penn state psychology phd program

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“I majored in engineering for my bachelor's degree, and this master's program reflects my pursuit of study in computational biology. My major concern was how to receive a broad education covering computer science, mathematics, and biology. I soon realized that faculties in the bioinformatics or math departments were enthusiastic about supporting my education. Within a ten-minute walk on campus, I could visit any department across a variety of majors to meet with faculty members who could guide my research. It was a tremendous advantage to have such a supportive infrastructure. I do not know the culture of other universities, but I can definitely say professors in Penn State, regardless of majors, are in overall very helpful for even master's students once they are willing to do a serious research project.”

— Adam Park Master's student in Computer Science and Engineering, College of Engineering

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Applied Clinical Psychology Graduate Program Directory

Graduate faculty.

Gina M. Brelsford, Ph.D.

Marissa Harrison, Ph.D.

Laura Heisick, Ph.D.

Övgü Kaynak, Ph.D.

Senel Poyrazli, Ph.D.

Maria Turkson, Ph.D.

Christopher Whipple, Ph.D.

Stephanie Winkeljohn Black, Ph.D.

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Clinical Training Program

Program philosophy.

The clinical training program, nested in the Psychology Department, is a  clinical science program intended to provide preparation for research/academic careers in Clinical Psychology. Clinical training (in assessment, diagnosis, and psychotherapy) is seen as an integral part of the education of highly qualified, creative clinical scientists. Nevertheless, the principal goal of Penn clinical students is to become expert psychological scientists, not simply expert clinicians, and the program is designed to support that goal. An analysis of the programs for training clinical psychology faculty determined Penn to be the third-ranked program in this regard (Ilardi & Roberts, 2002, Clinical Psychology: Science and Practice ). Moreover, our core clinical psychology faculty ranked first in an analysis of the eminence of faculty members at 157 university-based, APA-accredited clinical psychology programs (Matson et al., 2005, Research in Developmental Disabilities ). 

We are committed to training clinical scientists who can ease the burden of mental illness and promote well-being in society through research, treatment development, training, supervision, and clinical practice. Our training opportunities emphasize continuity and interdependence across laboratory, clinical, and community contexts. We value a flexible and integrative approach to pedagogy that bridges the many content areas, approaches, and methodologies relevant to clinical science.  

Since the clinical training program is fully integrated into the department, clinical students have the opportunity to take courses in Cognitive Neuroscience, Behavioral Neuroscience, Neuroendocrinology and Psychopharmacology, Human Memory, Judgment and Decision Making, Social Psychology, Developmental Psychology, Language, and Perception. The core of knowledge gained in these areas gives clinical students a solid foundation of basic psychological science and research methodology from which to launch their clinical training and research. Click here to link to our general graduate program homepage, which includes information about the program and instructions for applicants.

Consistent with Penn's basic scientific orientation, the clinical training opportunities at Penn focus on empirically supported treatments. Practicum opportunities are heavily weighted towards cognitive-behavioral interventions, with opportunities to learn dialectical behavior therapy, acceptance and commitment therapy, and other empirically supported variants available to more advanced students as well. Experience with a variety of patient populations, clinical problems, and practice settings helps graduate students identify limitations of existing knowledge and methods. This, in turn, enables students to hone their own research questions, generate new hypotheses, and maximize the ecological validity and generalizability of their research. While practical clinical training can be gratifying in its own right, the clinical scientist model implies that research and clinical work are inextricably entwined, each in the service of the other. Thus, Penn graduates are not expected to pursue careers purely in clinical practice. Anyone committed to such a career track would not be a good fit for our program.

As Ph.D.-level clinical psychologists, Penn graduates can be expected to advance the frontiers of basic science and contribute to our understanding of the etiology, prevention, and treatment of psychopathology as well as the advancement of well-being. In addition, the Penn education prepares its graduates to participate in the development, validation, and dissemination and implementation of effective new treatment and prevention programs. It is the combination of basic scientific knowledge, excellence in research, clinical acumen, and experience that prepares individuals for careers of such scope and impact.

Admission to the Clinical Program

Ordinarily, students apply for admission to the clinical program when they apply for admission to the graduate program; they do so by indicating their interest in clinical training at that time. Admission to the graduate program carries the presumption of admission to the clinical program for those students who have indicated such an interest on their application unless the applicant is specifically told otherwise. In some cases, students request clinical training after they have begun the graduate program. In such cases, the Clinical Program Committee reviews the request and will accept the student if (a) the student is judged to be suitable for participation in clinical practica and (b) there are sufficient resources available.

Accreditation

Our program is accredited by the American Psychological Association. Information on our program's APA status may be confirmed by contacting the Commission on Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242; telephone: (202) 336-5979; e-mail:  [email protected] ; website: https://accreditation.apa.org/ .

Our program is also a member of the Academy of Psychological Clinical Science ( https://www.acadpsychclinicalscience.org/ ), a coalition of doctoral training programs that emphasize the scientific basis of clinical psychology, and is accredited by the Psychological Clinical Science Accreditation System. Our membership in the Academy indicates our commitment to empirical research as the basis of theory, assessment, and intervention, and our PCSAS accreditation attests to our success in training clinical scientists. Questions about PCSAS accreditation can be addressed to Joe Steinmetz, Executive Director, PCSAS, by mail: Department of Psychological & Brain Sciences, Indiana University, 1101 E. 10th St., Bloomington, IN 47405-7007; telephone: (479) 301-8008; e-mail: [email protected] ; website: https://www.pcsas.org/ .

