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Ph.D. in Social Psychology

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

Program Vision

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

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

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

Program Culture and Activities

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

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

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

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

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

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

NYU Abu Dhabi PhD Program

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

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Social Psychology

About the Program Social psychology is the scientific study of how social environments shape our thinking, feeling, and behavior on one hand, and how our thinking, feeling, and behavior shape our social environments on the other hand. It is the scientific study of how the social world and psyche make each other up.

At the University of Chicago, the faculty and students are committed to making scientific and practical contributions to society. The primary goal of the UChicago social psychology program is to address pressing societal issues using social psychological theorizing and methods. This makes the UChicago social psychology program distinct. Our inquiry is inspired by the real world. Our findings will inspire the solutions to real-world problems and enhance the well-being of the individual and society. The faculty and students will investigate a variety of topics including racism, police violence, mass incarceration, income inequality, achievement gaps, interpersonal and intergroup conflicts, self-regulation, social support, happiness, meaning in life, prosocial behavior, politics, morality, religion, globalization, immigration, climate changes, natural disasters, culture, and evolution. We are diverse in terms of personal and cultural backgrounds, theoretical orientations, and preferred methodologies, but united in our commitment to and belief in the benefits of social psychological research for the individual and society. The Chicago School of Social Psychology is the social psychology that matters!

Meet our New Faculty

Xeuchunzi Bai Research Interests:  Stereotypes, Diversity, Computational Social Psychology Read more about Xuechunzi Bai's research .

Lydia Emery Research Interests: Close Relationships, Social Class, the Self Read more about Lydia Emery's research .

Kyshia Henderson Research Interests: Racism, Social Stigma, History Read more about Kyshia Henderson's research .

Shigehiro Oishi Research Interests: Culture, Social Ecology, Well-Being Read more about Shigehiro Oishi's research .

A note for applicants interested in Social Psychology: X. Bai, J. Decety, L. Emery, K. Henderson, and S. Oishi are taking graduate students primarily through the social psychology program.

Lin Bian Read more about Lin Bian's research .

Jean Decety Read more about Jean Decety's research .

Boaz Keysar Read more about Boaz Keysar's research .

Katherine D. Kinzler Read more about Katherine Kinzler's research .

Yuan Chang Leong Read more about YC Leong's research .

Greg Norman Read more about Greg Norman's research .

Alex Shaw Read more about Alex Shaw's research .

The Program's Legacy The Social Psychology Program at The University of Chicago has a rich history that has always emphasized innovative conceptual analyses of complex social issues. The first course in Social Psychology (entitled "Contemporary Social Psychology") was taught at the University of Chicago by George Herbert Mead in 1900. The lead article in Volume 1, Number 1, of the Psychological Bulletin, which appeared in January 15, 1914, was entitled "The Chicago School" by William James, in which he reviewed the work of John Dewey, George Herbert Mead, James Rowland Angell, and A. W. Moore. In 1965, the first meeting of the Society of Experimental Social Psychology (SESP) was held at the University of Chicago, and SESP was hosted again by the Social Psychology Program at the University of Chicago in 2007. Over the years, the program has grown from a small university committee to an interdivisional graduate training program administered in the Department of Psychology.

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Social Psychology

Information about the Social Psychology Graduate Major

The graduate program in Social Psychology features a distinguished faculty and numerous research opportunities in laboratory and field settings within a culturally diverse and multifaceted metropolitan area. Our faculty areas of expertise are broad and center on basic research on close relationships, intergroup relations, and social cognitive neuroscience. In addition, faculty interests include political psychology, positive psychology, sport psychology, stress and coping, and issues pertaining to culture, ethnicity, gender, and evolutionary psychology. A long tradition of interest in social problems and the applicability of rigorous, theory-driven research to addressing such issues is a distinctive feature of our program.

Familiarity with social psychology is gained through a two-quarter course sequence during the first year of graduate work, and followed by seminars in close relationships, intergroup relations, and social cognition. Students concentrate on a single research project in the first and second years (Psych 251) culminating with the receipt of the Master’s degree. As training progresses thereafter, social psychology students typically work with several faculty members to develop an increasing focus on their own particular topics in research, and expertise in the associated methods.

Methodological and statistical training covers experimental design and procedures, survey and field research methods, and univariate and multivariate techniques including use of structural equation modeling and hierarchical linear modeling. Social psychology students typically minor in measurement, health psychology, or political psychology, but may select from a variety of departmental minors.

Most social psychology faculty members run weekly small lab meetings with graduate students, postdoctoral fellows and visiting professors in which important training experience is gained above and beyond individual research supervision and coursework. Seminars and biweekly colloquia presentations by distinguished visiting speakers, students, and faculty are also offered and round out the course of studies.

UCLA’s Psychology Department has also developed leading programs in health and political psychology that are well integrated with the social psychology program. Along with the regular social faculty in the Psychology Department, the social program has a number of social psychology faculty affiliates who are faculty members in other departments and schools.  The social program also maintains close connections with the Institute for Social Science Research, the International Center for Talent Development, and UCLA’s Schools of Education, Medicine, Public Health, Nursing, and Management, and the UCLA Center for Behavior, Evolution and Culture. These connections foster interaction with faculty and students in other disciplines (e.g. Anthropology, Communications, Political Science, Psychiatry, and Sociology), and enable students to incorporate interdisciplinary study in a wide range of social and health sciences into their graduate education in social psychology.

More Social Psychology info

• For a list of Required Courses please see the  Psychology Handbook

Ph.D. Social Psychology

Our PhD program in Social Psychology is research-intensive, and designed as a five-year PhD program to prepare students for scholarly careers in academic and other research settings. We train graduate students to become productive social psychologists who will contribute to the field through the advancement of theoretical understanding and empirical research in social psychology, and by effectively teaching courses within the domain of social psychology. Formal course requirements are minimized and collaborative research with one or more faculty is emphasized.

Preparing You For Success

We offer a robust, dedicated, and active program that leads to successful students.   With four core faculty and a group of around 10 graduate students, the Social/Personality Program is relatively small by national standards, however, this allows for faculty and graduate students to develop deeply collaborative and productive working relationships.

Seminars are also small and highly productive. We are selective with graduate student admissions, and our students develop strong bonds with their mentors and cohort. By graduation, our students are well-prepared for the academic job market, as shown by the fact that most currently have a permanent or visiting faculty position. 

Recent Alumni Job Placements & Awards

• Hannah Buie, Ph.D. (2023), Assistant Professor of Psychology, Western Carolina University
• Dylan Horner, Ph.D. (2023), Assistant Professor of Psychology, Minot State University
• Harrison Schmidt, Ph.D. (2023), Assistant Professor of Psychology, Skidmore College
• Jake Taylor, Ph.D. (2023), Research Administration Coordinator, Memorial Hermann - Rockets Sports Medicine Institute
• Ciara Atkinson, Ph.D. (2022), Evaluation Specialist, University of Arizona Department of Campus Recreation
• Eva-Maria Stelzer, Ph.D. (2020), Research Analyst Health, Hubert Burda Media
• Isaac Young, Ph.D. (2020) visiting assistant professor, Beloit College, Wisconsin
• Peter Helm, Ph.D. (2019) postdoc, University of Missouri
• Uri Lifhsin, Ph.D. (2017) postdoc, IDC, Herzylia, Israel
• Advanced User Experience Researcher, State Farm
• Peter Leavitt, Ph.D., (2016) Assistant Professor at Indiana State University
• Elizabeth Focella, Ph.D., (2012) Senior Consultant at Opinion Dynamics
• Rebecca Covarrubias, Ph.D., (2012) Associate Professor at U.C. Santa Cruz
• Melissa Soenke, Ph.D., (2012) Associate Professor at Cal State Channel Islands
• Megan Robbins, Ph.D., (2011) Associate Professor at U.C. Riverside
• Dave Weise, Ph.D., (2011) Senior Lecturer and Psych Advisor at Texas Christian University
• Shannon Holleran, Ph.D., (2010) Lecturer, Owens Community College, Ohio
• Daniel "Spee" Kosloff, Ph.D., (2009) Associate Professor at Cal State Fresno
• Chad Forbes, Ph.D., (2009) Associate Professor, and Social Psychology Program Director at the University of Delaware
• Mark Landau, Ph.D., (2007) Full Professor at the University of Kansas

Although our program is relatively young, we also take great pride in the accomplishments of the alumni of our program, three of whom have garnered early career awards: APA (Mark Landau, PhD. in 2007), International Society for Self and Identity (Jamie Arndt, Ph.D. in 1999; Mark Landau), the Society of Experimental Social Psychology (Eddie Harmon-Jones, Ph.D. in 1995) and the Society for Psychophysiological Research (Eddie Harmon-Jones).

Updated: 05/25/23

Interdisciplinary Collaboration

The University of Arizona is a highly interdisciplinary environment, and the social psychology students have a history of successful collaboration with students and faculty in the clinical and cognitive neuroscience psychology programs and in other departments on campus (e.g., Family Studies and Human Development, Communications, Management, Marketing, Public Health).

