health and spiritual care," says  Dr. Monnica Williams , Program Co-director and Full Professor at the School of Psychology. "Our goal is to equip students with the knowledge and skills needed to explore and harness the therapeutic potential of psychedelics in a culturally sensitive and scientifically informed manner."

“Our goal is to equip students with the knowledge and skills needed to explore and harness the therapeutic potential of psychedelics in a culturally sensitive and scientifically informed manner.”

Dr. Monnica Williams

— Program Co-director and Full Professor at the School of Psychology

The MA in Psychedelics & Consciousness Studies is built on two existing graduate microprograms in psychedelics, one in the  School of Psychology and one in the  Department of Classics and Religious Studies .

"The program is unique in Integrating spiritual guidance within the Psychedelic-Assisted Therapy framework," says  Dr. Anne Vallely , Co-director and Professor in the Department of Classics and Religious Studies. "While such transpersonal experiences can lead to life changing insights, they can also trigger existential challenges that go beyond what traditional clinical training can tackle. Our program addresses this by integrating psychological and spiritual training : students learn about the human quest for transcendence and the mythic structures of consciousness alongside the psychology of mental health, neuroscience, and the dynamics of therapeutic encounters."

Program Highlights

• Interdisciplinary Education: Students will explore the spiritual, ritual, and therapeutic uses of psychedelics to gain insights from diverse cultural perspectives.
• Advanced Research: Emphasis on innovative research in consciousness studies, comparative mysticism, and mental health.
• Culturally Sensitive Therapies: Students will learn to deliver culturally sensitive psychedelic-assisted therapies.
• Professional Training: Practical training for licensed medical providers to become skilled facilitators and integration counselors for psychedelic treatment sessions.
• Spiritual Care Training: Spiritual caregivers - including clergy and chaplains - will receive training to support individuals undergoing psychedelic treatments for mental health, bereavement, and end-of-life.
• Traditional Healing Practices: Based on Indigenous traditions of psychedelic plant use for wellness and spirituality, there is interdisciplinary training on psychedelics in shamanic or ritualistic settings, in collaboration with experienced Indigenous and traditional healers.  

“The program is unique in Integrating spiritual guidance within the Psychedelic-Assisted Therapy framework.”

Dr. Anne Vallely

— Program co-director and Professor in the Department of Classics and Religious Studies.

This one-year online MA program, which can be completed on a part-time basis over two years, is open to students worldwide. It is designed to cater to four primary groups:

• Licensed mental health and medical professionals.
• Ordained or commissioned clergy, chaplains, and spiritual care professionals.
• Shamanic and ritualistic traditional entheogenic healers.
• Researchers focused on advancing academic study of psychedelics.

Applications for the MA in Psychedelics & Consciousness Studies for Fall 2024 will open shortly. A French version of the program will be available in the near future.

For more information about the program, including admission requirements, courses offered, and application deadlines, please contact [email protected] .

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