The tenets and expectations of PCSAS are highly consistent with our training goals and methods, and we plan to maintain PCSAS accreditation indefinitely. We are actively promoting efforts to ensure that, in the future, graduates of programs accredited by PCSAS are given the same access to licensure opportunities as are graduates of programs accredited by APA. Once this is achieved, it is likely that we will no longer maintain APA accreditation. 

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Doctor of Philosophy (Ph.D.)

The Ph.D. is a different kind of degree from the master’s degree. A doctoral candidate in geography must be capable of making original contributions to knowledge and scholarship. For the students to make such contributions, they must concentrate on a narrow and clearly defined field of study. We require, however, that doctoral candidates know more of geography than their particular specialties; thus, any aspirant for a doctorate must obtain master’s training or its equivalent before being admitted to doctoral candidacy. In short, admission to doctoral candidacy is official recognition that a student’s general foundation in the breadth of geography is satisfactory. Students then devote their attention to developing depth in chosen specialties.

The general requirements for a doctoral degree in geography are more rigorous than those for a master’s degree. At the same time, the greater flexibility of the doctoral program allows advanced students to pursue programs of study tailored to their special interests and needs.

Progress through the degree is marked by: 

• Successful performance in a verbal qualifying exam; 
• Four-day written comprehensive exam, with a verbal portion after the written answers have been assessed by the committee;  
• Formal dissertation proposal; and 
• Verbal defense of a completed dissertation.

The four-year Ph.D. program is reserved for students who have a master’s degree from another graduate program. That can be another geography program at another university, a non-geography program at another university, or a non-geography program at Penn State.

Students entering the four-year Ph.D. program must take the doctoral qualifying exam in their first year. A committee from three of the four fields of geography and formally appointed by the Graduate Program Officer will administer the qualifying exam. The qualifying exam can take place any time during the year, but students in the four-year Ph.D. program typically take it during spring semester.

Students in the four-year Ph.D. program complete a comprehensive exam and defend their dissertation proposal in the second year. Depending on the needs of their research, and in agreement with their doctoral committee, students can fulfill these two requirements in either order. Once students have successfully passed their comprehensive exam and defended their proposal, they typically take two years to research, write, and defend their dissertations.

Our online Graduate Student Handbook explains the program requirements for all degrees.

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Clinical Psychology Program Overview

The Clinical Psychology program emphasizes study of the scientific bases of behavior, including biological, social, and individual causes and their correlates. The broad training model is oriented to empirically supported treatment and the development of assessment and intervention skills. In addition to course work, you will complete 100 hours of clinical practicum, 600 hours of supervised internship experience, and a master’s research paper.

Beginning in Fall 2024, the program will shift to 60 credits, matching the national standard and allowing students to complete all courses for licensure within the program. The previous 48-credit curriculum required students to complete an additional 12 credits after graduation before seeking a Licensed Professional Counselor designation.

The degree can be pursued full-time or part-time and can be completed in two years of full-time, year-round study. All coursework is offered during the day. As a Penn State Behrend student you’ll have priority access to educational and research experiences with the college’s Susan Hirt Hagen Center for Community Outreach, Research and Evaluation (CORE) and Prevention of Aggression Resource Center (PARC).

With an additional 12 credits of course work and post-graduate supervised clinical training, you will be eligible to seek the Licensed Professional Counselor (LPC) designation in Pennsylvania and most other states. As an LPC, you can operate your own private practice, clinic, or treatment facility, bill insurance companies, supervise, and provide consultation.

The program’s training in empiricism, scientific bases of behavior, and research methodology is consistent with the standards of the Council of Applied Master’s Programs in Psychology (CAMPP), the American Psychological Association (APA), and the Association for Psychological Science (APS).

Optional Preparation for LPC Licensure

If you wish to prepare to become Licensed Professional Counselor, you can seamlessly add 12 credits of additional course work at the graduate level to your master’s program. In addition to these 12 credits, 3,000 hours of supervised experience must be completed after graduation but prior to taking the licensure examination.

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Graduate and Professional Programs

Penn State offers more than 190 graduate major programs, several stand-alone graduate minor programs, and approximately 100 graduate and post-baccalaureate certificate programs. A graduate minor is also available in any approved graduate major program. Below you will find a full catalog of all graduate programs available across all campuses and every academic college at Penn State. Use the filter tool to explore options and design your own, unique academic path at one of the world's leading research institutions.  

The graduate programs listed here are offered under the auspices of the J. Jeffrey and Ann Marie Fox Graduate School. Professional programs are also offered at Dickinson Law , Penn State Law , and the College of Medicine .

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Developmental

Graduate study in developmental psychology at Penn State provides students with comprehensive training in theory, methods, and empirical study of the processes and mechanisms of developmental change from infancy to adolescence. Separate pages on this site describe the research interests of our  faculty , information about our  labs and current postdocs and graduate students , and details about our  training program . If you are considering graduate study in developmental psychology, we encourage you to explore this site to learn more about our program and our faculty’s particular areas of expertise.

We offer training in several thematic areas described in more detail on the  Themes page . These include Perceptual and cognitive development; Biological Bases; Gender; Emotion, Temperament, and Adjustment; and Ecology of Development.

Graduate applications  are due  December 1 , and we encourage prospective students to contact  faculty members  by email if they have questions or want more information about the program.

Contact the Developmental Area

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