Our program is especially enhanced by clinical students who are mentored by our social faculty and by clinical faculty who mentor our social students. Whenever a social student is interested in psychophysiology, perception, clinical, or other topics in psychology, there is usually a great opportunity for collaboration with faculty from our other departmental programs.

Updated: 09/29/22

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Doctor of Philosophy (PhD) in Social and Behavioral Sciences

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About the PhD in Social and Behavioral Sciences Program

The PhD program in Social and Behavioral Sciences is designed for individuals seeking training for careers as social and behavioral scientists, health educators, and health promotion or communication specialists in the public health arena. The curriculum centers on the application of social and behavioral science perspectives to research on contemporary health problems, with a focus on understanding and influencing the social contexts and behaviors relevant to health. In addition to coursework, students complete a written exam at the end of the first year and gain experience in research skills and approaches. With faculty guidance, students develop and present a dissertation protocol in an oral exam. The final dissertation defense is conducted as an oral exam that includes a public seminar.

The program provides rigorous training in research methodology, theory, and program design and evaluation. Research is primarily focused in two areas—health education and communication, and social and psychological influences on health.

PhD in Social and Behavioral Sciences Program Highlights

Interdisciplinary theory.

with multi-level perspective

Rigorous methods

with practical application to contemporary health problems

Application of behavioral and social science perspectives

with attention to context

Community engagement

to understand and influence health behaviors that are risk factors in disease and illness

What Can You Do With a Graduate Degree In Social and Behavioral Sciences?

Visit the  Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Sample Careers

• Postdoctoral Fellow
• Research Public Health Analyst
• Social Scientist, Food and Drug Administration Center for Tobacco Products
• Health Scientist-Alcohol Program
• Project Director
• Senior Communications Adviser
• Tenure Track Faculty
• Senior Program Officer
• Director of Clinical and Academic Research
• Senior Consultant
• Research and Evaluation Officer
• Program Director, Department of Public Health

Curriculum for the PhD in Social and Behavioral Sciences

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue , explore all course offerings in the Bloomberg School  Course Directory , and find many more details in the program's Student Handbook . 

Research Areas

The emphasis of the curriculum is on the application of behavioral and social science perspectives to research on contemporary health problems. Understanding and influencing health behaviors that are risk factors in disease and illness, as well as behaviors that can be considered protective and health enhancing, are strengths of the program.

Rigorous training in research methods and program design and evaluation are also key elements of the curriculum. The program focuses its research in the following areas.

This area focuses on the application of principles from education, communication, behavioral, social science and psychological theories to encourage health behaviors conducive to optimal health in individuals, groups and communities. Students are exposed to current research on health education and communication, with particular focus on multilevel, ecological models of health and health behavior, design and evaluation of multifaceted intervention programs and patient-provider communication.

This area focuses on social and psychological factors and processes in the etiology and prevalence of disease in health-care-seeking behavior, disease prevention, long-term care and rehabilitation. Students are exposed to current research on health knowledge, attitudes and beliefs; social and psychological factors in disease etiology; risk reduction; and cultural influences in public health, including cross-cultural and multilevel studies.

Admissions Requirements

For general admissions requirements, please visit the How to Apply page.

Standardized Test Scores

Standardized test scores (GRE) are  optional  for this program. The admissions committee will make no assumptions if a standardized test score is omitted from an application, but will require evidence of quantitative/analytical ability through other application components such as academic transcripts and/or supplemental questions.  Applications will be reviewed holistically based on all application components.

Program Faculty Spotlight

Katherine Clegg Smith

Katherine Clegg Smith, PhD, MA, is a sociologist who examines health experiences and health communication, with a research focus on cancer and chronic disease.

Carl Latkin

Carl Latkin, PhD, conducts biobehavioral interventions for disadvantaged communities, with a focus on social networks, substance use, infectious diseases, and mental health.

Roland J. Thorpe, Jr.

Roland J. Thorpe, Jr., PhD, MS, is a gerontologist and social epidemiologist with nationally-recognized expertise in minority aging, men’s health, and place-based disparities.

Carol R. Underwood

Carol Underwood, PhD '93, MA, MA, studies the role of gender, social class, and marginalization in global health outcomes to contribute to the wellbeing of populations.

Get to Know Our Current Doctoral Students

Learn more about our doctoral students' research interests, publications, and more through our HBS doctoral student pages.

Per the Collective Bargaining Agreement (CBA) with the JHU PhD Union, the minimum guaranteed 2025-2026 academic year stipend is $50,000 for all PhD students with a 4% increase the following year. Tuition, fees, and medical benefits are provided, including health insurance premiums for PhD student’s children and spouses of international students, depending on visa type. The minimum stipend and tuition coverage is guaranteed for at least the first four years of a BSPH PhD program; specific amounts and the number of years supported, as well as work expectations related to that stipend will vary across departments and funding source. Please refer to the CBA to review specific benefits, compensation, and other terms.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU starting in Fall 2023 or beyond can apply to receive a need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

Application and Admissions Procedural Questions

Please direct questions about application and admissions procedures to the BSPH Admissions Office.

Email:   [email protected] Phone:   410-955-3543

General Academic Questions

For general academic questions about the PhD in Social and Behavioral Sciences program, please contact our Department's doctoral program coordinator, Krystal Lee, EdD, MPA.

Email:   [email protected]

Social Psychology Graduate Programs in America

1-18 of 18 results

Harvard Graduate School of Arts and Sciences

• Cambridge, MA ·
• Harvard University ·
• Graduate School
• · Rating 4.56 out of 5   9 reviews

Harvard University ,

Graduate School ,

CAMBRIDGE, MA ,

9 Niche users give it an average review of 4.6 stars.

Featured Review: Other says I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student'... .

Read 9 reviews.

Graduate School of Arts & Sciences - New York University

• New York, NY ·
• New York University ·
• · Rating 4.8 out of 5   10 reviews

New York University ,

NEW YORK, NY ,

10 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says I am enrolled specifically in the Magazine concentration. My professors have all been helpful with helping me succeed and are willing to stay back to go over something I don't understand. There are... .

Read 10 reviews.

Boston College School of Social Work

• Chestnut Hill, MA ·
• Boston College ·
• · Rating 4 out of 5   2 reviews

Boston College ,

CHESTNUT HILL, MA ,

2 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says The School of Social Work fosters a welcoming place where students can further develop their academic interests as well as actively prepare us for the workforce as culturally humble social workers. .

Read 2 reviews.

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• Forensic Psychology Graduate Programs
• Applied Behavior Analysis Graduate Programs

College of Arts, Sciences, and Engineering - University of Rochester

• Rochester, NY ·
• University of Rochester ·

Blue checkmark.

University of Rochester ,

ROCHESTER, NY ,

Featured Review: Alum says The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can... .

UCI Social Sciences

• Irvine, CA ·
• University of California - Irvine ·

University of California - Irvine ,

IRVINE, CA ,

College of Arts and Sciences - Syracuse University

• Syracuse, NY ·
• Syracuse University ·
• · Rating 5 out of 5   2 reviews

Syracuse University ,

SYRACUSE, NY ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The speech-language pathology program at Syracuse university is ranked very high among graduate programs in New York State. It is clear that the professors are very knowledgeable and provide... This program can be very demanding at times and requires students to put in a lot of work in the clinical and classroom settings. The main campus at Syracuse is very nice, however, the building for... .

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University of Connecticut School of Social Work

• Hartford, CT ·
• University of Connecticut ·
• · Rating 4.4 out of 5   5 reviews

University of Connecticut ,

HARTFORD, CT ,

5 Niche users give it an average review of 4.4 stars.

Featured Review: Alum says I loved my experience at UConn. I learned so much and was able to use my academic skills into the working environment. Helping others in need is something that I value very much and I would love to... .

Read 5 reviews.

College of Arts and Sciences - University at Buffalo, SUNY

• Buffalo, NY ·
• University at Buffalo, SUNY ·
• · Rating 3 out of 5   2 reviews

University at Buffalo, SUNY ,

BUFFALO, NY ,

2 Niche users give it an average review of 3 stars.

Featured Review: Doctoral Student says All of the professors are very accommodating and want to help you succeed. They help you in any way they can and make sure you understand different topics before moving on to something different! .

College of Liberal Arts and Social Sciences - University of Houston

• Houston, TX ·
• University of Houston ·
• · Rating 4 out of 5   3 reviews

University of Houston ,

HOUSTON, TX ,

3 Niche users give it an average review of 4 stars.

Featured Review: Current Master's student says The academic program is rather good at the University of Houston. I have three social work classes and they are robust and full of great information. The choices of classes at UH is very good and... .

Read 3 reviews.

Loyola University Chicago College of Arts and Sciences

• Chicago, IL ·
• Loyola University Chicago ·
• · Rating 5 out of 5   1 review

Loyola University Chicago ,

CHICAGO, IL ,

1 Niche users give it an average review of 5 stars.

Featured Review: Graduate Student says Loyola was such a great place to earn my M.Ed Higher Education degree. The faculty were so dedicated to our development and success. The two campuses were my homes away from home, and the staff... .

Read 1 reviews.

College of Arts and Sciences - Stony Brook University, SUNY

• Stony Brook, NY ·
• Stony Brook University, SUNY ·
• · Rating 3 out of 5   3 reviews

Stony Brook University, SUNY ,

STONY BROOK, NY ,

3 Niche users give it an average review of 3 stars.

Featured Review: Doctoral Student says In the Physics Department, the classes are wide-ranging and generally well taught. They are challenging and require the amount of effort expected of a very good graduate education. However, the... Many students wish to do research in String Theory, but there is little funding available and many students are admitted. Funding in most other areas of the department are adequate enough that most... .

College of Fine Arts, Humanities & Social Sciences - University of Massachusetts Lowell

• Lowell, MA ·
• University of Massachusetts Lowell ·

University of Massachusetts Lowell ,

LOWELL, MA ,

• Law Schools
• Public Administration Graduate Programs

College of Liberal Arts - University of Nevada, Reno

• University of Nevada, Reno ·
• · Rating 4.38 out of 5   8 reviews

University of Nevada, Reno ,

8 Niche users give it an average review of 4.4 stars.

Featured Review: Master's Student says The other students and most of the faculty were very kind and supportive. My only issue with the program is due to a lack of funding there were very few course options offered. I wish that humanities... .

Read 8 reviews.

College of Arts and Sciences - University at Albany, SUNY

• Albany, NY ·
• University at Albany, SUNY ·

University at Albany, SUNY ,

ALBANY, NY ,

Featured Review: Doctoral Student says At University at Albany, I've received excellent support from my mentors and the freedom to explore my own interests within the scope of my lab's overall goals. In areas where I'm weakest, I've been... There's not much I can say about the graduate community (COVID-19). I am delighted to be a grad student at UAlbany. .

Ball State University College of Sciences and Humanities

• Muncie, IN ·
• Ball State University ·
• · Rating 4 out of 5   1 review

Ball State University ,

MUNCIE, IN ,

1 Niche users give it an average review of 4 stars.

Featured Review: Current Master's student says The classes are of the same rigor and academic quality as on-campus instruction. I have learned quite a great deal from my program so far. The professors have been of high quality up to this point. .

Columbia University Graduate School of Arts and Sciences

• Columbia University ·
• · Rating 5 out of 5   3 reviews

Columbia University ,

3 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says It was a really great and flexible program that allowed me to explore my own interests without the restricting requirements getting in my way too much. Honestly a great major .

Teachers College at Columbia University

• · Rating 4.5 out of 5   106 reviews

106 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says Although it was highly selective to be admitted, I made it a point to visit with a professor who shared my research interest. I highly recommend staying in the dorms. They were remodeled them in 2004 and are beautiful, but more importantly very safe because you can actually move from your dorm building right in to the main... The security is outstanding, and I never felt afraid. It is good to know that Teachers College Columbia University is ranked number one out of all education graduate schools, according to US news. The diploma, you ultimately receive states Columbia University. University is very big on diversity almost to the breaking point and this is the only negative I can think of. In general, I would highly recommend this ivy league university .

Read 106 reviews.

The CUNY School of Professional Studies

• CUNY Graduate School & University Center ·
• · Rating 4.57 out of 5   21 reviews

CUNY Graduate School & University Center ,

21 Niche users give it an average review of 4.6 stars.

Featured Review: Master's Student says This program is notable for its rigorous curriculum and practical application of data science. It combines theoretical knowledge with real-world application, preparing students to face complex data... .

Read 21 reviews.

Showing results 1 through 18 of 18

Psychology Headlines

From around the world.

• Palestinians Apply to Join U.N. Court Case Accusing Israel of Genocide
• Free AI Website Matches Patients with the Most Effective Antidepressant
• Admission Criteria for Graduate Psychology Programs Are Changing
• Climate Activist Defaces Monet Paining in Paris
• Impact of Psychology Association's Apology to Indigenous Peoples
• Mediterranean Diet Cuts Mortality Risk by 23%, Study Finds
• LGBTQ+ Pride Month: Celebrations, Protests, and More
• Vermont Becomes 1st State to Force Oil Firms to Pay for Climate Change

Source: Psychology News Center

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Loyola University Chicago

Department of psychology, applied social psychology phd.

The Social Psychology PhD Track

• Coursework—(60 semester hours, 39 required + 21 electives)
• Master's thesis (including an oral presentation, if not already completed)
• Internship—teaching or field research (4 courses teaching or 1000 hours research)
• Doctoral Candidacy Exam (2 areas: Theory & Application, Methodology &, Statistics)
• Dissertation proposal defense
• Oral defense of the completed dissertation
• Core Courses: Research Methods (with a B or better), Social Psychology Theory, Applied Social, Statistics 482 and 491 (with a B or better), one General Experimental course (with a B or better grade), and one Developmental/Individual Differences course (with a B or better grade)
• Methodology Courses (at least six)
• Basic Social Psychology Courses (at least two)
• Applied Social Topics Courses (at least two)
• Electives (Seven or fewer, as needed to reach the minimum of 60 hours required for the degree)
• Independent Study: Readings or Research Course
• Seminars in Social Psychology

PhD Learning Outcomes:

• Explain how classic and contemporary social psychological theory and research applies to human behavior in social settings
• Learn to conduct a literature review
• Evaluate the scientific rigor of research presented in social psychological journals and books
• Synthesize principles of basic and advanced research methods to produce independent, scholarly work
• Understand how to derive novel, previously untested hypotheses.
• Design and conduct basic and applied social psychology research
• Understand how to statistically analyze and interpret data collected in social psychology research
• Understand how to write up an academic research article
• Understand how to give a high quality professional presentation
• Apply ethical standards to evaluate psychological science and practice
• Apply knowledge of social psychology to scholarly and/or professional activities to promote positive social change
• Apply psychological content and skills to career goals
• Gain experience teaching undergraduate psychology classes
• Acquisition of research and publication skills that will allow students to pursue either an academic job or an applied job after completing the program

Terminal Masters Program

• Core Courses: Research Methods (with a B or better), Social Psychology Theory, Applied Social, and Statistics 482 and 491 (with a B or better)
• Advanced Methods Courses (at least two)
• Applied Topics Courses (at least one)
• Basic Social Psychology (at least one)
• One Elective Course

MA Learning Outcomes:

• Acquisition of research and publication skills that will allow students to pursue an applied job after completing the program
• Undergraduate
• Graduate/ Professional
• Adult Education

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Area Chair:   Ethan Kross , Professor of Psychology and Management/Organizations

2022 Social Psychology Area

Since the late 1940's, the Ph.D. Program in Social Psychology at the University of Michigan has consistently been ranked among the top programs in the world, and many of the leading contributors to the field graduated from Michigan. We strive to continue this tradition through cutting-edge research training that prepares students for a research career in academic or non-academic settings. Several features distinguish the Michigan program from many others:

With 18 core faculty in social psychology and more than 10 emeriti and affiliated faculty, the social psychology program spans a large and diverse range of research topics and methodologies.

An average of 30 graduate students, at different stages of their graduate careers, provides an equally rich and stimulating peer environment, while maintaining a student to core faculty ratio of less than 2:1.

The social psychology program is located in one of the top-ranked psychology departments. We encourage students to work with faculty across area boundaries and the flexible program requirements allow them to do so.

The University of Michigan is widely considered the leading center for social and behavioral science research in the world and its top-ranked departments and research centers provide an unusually rich interdisciplinary intellectual environment for social psychologists. We encourage students to take full advantage of these opportunities.

Building on this interdisciplinary strength, Michigan offers several interdisciplinary training programs in which social psychology students can participate. These include, among others, a Culture & Cognition Program in collaboration with the Department of Anthropology , a Decision Program that cuts across many departments and professional schools, an Evolution and Human Adaptation Program , a program in Organization Studies , a program in Social Work and Psychology , and a program in Women Studies and Psychology .

In addition, students have the opportunity to work with researchers at Michigan's numerous research centers, including the Institute for Social Research and its units, the Research Center for Group Dynamics, Survey Research Center, Center for Political Studies, and Population Studies Center; the Center for Human Growth and Development; the International Institute; the Institute for Policy Studies; the Mental Health Research Center; and many others [see research centers page].

Many research centers offer their own training opportunities, which enrich the departmental offerings. These opportunities include summer schools in survey research techniques , statistical analyses , and new developments in psychological methodology .

As befits such a rich environment, students have access to well- equipped laboratories, a departmental participant pool for experiments, computing facilities and data archives. In addition, there are many area, departmental, and university sources of funding for student research.

All students admitted to the program receive full financial support , as described by the department.

What Others Say About Us

The social psychology program at the University of Michigan is arguably one of the strongest, if not the very strongest, in the country, if not in the world. It has occupied this preeminent position for a very long time, and can be expected to maintain that stature going into the future. Any historical chronology of the great events of social psychology is destined to read like a chronicle of events at Michigan; any 'who’s who in social psychology' is bound to read like a listing of Michigan faculty and Michigan Ph.D.’s. -- From an outside review committee, appointed by the Dean of the College of Literature, Science and the Arts, 1998

The strength of the social psychology program at Michigan is, in many respects, strength through diversity. Historically, and today as well, the social psychology program has been a welcome home to many and diverse theoretical perspectives, substantive concerns, and methodological orientations. It has been, and continues to be, a program that operates at multiple levels of analysis, from the cognitive through the interpersonal through the group to the cultural levels of functioning, with research programs at each of these levels as well as ones that span and integrate these levels of analysis. -- From an outside review committee, appointed by the Dean of the College of Literature, Science and the Arts, 1998 .

Few, if any, training programs can offer either the quantity, diversity, or quality of training facilities or experiences that students in the Michigan program have the opportunity to experience. -- From the NIMH review of our training grant renewal, January 2004 .

The faculty are impressive in breadth, productivity, and level of extramural support. They have an outstanding record in mentoring and graduating first-rate students. -- From the NIMH review of our training grant renewal, January 2004 .

For Prospective Students

How to Apply to the Social Psychology Program?

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Department of Psychology

You are here, social/personality psychology.

The Social/Personality Psychology program at Yale University has trained research scholars for more than sixty years. Under the influence of Carl Hovland in the 1940’s and 1950’s, the Yale program was concerned primarily with persuasion and attitude change. This group of psychologists, some of whom continue to be active in the Department even today, set the course for the Yale program through their investigation of problems such as the links between frustration and aggression, public opinion formation, and the cognitive basis of social behavior. During these years and the decades that followed, the program remained committed to training students interested in both laboratory-based methods as well as field research. The Social/Personality program has focused on advancing both basic knowledge about intrapersonal and interpersonal processes, while at the same time encouraging applications of these theoretically driven investigations.     Since its inception, the character of the Social/Personality program has been unique in combining four training goals. First, we believe that training students in scientific fundamentals is the most effective way to influence progress in the field of psychology. Second, in addition to a strong emphasis on traditional laboratory experiments as the primary tool of the Social/Personality psychologist, the training focus has also encompassed diverse methodologies such as field experimentation, survey techniques, computer simulation, and case studies (where the “case” might be an individual, group, or organization). Third, the program attempts to foster an awareness among students of the use of applied contexts to test theoretically based ideas. Finally, the faculty in Social/Personality Psychology is committed to an integration of personality processes and interpersonal influences in the study of human behavior. We believe that meaningful analyses of human behavior can best be accomplished when researchers investigate interactions between intrapersonal processes (e.g., emotion, social cognition, motivation, attitudes, and belief systems) and social behavior (e.g., persuasion, communication, decision making, stereotyping, political behavior, health behavior, and intergroup cooperation or conflict).     We believe that young investigators are best trained by a program emphasizing carefully supervised independent research with one or more members of the faculty. Although students receive classroom training in the essentials of general psychology theory, research methods, history, and the current literature, they are encouraged from their first days at Yale to develop a program of collaborative research with members of the faculty. There are only a few course requirements, and students are expected to construct a program consistent with their own research interests that includes elective courses in other areas of psychology and in other social science fields. The Social/Personality area meets as a group every Monday for research presentations and discussion. Individuals interested in specific areas of specialization such as political psychology, health psychology, emotion, or social cognition can attend additional weekly meetings of like-minded faculty and students.

Psychology, PhD (Social Psychology)

On this page:.

The doctoral program in Psychology with an emphasis on social psychology is designed to train researchers to use rigorous scientific methods to uncover the fundamental principles underlying social behavior and to address practical questions about everyday relations among people.

Program Description

Degree Awarded: Psychology, PhD

The doctoral program in Psychology with an emphasis on social psychology is a component of the  Robert B. Cialdini Social Psychology Laboratories  designed to train researchers to use rigorous scientific methods to uncover the fundamental principles underlying social behavior and to address practical questions about everyday relations among people. Our students combine continuous involvement in research with a series of courses designed to provide broad substantive knowledge, as well as methodological and quantitative expertise.

Since its implementation in 1973, the psychology Ph.D. program with an emphasis in social psychology at ASU has greatly grown and is now widely recognized as among the best such programs in the country. How do we account for this success?  Probably the best answer is that the faculty and students of the ASU social psychology program have been a highly productive group over the years in conducting research at the national and international level and in teaching at the university level. The unique collaboration between faculty mentors and graduate students provides a commitment to solutions for real-world problems, such as cultural biases and how we can all work towards universal goals. 

 The goals of our program are to:

• provide a setting in which students can grow toward mature roles as researchers, marketing professionals, social workers, counselors, teachers, and consultants in basic and applied areas of social psychology.
• advance basic knowledge in psychology and apply that knowledge to society; and
• make continuing contributions to our discipline through the achievements of the program’s graduates.

IMPORTANT: To be considered for PhD program, you must complete the application through ASU's online portal AND submit your material through  Slideroom .

The Robert B. Cialdini Social Psychology Research Laboratories

CARMA Lab  (Cohen)

Cooperation and Conflict Lab  (Aktipis)

Cultural Ecology Lab  (Varnum)

Culture and Decision Science Network Lab  (Kwan)

Evolutionary Social Psychology Co-Laboratory  (Kenrick-Neuberg-Becker-Varnum)

Evolution, Ecology, and Social Behavior Lab  (Neuberg)

SPLAT Lab  (Shiota)

Fellowships   Faculty Research Labs

Student Handbook

Concentrations

Areas of Interest

The productivity of the doctoral program in Psychology has been facilitated by two main factors:

1. Our faculty value one another's work and enjoy collaborating on research projects. It is common for faculty to publish jointly, and it is almost invariably the case that, when a faculty member produces an article or book chapter, at least one student from the program is a co-author;

2. The dialogue between traditional theoretical/academic perspectives on social psychology and the view that social psychology can be profitably applied to social problems, business, health, and family.

Several of the faculty combine social psychological theory with direct application to societal issues. Accordingly, the Program has developed an international reputation for providing a dual emphasis in these complementary arenas of theoretical and applied work. 

A minimum of 84 hours is required across five years. Students are expected to conduct a first-year project under the direct supervision of the student’s advisor. Following the first-year project, students will undertake a Master's Thesis. Additionally, all students will be required to complete a 12-credit dissertation and defense at the end of their PhD.  Please see accordion below for year breakdown:

Courses and electives

Students in the Social Psychology training area ordinarily receive coursework training in four distinguishable areas: 1. Social Psychology, 2. Quantitative Methods, 3. Psychological Foundations, 4. Research Activites.

The coursework for each student is individualized and based on the student's year, previous training, and faculty mentor. Each student will participate in research with faculty while completing their doctoral program. 

Students will take three core courses covering Social Psychology, four core courses covering Quantitative Methods, and three Social Psychology electives to expand their breadth of study, and one graduate level elective. Students will also be expected to participate in research courses and a doctoral dissertation. 

See the accordion below to see the breakdown of electives and requirements. 

At a Glance

• Location:   Tempe campus
• Second Language Requirement:  No

Degree Requirements

The 84-hour program of study includes a first-year project, a written comprehensive exam, an oral comprehensive, a prospectus and a dissertation. Prospective doctoral candidates should have a passion and interest in social science, have demonstrated research skills in a senior thesis and have a minimum of a 3.00 cumulative GPA. 

Admission Requirements

The Department of Psychology application process is completed online through  ASU Graduate Admissions . Prospective students must submit the admission application form along with the fee and official transcripts.

For the department’s doctoral programs, students must submit supplemental application materials through  SlideRoom , which requires an additional fee. For complete instructions for applying to the PhD program, visit our  Doctoral Admission requirements  page.

In the initial year of residence , students take the first course of the social psychology proseminar series; a seminar for current topics in social psychology; and quantitative and methodology courses. Immediately upon entering the program students also become involved in one or more research programs where they directly work with faculty members. These research affiliations are flexible and it is expected that students will participate in research with several faculty members while completing the doctoral program. 

Fall Semester:

• PSY 551 Advanced Social Psychology
• PSY 530 ANOVA Statistics
• PSY 591a Current Topics in Social
• PSY 592 Research

Spring Semester:

• PSY 531 Mult. Corr & Regr. Statistics
• PSY 600 Experimental Design Research
• Social Psychology Recommended Elective

In the second year , students take the second course in the social psychology proseminar series; continue to develop their statistical knowledge and skills; and complete and defend an independent research project to be reported as a master's thesis in passing for the M.A. degree. In the second and third year of a student's residence, he/she is also expected to enroll in the advanced courses available in the social psychology program. In addition, students are required during their time in the program to take two courses in other areas of psychology and are encouraged to begin enrolling in other relevant courses within the department and across the university.

• PSY 550 Advanced Social Psychology
• PSY 532 Multivariate Statistics
• PSY 599 Thesis Research (3–6 hrs)
• Psychology Core Required Elective
• Q & M Required Elective
• PSY 599 Thesis Research (3–6 hours)
• Master’s Degree awarded

 In the third year, students concentrate much of their effort on the development of a major area paper.

There are currently three options for this project:

• Option 1  is to review and integrate a substantive topic in social psychology. This paper follows the model of articles in Psychological Bulletin, Psychological Review, or Personality and Social Psychology Review.
• Option 2  is to prepare a grant proposal—often a pre-doctoral fellowship application—for submission to a major federal agency or private foundation. Such proposals may be for a program of basic or applied research.
• Option 3  is to perform and report a meta–analysis, a quantitative technique for distilling major findings from existing literature.

When the project has been completed and accepted by the faculty, it becomes the basis for an oral exam that focuses in part on the content defined by the project and in part, on the student's level of preparation within other topics in social psychology and related topics across the entire discipline ("comprehensives”). Upon defending this examination, the student is advanced to Ph.D. candidacy.

• Social Psychology Required Elective
• Q&M Required Elective
• PSY 792 Research (3–6 hrs)
• PSY 792 Research (3–9 hours)

Comprehensive Examination

+ Year 4 & 5

Year 4 (& 5)

The fourth and, typically, fifth years of enrollment  are devoted to continuing research projects and the doctoral dissertation. The student may also acquire teaching experience and undertake additional coursework. The program offers a graduate teaching seminar that includes supervised teaching experience that students may take after earning their master's degree. In addition, the formal curriculum is supplemented by a bi–weekly informal research meeting in which all members of the program participate. The whole social psychology group meets in the evening at a faculty member’s home to share ideas about research projects in the formative stages of development. The seminar is highly interactive and lively, providing useful feedback while offering a training ground for young critics.

• Elective PSY 792 Research (9 hours)
• Dissertation Prospectus
• Elective PSY 799 Dissertation (9 hrs)
• PhD awarded. 

+ Projects, Thesis, Dissertation (12 credit hours)

First Year Project . The first year project involves designing, conducting, and reporting research under the direct supervision of the student’s advisor.  By the end of the student’s first semester, two additional faculty members, called "readers," are selected to assist in the development of the project. The student must meet with the readers (either separately or as a committee) at least once. Also by the end of the first semester, the student will give a presentation of the plans for the first year project. No later than two weeks before the end of the second semester, the student provides to all faculty a written draft describing the project. The readers provide feedback to the student. The student gives an oral presentation to the Seminar by the end of the student's second semester.

Master’s Thesis.  The master's thesis is typically undertaken in the second year and defended during the third year. It is an original piece of research, closely supervised by the research advisor and an advisory committee. The thesis leads to the MA degree, which is considered to be a "masters in passing."  After forming a master’s thesis committee, the student must complete a three-step process:  (1) defend a written prospectus; (2) after data collection, conduct a “data meeting” at which the analyses are reviewed by the committee; and (3) pass a defense of the thesis.

During the third or fourth year of doctoral studies, the student concentrates much of his or her effort on a scholarly review of the areas of Social Psychology. The student works with four committee members to put together a reading list upon which the Comprehensive Exams — written and oral — are based. The student has the choice of completing a "closed-book," two-day written exam or an "open-book," two-week written exam. The oral exam is conducted one week after the conclusion of the written exam and serves to clarify the student's answers to the written questions. Often, the literature review that the student conducts during this time period becomes the basis of the doctoral dissertation.

Doctoral Dissertation (12 hours)

The doctoral dissertation is an extensive piece of original research that demonstrates the capability of the student to act as an independent scholar and use experimental methods. The dissertation is closely supervised by the research advisor and three additional faculty members who constitute the dissertation committee. As with the master’s thesis, there are three components. First, the student writes a formal dissertation proposal and defends it to the committee. After the defense, the student is admitted to PhD candidacy by the Graduate College. Second, following data collection, there is a "data meeting" at which the analyses are reviewed by the committee. The process culminates with the student's defense of the dissertation before the committee and the academic community.

Ideally, the typical student’s program of study will take five years for completion. In recognition that the program enrolls students who have basic and applied interests that may require specialized training experiences involving additional coursework or will engage in time-consuming community-based research, the program allows for some flexibility in milestone timing for students who demonstrate excellence in other areas of performance.

This flexibility reflects negotiations with the student’s faculty advisor/mentor. The program faculty shall monitor student progress towards training goals. The student's annual evaluation will include specific feedback about what the student is expected to do to stay on track with regard to milestone timing. Students who do not meet timing expectations will be put on probation. After a year of probationary status, progress will be considered unsatisfactory if expectations continue to be unmet.

To be considered as making satisfactory progress, students who enter the psychology PhD program with a bachelor’s degree must:

Successfully defend their master's within three years,

Complete and defend the comprehensive examination within two years following completion of the Masters, oral defense, and

Complete and defend the dissertation within two years following completion of the comprehensive examination.

To be considered as making satisfactory progress, students who enter the psychology PhD program with a master’s degree must:

Complete and defend the comprehensive examination within four years, and

+ Core Courses (24 credit hours)

1. Social Psychology REQUIRED COURSES:

• PSY 550 Advanced Social Psychology
• PSY 591 Current Topics in Social Psychology

2. Quantitative / Methods   REQUIRED COURSES:

• PSY 530  Intermediate Statistics
• PSY 531  Multiple Regression in Psychological Research
• PSY 532  Analysis of Multivariate Data
• PSY 600  Design of Experiments in Social Psychology

+ Electives (6 credit hours)

1. Social Psychology REQUIRED ELECTIVES: Students will take at least three additional content courses in social psychology from among those courses and seminars offered by the social psychology faculty. 

2. Quantitative / Methods   REQUIRED ELECTIVES: Students will  take at least one additional graduate level course in quantitative and Methodological areas related to social psychological research to improve their technical skills. These courses may be taught by department faculty, or, with the approval of the program, be offered by related departments on campus. RECOMMENDED:

• PSY 555 Quasi–Experimental Designs for Research

3. Psychological Foundations   REQUIRED ELECTIVES: Students will take at least two courses in the development, biological, cognitive, or clinical bases of human behavior that will enable the student to bring a broader perspective to creative scholarship. These courses, from at least two of the bases of behavior mentioned above, are taught by psychology department faculty and must be approved by the program.

+ Research Activities (42 credit hours)

4. Research Activities Students are required to develop competence in one or more substantive areas of research and theory, in which the student attempts to make a unique scholarly contribution.

This is typically achieved by: 

1) involvement in the ongoing research program of one or more mentors, for which the student receives academic credit through the Supervised Research courses, such as:

2) Master's Thesis (PSY 599) and Dissertation (PSY 799) courses, and

3) passing the comprehensive examination requirement. The three sets of required electives stated above should be regarded as default assumptions, and are viewed as appropriate for the typical social psychology student in the program. Individual needs and goals may vary from this typical pattern, and exceptions and substitutions may be proposed to the program. Only under unusual circumstances will petitions be approved that attempt to make substitutions for the eight required courses listed above. Advisors should be consulted before enrolling in courses that are intended to meet breadth requirements.

PROGRESS REPORTS : All students submit progress reports and self–evaluations to the program each year. This document describes progress towards meeting the student's curricular goals as well as updating his/her research agenda. It proposes any modifications to the earlier curricular plan, together with justification for these changes. It identifies short–term plans for the next year that fit with the student's longer term training goals. This document is used by the program faculty as its basis for providing evaluative and, if needed, corrective feedback each year. 

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Graduate Program

The Department of Psychology offers a PhD program in four areas: Clinical Science, Social, Developmental, and Cognition, Brain, and Behavior (CBB). Admissions information, program requirements, funding and financial aid details, and other resources for the graduate program are detailed on the   Psychology Graduate Program website  and on the Harvard Griffin GSAS website . 

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Social Psychology

Social psychology is the study of the cognitive and social processes that underlie individuals’ perceptions of, influence over, and interactions with other people. As one of the top Social Psychology graduate programs in the country, we train our Ph.D. students in theory and research methods to prepare them for academic or nonacademic careers.

Our faculty possess extensive expertise in traditional social psychological content areas and research methods. Our program’s unique strength is that the entire Psychological and Brain Sciences department prizes interaction and collaboration across traditional disciplinary boundaries. For example, members of the Social faculty have ongoing research projects with faculty in cognitive psychology, developmental psychology, clinical psychology, neuroscience, marketing, and law. This richly interactive context makes our Social Psychology program ideal if you are interested in cutting-edge interdisciplinary training that integrates the study of social psychology with other substantive areas of psychological inquiry.

Because our program has a relatively small number of faculty and graduate students, coursework and research experiences can be highly individualized, depending on your interests.

Interested in applying?

Learn about our admissions process

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PhD Admissions

The PhD program in Psychology trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program is characterized by close collaboration between students and their faculty advisors. 

General Information

The Department of Psychology holistically reviews each candidate's complete application to assess the promise of a career in teaching and research. Consideration is based on various factors, including courses taken, grade point average, letters of recommendation, and the statement of purpose. Additionally, the Department of Psychology places considerable emphasis on research training, and admitted students have often been involved in independent research as undergraduate students or post-baccalaureate settings. Although there are no course requirements for admission, all applicants should have sufficient foundational knowledge and research experience to engage in graduate-level coursework and research.

We accept students with undergraduate degrees and those with both undergraduate and master's degrees. An undergraduate psychology major is not required; the Department welcomes applicants from other academic backgrounds.

Our application portal is now closed for the AY24-25 admissions cycle.  Please consider applying during next year's AY25-26 admissions cycle, which opens on September 15, 2024.

How to Apply

Application and deadline.

Our 2025-26 Admissions application will open on September 15, 2024.

Applications will be due on November 30, 2024

The deadline for letters of recommendation will be  November 30, 2024 . 

Once an applicant submits the recommenders' information, the recommenders will receive an automated email with instructions for submitting the letter. Late letters should be sent directly to psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Staff will add them to the application file if the review process is still underway. Still, the faculty reviewers are not obligated to re-review files for materials submitted after the deadline.

The status of submitted applications can be viewed by logging in to the   application portal . 

The deadline to apply for the Stanford Psychology Ph.D. program is  November 30, 2024 . 

Applicants who are admitted to the program will matriculate in autumn 2025. 

In addition to the information below, please review the  Graduate Admissions  website prior to starting your application. The Department of Psychology does not have rolling admissions. We admit for the Autumn term only.

Requirements

• U.S. Bachelor's degree or its  foreign equivalent
• Statement of Purpose (submitted electronically as part of the graduate application). You will be able to specify three  Psychology Department faculty members , in order of preference, with whom you would like to work. 
• Three  Letters of Recommendation  (submitted electronically). A maximum of six letters will be accepted.
• Unofficial transcripts from all universities and colleges you have attended for at least one year must be uploaded to the graduate application. Applicants who reach the interview stage will be asked to provide official transcripts as well; Department staff will reach out to these applicants with instructions for submitting official transcripts. Please do  not  submit official transcripts with your initial application.
• Required for non-native English speakers: TOEFL (Test of English as a Foreign Language) scores, submitted by the Educational Testing Service (ETS) electronically to Stanford. 

Application Fee

The fee to apply for graduate study at Stanford is $125. Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

Application Review & Status Check

The Department of Psychology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

To check the status or activity of your application, please log into your  application account . You can also send reminders to recommenders who have not yet submitted their letter of recommendation.

Due to limited bandwidth, the Department of Psychology staff will not answer any phone or email queries about application status, including requests to confirm the receipt of official transcripts.

Our faculty will interview prospective students before making final admission decisions. Candidates who progress to the interview round will be informed in January. Interviews are generally conducted in February.

The Department of Psychology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

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For More Information

Please see our  list of Frequently Asked Questions  and  psych-admissions [at] stanford.edu (contact us)  should you have additional questions.

Social Psychology Doctoral Program

The Interdisciplinary Social Psychology Ph.D. program applies rigorous psychological and sociological scholarship to better understand the processes, structures and contexts that impact social interactions.

Program overview

The program emphasizes training in theoretical foundations, as well as qualitative and quantitative methods in basic and applied research. Though not all students choose one of these specializations, areas of emphasis include psychology and law, personal and social relationships, social psychology and health and organizational behavior. Gender, culture and development issues are integrated into the curriculum in each area of emphasis.

• Collective behavior
• Emotion expression and regulation
• Health and health policy
• Interpersonal communication and relationships
• Intergroup relations
• Law and juvenile studies
• Life span and aging research
• Political psychology
• Social inequality
• Social networks
• Socialization

Incoming students develop a mentoring relationship with a faculty member of the program. Students are encouraged to engage in scholarly research, often in collaboration with faculty, to present findings at professional meetings and to publish in reviewed journals and volumes. In addition to the support offered by the University's Graduate Student Association , the social psychology Ph.D. program offers financial assistance for student travel and research.

The program's interdisciplinary focus allows students to experience a wide range of perspectives within the field of social psychology. This holistic approach prepares students for engaging and rewarding work in both academic and applied settings upon completion of the program.

Graduates of the program are today employed in a variety of capacities. Roughly one-third teach and conduct research at universities, typically in tenure-track positions. One-third have full-time research positions in the public sector (county, state or federal level positions, including nonprofit organizations). The final third of graduates work in the private sector, either for commercial organizations -- for example, Adobe or Hotwire -- or operate their own consulting business. In short, advanced graduate training in social psychology can lead to a wide range of career paths.

Program resources

The handbook provides the necessary information for students to understand the requirements, expectations and opportunities associated with this graduate program.

Requirements

The curriculum of the program extends over a minimum of four years and includes multiple requirements. Learn more  on general and credit requirements, deficit coursework and more.

View a semester-by-semester timeline of the degree program both with or without the optional master degree track. 

Funding opportunities

General award resources.

• American Psychological Association (APA):   The APA provides access to information about a large number of funding sources, ranging from federal grants to student award by different APA divisions.
• American Psychological Foundation (APF) : APF offers a number of scholarships for students. They range from $2,000 to $5,000. Students at any stage of graduate study are encouraged to apply. The purpose of the scholarship program is to assist graduate students of psychology with research costs associated with the master’s thesis or doctoral dissertation.
• American Psychology-Law Association (AP-LS) : AP-LS as an organization has funding opportunities for social psychologists interested in the law.
• Association for Psychological Science (APS) . APS collects links to a number of different national and international funding programs.
• American Sociological Association (ASA) : ASA offers a number of grants and fellowships.
• National Science Foundation (NSF) Graduate Research Fellowship Program :  A variety of NSF fellowships exist.
• Society for the Psychological Study of Social Issues (SPSSI):  This organization offers grants and awards to social psychologists for a range of different purposes
• Western Social Science Association : This organization also offers awards for best paper/poster and other things. 

Comprehensive lists of funding sources available to graduate students across the U.S.

• The Graduate School, University of Nevada, Reno funding list
• University of Tennessee, Knoxville Collection : UTK makes available a collection of links to websites & organizations that offer various grants types of graduate funding.

Dissertation funding

• American Council of Learned Societies :  The American Council of Learned Societies offers a variety of different dissertation grants/fellowships.
• APA Dissertation Research Award : The APA offers a dissertation research award. They have a number of grants (about 30-40) for $1,000 each; there are also several larger grants up to $5,000 each. 
• American Educational Research Association:  Proposal are encouraged from a variety of education fields or fields doing education-related research. It is a one-year fellowship and is worth $25,000. See website for criteria/eligibility.
• Bilinski Fellowship: This fellowship is offered every year to help fund the final year of the doctoral students within a Ph.D. program associated with the College of Liberal Arts. Students can ask the director of the program for more information about the fellowship. The deadline to apply is usually in early March.
• Council of Graduate Departments of Psychology (COGDOP) . In conjunction with the American Psychological Foundation (APF), COGDOP offers over 20 graduate research scholarships to support dissertation research
• Ford Foundation : This fellowship is offered every year. The stipend is $21,000. 
• Horowitz Foundation : The Horowitz Foundation offers grants for graduate students to work on their dissertations. They offer $7,500 ($5,000 is awarded initially and $2,500 is awarded upon completion of the project). 
• Decision, Risk and Management Sciences : It supports research “directed at increasing the understanding and effectiveness of decision making by individuals, groups, organizations, and society.” 
• Law & Social Sciences : The website says that the program considers proposals that address social scientific studies of law and law-like systems/rules.
• Political Science Doctoral Dissertation Research Improvement Grants : Areas include, but are not limited to: American government and politics; comparative government and politics; international relations; political behavior; political economy; and political institutions. 
• Science, Technology, and Society : This focuses on a variety of different science, technology, and society (STS) topics. For instance, it includes interdisciplinary studies of ethics, equality, governance, and policy issues. 
• Sociology Program – Doctoral Dissertation Research Improvement Awards : This is for dissertation projects. It focuses on a variety of different topics, so it is not limited to just one type of research. 
• P.E.O. Scholar Award : One-time, competitive, merit-based awards intended to recognize and encourage academic excellence and achievement by women in doctoral-level programs. These awards provide partial support for study and research. P.E.O. Scholars have demonstrated their ability to make significant contributions in their chosen field of study, having assumed leadership positions in university academics, scientific research, medicine, law, performing arts, international economics, history, literature, government and other demanding fields. The award is $20,000.
• SPSP Heritage Dissertation Research Award : Each year, the Foundation for Personality and Social Psychology awards six grants of $2,000 each. At least two grants are in personality psychology and at least two grants are in social psychology.
• Woodrow Wilson Dissertation Fellowship in Women’s Studies :  “The WW Women’s Studies Fellowships support the final year of dissertation writing for Ph.D. candidates in the humanities and social sciences whose work addresses topics of women and gender in interdisciplinary and original ways.” Winners receive $5,000 to be used for expenses connected with completing their dissertations (e.g., research-related travel, data work/collection, and supplies).

Graduate student research grants

• American Council of Learned Societies : The American Council of Learned Societies offers a variety of different grants for research.
• American Educational Research Association : Research grants are available for various education research fields, as well as fields and disciplines engaged in education-related research. Minorities are strongly encouraged to apply. “Awards for research grants are up to $25,000 for a 1-year project or up to $35,000 for 2-year projects.” See the website for additional eligibility criteria.
• Wayne F. Placek Grants : This grant is designed to “support empirical research from all fields of the behavioral and social sciences on any topic related to lesbian, gay, bisexual, or transgender issues.” Grant is up to $10,000.
• Violet and Cyril Franks Scholarship : This is designed to “support graduate-level scholarly projects that use a psychological perspective to help understand and reduce the stigma associated with mental illness.” The scholarship amount is up to $5,000.
• American Psychology-Law Society (AP-LS) : AP-LS offers various grants/awards, and includes a Grant-in-Aid and the Diversity in Psychology and Law Research Award.
• American Sociological Association (ASA) : ASA offers various grants/awards (e.g., a Community Action Research Initiative Grant and Fund for the Advancement of the Discipline [FAD]).
• Society for Personality and Social Psychology (SPSP) : SPSP offers small research grants up to $1,500.
• Clara Mayo grant in support of Masters’ theses and pre-dissertation research on sexism, racism, or prejudice
• This organization also offers funding for travel.
• Society for the Scientific Study of Religion : Offers research grants to graduate students. Applicants must have been a member of the society at least one year prior to their application.

Pre-doctoral fellowships

• American Sociological Association : The American Sociological Association offers a minority fellowship program designed specifically for doctoral students of color. The annual stipend is $18,000. 
• Ford Foundation pre-doctoral fellowships :  Just as the Ford Foundation offers dissertation fellowships, it also offers pre-doctoral fellowships. 
• National Science Foundation (NSF) Graduate Research Fellowship Program . The GRFP provides funding for three years in addition to research expenses.

Student travel/participation grants

• American Psychology-Law Society:  Offers a travel award to fund travel to AP-LS every year. Students have won up to $500.
• American Sociological Association:  The American Sociological Association offers a few travel awards/grants.
• Society for Personality and Social Psychology (SPSP):  SPSP offers a number of different grants to graduate students, undergraduate students and scholars to attend its annual conference.
• Society for the Psychological Study of Social Issues (SPSSI) : Offers funds to travel to and attend SPSSI meetings.
• Western Psychological Association : T here is a Psi Chi WPA regional travel grant. This grant will help cover travel costs to the conference. Recent awards have been $225.
• Western Social Science Association :  This organization offers a travel grant to attend its annual meeting. There is also a grant available to waive the conference registration fees for local students.

This program is part of the  Western Regional Graduate Program  (WRGP), a tuition-savings program that makes out-of-state graduate studies more affordable for students. Through WRGP, you will receive a reduced tuition rate, giving you more educational options for your money.

Questions? Contact the graduate program director

Monica Miller, Graduate Program Director and Foundation Professor

• [email protected]
• (775) 784-1287

Students are also encouraged to contact any faculty that they might be interested in working with as their graduate advisor. Feel free to contact more than one faculty member. View our filtered faculty listing to see who is currently accepting students.

Laura V. Machia, Ph.D. 430 Huntington Hall [email protected] (315)443-2354

Sara E. Burke, Ph.D., Jennifer Clarke, Ph.D., Brett K. Jakubiak, Ph.D., Jessie Joyce, Ph.D., Laura V. Machia, Ph.D., Leonard S. Newman, Ph.D., Jeewon Oh, Ph.D., and Zahra Vahedi, Ph.D.

Program Description:

Since its creation in 1924, the program has embraced research as a central focus for the training of social psychologists. We train students with the skills necessary to function as applied or research scientists within one or more of the many sub-domains of social psychology. Our program explicitly adopts multidisciplinary themes to create a unique graduate training experience. The central focus of the social psychology program is the scholarship of the causes, consequences, and/or remediation of social challenges. Students are encouraged to pursue specific research interests that complement this broad programmatic theme.

Student Learning Outcomes

1) Demonstrate broad knowledge of the field of social psychology and a deep understanding of its basic principles - Examine the causes, consequences, and/or remediation of social challenges

2) Conduct reviews of the social psychology literature and integrate/synthesize that literature

3) Design and conduct systematic research of important challenges facing society

4) Utilize classic and contemporary quantitative methods to conduct statistical analysis for their research

5) Present research by means of poster presentations and/or talks at professional conferences

6) Follow ethical guidelines of the American Psychological Association

7) Demonstrate expertise as a psychology instructor

Program Requirements

Consistent with the general goal of the program, students are strongly encouraged to become involved in research at an early point in their training by participating in faculty research projects and by carrying out individual research under the guidance of faculty members. Accordingly, all students obtain extensive training in research methods, both within a classroom setting and in actual research practice. Students are required to take 90 credits of coursework and complete a series of Milestones.

Required Coursework

The courses offered in the program consist of intensive exposure to the prominent theories and methods in social psychology. 

Conceptual Core (15 credit hours)

• PSY 674 - Advanced Social Psychology 3 credit(s)
• PSY 677 - Social Cognition 3 credit(s)
• PSY 693 - Advanced Personality 3 credit(s)
• PSY 775 - Seminar in Social Psychology 3 credit(s) (This must be taken at least twice)

Department Core (9 credit hours)

An additional 9 credit hours of PSY courses outside of social psychology. These courses should be selected in consultation with the advisor to optimize the student’s training.

Statistics Core (6 credit hours)

• PSY 655 - Experimental Design and Statistical Methods I 3 credit(s)
• PSY 756 - Experimental Design and Statistical Methods II 3 credit(s)

Methods Core (minimum of 9 credit hours)

• PSY 624 - Graduate Seminar in Psychological Methods 3 credit(s)
• PSY 627 - Proseminar Methods and Topics in Social Psychology 3 credit(s)

(This must be taken at least twice)

Dissertation (18 credits)

• PSY 999 - Dissertation 1-15 credit(s)

Independent Research or Other Courses

Students chose additional courses to complete the minimum 90 credits for the PhD. Students are encouraged to work closely with one or more faculty members in a research program and to develop a program of research. Research is reflected in courses including PSY 997, 690, or 990. Students should take courses that strengthen their training. Electives should be selected in consultation with the advisor. We strongly recommend students select electives that will further their statistical or methodological skills.

Total Credits Required (90 credits)

In addition to the required coursework, all students must complete the following milestones:

• Give a research presentation at Brownbag during the first year.
• All students are required to complete a Masters. Students who completed a Master’s thesis elsewhere may petition for that thesis to satisfy this requirement.
• Successfully pass a Qualifying Examination.
• Successfully complete a dissertation

Optional Concentrations

Please keep the “triple dipping rule” in mind as you consider the following optional programs to complement your MA and PhD programs.

The triple dipping rule - Per university policy (link: http://coursecatalog.syr.edu/content.php?catoid=25&navoid=3251#34-0), specific courses/credits can be counted toward up to two (but no more than two) graduate programs or degree. The courses listed in the Program of Study for the Master’s in Psychology count towards the PhD in Social Psychology.

Concentration in Neuroscience (optional)

Requirements.

Complete the following courses:

• BIO 607 - Advanced Neuroscience 3 credit(s)
• NEU 614 - Interdisciplinary Methods of Neuroscience 0-3 credit(s)
• NEU 613 - Readings in Neuroscience 0-3 credit(s)
• PSY 777 - Advanced Cognitive Neuroscience 3 credit(s)

In addition, students are expected to:

Present at least one special seminar and participate in other research days organized or sponsored by the Interdisciplinary Neuroscience Program during your tenure as a student.

Attend program-sponsored seminars given by outside speakers, graduate students, postdocs, and faculty.

Concentration in Advanced Quantitative Methods in Psychology (optional)

The program has two goals. First, students will receive training in a wide range of advanced statistics or quantitative methods. Such breadth assures that students have maximum flexibility in designing a curriculum that best fits their individual career goals. Second, the program emphasizes competence in the application of knowledge and analytic skills acquired through coursework to students’ own research.  Together these will help promote the pursuit of high-quality research and research-focused careers in academic and non-academic settings.

Pre-requisites

Requirements (part a).

12 credit hours of coursework focusing on statistical or quantitative methods at the 500-level or above. Select from these courses:

• CSE 581 - Introduction to Database Management Systems 3 credit(s)
• IST 718 - Big Data Analytics 3 credit(s)
• MAT 521 - Introduction to Probability 3 credit(s)
• MAT 525 - Mathematical Statistics 3 credit(s)
• MAT 651 - Probability and Statistics I 3 credit(s)
• MAT 652 - Probability and Statistics II 3 credit(s)
• MAT 750 - Statistical Consulting 3 credit(s)
• PSY 612 - Advanced Experimental Psychology 3 credit(s)
• PSY 653 - Psychological Measurement 3 credit(s)
• PSY 780 - Introduction to Structural Equation Modeling 3 credit(s)
• PSY 854 - Bayesian Statistical Analysis 3 credit(s)

To demonstrate the minimum level of competence, students must earn a B- or better in each of the courses.

Courses may count toward the certificate and other degrees so long as the ‘triple dipping’ rule and any other university policies are met.

Requirements (part b)

An approved empirical research product demonstrating competence in the use of an advanced statistical or quantitative method.

A research product that demonstrates competence in the use of an advanced statistical or quantitative method may include one of the following options:

(b-1) submitting a manuscript based on empirical research using an advanced statistical or quantitative method for peer review, or

(b-2) successfully defending a thesis, qualifying exam, or dissertation using an advanced statistical or quantitative method. Specific statistical or quantitative methods on which the product is based may be different from those in the student’s elective coursework or desired specialization areas in psychology.

To confirm that this requirement is met, the student must

• submit to the committee a two-paragraph description about at the initiation of the project or proposal of the milestone: indicate the advanced statistical or quantitative method to be used in their project, along with a statement that the student alone will conduct the advanced statistical or quantitative method analysis. The committee will indicate if the proposal is sufficient for this requirement.
• After the completion of the project, the committee must review and approve the final product along with a short statement confirming that they conducted the advanced statistical or quantitative method.

The program is strongly committed to the recruitment of individuals from diverse backgrounds.  Applications are considered for the fall term only, and the deadline for receipt of the completed application is December 1. Only full-time students are considered for admission. 

The admissions committee consists of social psychology area faculty members. This committee makes decisions on the admission of applicants to graduate school; students who have or will soon complete either bachelor’s or master’s degrees, and who qualify in the judgment of this committee are admitted. To make this judgment, the committee considers a candidate’s complete application and whether the research interests of this student matches with a member of the faculty.

Financial Support

The department makes a determined effort to offer each student who is in good standing financial support in the form of a stipend and tuition remission. Stipends may stem from several sources including, teaching assistantships, research assistantships, and fellowships. Outstanding students are placed into competition for University-wide fellowships. In addition, students are encouraged to apply for available external funding.

Satisfactory Progress

Students’ progress is reviewed by the program faculty each year. The requirements for satisfactory progress are as follows:

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• Open access
• Published: 01 June 2024

The effect of social support and resource support on emotional exhaustion, insomnia, and suicidal ideation among allied health trainees and post-graduate year doctors in Taiwan

• Po-Ching Huang 1 ,
• Chung-Ying Lin 2 , 3 , 4 , 16 ,
• Ru-Yi Huang 5 , 6 ,
• Jung-Sheng Chen 7 ,
• Mark D. Griffiths 8 ,
• Carol Strong 9 ,
• Hsiao-Wen Wang 10 ,
• Chiung-Yu Chen 11 , 12 ,
• Nai-Ying Ko 13 &
• Shyh-Jou Shieh 14 , 15  

BMC Psychology volume  12 , Article number:  322 ( 2024 ) Cite this article

18 Accesses

Metrics details

COVID-19-related stigmatization refers to COVID-19-related judgements by others that devalue the individual. Such stigmatization towards healthcare workers may cause psychological burden and negative consequences. Such stigmatization may have particularly overwhelmed allied health trainees (AHTs) and post-graduate year doctors (PGYDs) because they just started their medical career. Social support and resource support have been reported to benefit psychological health and reduce stigmatization. Therefore, the present study used a cross-sectional study design to investigate the association between perceived stigma, self-stigma, psychological distress, and negative outcomes (including emotional exhaustion, insomnia and suicidal ideation) among AHTs and PGYDs in Taiwan.

An online survey distributed between July and December, 2022 received 522 responses. Variables were assessed using the 21-item Depression, Anxiety and Stress Scale, Insomnia Severity Index and a series of self-designed questions to assess social support, resource support, perceived stigma, self-stigma, emotional exhaustion, and suicidal ideation.

Structural equation modeling showed that perceived stigma was associated with self-stigma (standardized coefficient [β] = 0.428, p  < 0.001), and self-stigma was associated with psychological distress (β = 0.197, p  < 0.001), as well as being associated with emotional exhaustion, insomnia, and suicidal ideation (β = 0.349, 0.556 and 0.212, all p- values < 0.001). While social support and resource support were negatively associated with perceived stigma (β= − 0.175 and − 0.152, p  < 0.01), additional associations were found between social support and emotional exhaustion (β= − 0.093, p  < 0.001), as well as between resource support and insomnia (β= − 0.120, p  < 0.001).

Conclusions

The results showed that COVID-19 related stigmatization was correlated to the detrimental consequences of emotional exhaustion, insomnia and suicidal ideation. Clear paths regarding the associations of social support and resource support with the three negative associations were found as the possible solutions. Strategies to reduce the stigmatization and these negative outcomes, or improve the psychological health will benefit AHTs and PGYDs in maintaining a healthy mental status.

Peer Review reports

Introduction

In 2019, the highly contagious coronavirus disease 2019 (COVID-19) caused a global disaster [ 1 ]. As a novel virus, very little was known about COVID-19 initially [ 1 ] and all the clinical interventions or the preventive strategies were based on previous epidemics such as severe acute respiratory syndrome [ 2 ]. Subsequently, individuals worldwide were distressed and afraid and may have discriminated against those who were at high-risk of exposure to COVID-19 virus in order to cope with the distress and fear [ 2 ]. Frontline healthcare workers and health trainees were among the populations that may have suffered from the COVID-19 stigmatization [ 2 ].

Stigmatization is defined as a judgement that devalues the individual [ 3 ]. Unfriendly opinions held by others may cause perceived stigma, and internalization by affected individuals can result in self-stigma [ 3 ]. Research has shown that stigmatization can be provoked by worldwide or regional pandemics and epidemics [ 4 , 5 ] and may be experienced by anyone exposed to higher infection risk [ 6 ]. Healthcare workers often experience stigma due to the nature of their work [ 4 ] which adds extra stress to the lives of an occupational cohort that already experience many stressors not experienced in other professions. A recent study reported that more than 90% of healthcare workers had experienced COVID-19 stigmatization and that half of the them had received hostile attitudes from the general public [ 7 ]. Stigmatized individuals can suffer great emotional pressure which can result in psychological distress such as depression and anxiety [ 8 ]. Such psychological distress due to stigmatization may further elicit negative psychosocial consequences such as post-traumatic stress disorder, sleep disorders and/or addictive behaviors [ 6 ]. Moreover, in the particular context of COVID-19, stigmatized individuals may stay away from their families to avoid unnecessary transmission risk [ 7 ], resulting in emotional isolation and further exacerbating the psychological impact [ 9 ].

Furthermore, the psychological distress has been associated with consequential effects such as emotional exhaustion [ 10 ], insomnia [ 11 ], and (in extreme cases) suicidality [ 12 ]. As the initial and major component of burnout [ 13 ], emotional exhaustion represents prolonged emotional overstress [ 13 ] and was commonly found among healthcare workers during the COVID-19 pandemic [ 14 ]. It may affect their morale and productivity, leading to a reduction in care quality and an increase the possibility of medical errors [ 15 ]. In addition, the time exposed to COVID-19 among healthcare workers has been associated with psychological distress and insomnia [ 11 , 16 ], and the level of insomnia has been associated with suicidal ideation among medical workers [ 16 ].

In Taiwan, students who majored in medicine or allied health-related subjects (e.g., occupational therapy, physiotherapy, nursing, and pharmacy) are required to undertake at least one year of clinical training [ 17 ]. These allied health trainees (AHTs) and post-graduate year doctors (PGYDs) are required to practice their clinical technique and learn to be a “real” healthcare worker in clinical settings of teaching hospitals [ 17 ]. During the COVID-19 pandemic, their prolonged stay in the hospitals for clinical training may have caused public stigmatization towards them [ 18 , 19 ]. Moreover, being junior members of the medical industry, AHTs and PGYDs can be overwhelmed by the clinical learning processes and requirements, subsequently causing detrimental impacts on their psychological health and unwanted negative outcomes (e.g., emotional exhaustion, insomnia, and suicidal ideation) [ 18 , 19 ].

In response to these negative consequences, previous research has examined potential protective and risk factors for mental health problems among AHTs and PGYDs. This has shown associations of social support and resource support in relation to stigmatization and psychological distress [ 18 , 20 , 21 , 22 , 23 ]. Studies have reported that greater social support was associated with better mental well-being during the COVID-19 pandemic [ 21 , 23 ] and that the interaction between different forms of social support (e.g., from family or work) may work synergically as a psychological support system [ 22 ]. Moreover, one study found that stigmatization and psychological distress were likely to worsen due to lack of personal protection equipment or financial hardship [ 20 ]. For example, a medical intern from the Democratic Republic of Congo indicated that medical staff should be well-equipped with personal protective equipment because he became stigmatized after treating a suspicious COVID-19 case [ 18 ] and consequently suffered severe emotional burden.

Therefore, social support and resource support may have potentially beneficial effects in reducing stigmatization and psychological distress. However, no previous study has examined their joint effect among healthcare workers. Therefore, the purpose of the present study was to investigate the associations of social support and resource support in relation to emotional exhaustion, insomnia, and suicidal ideation among AHTs and PGYDs in Taiwan. Two forms of stigma (i.e., perceived stigma and self-stigma), as well as psychological distress were investigated. The proposed model is outlined in Fig.  1 . It was hypothesized that (i) perceived stigmatization would be positively associated with self-stigma and psychological distress; (ii) psychological distress would be positively associated with emotional exhaustion, insomnia, and suicidal ideation; and (iii) social support and resource support would be negatively associated with perceived stigma. It was also hypothesized that (iv) social support and resource support would be negatively associated with these detrimental outcomes.

Proposed model explaining the association of support and resource with insomnia, emotional exhaustion and suicidal ideation during the COVID-19 pandemic among healthcare students under going an internship. Social = social support, resource = resource support

Participants and procedure

The present study was an exploratory cross-sectional study conducted using convenience sampling and snowball sampling methods. AHTs and PGYDs who met the following inclusion criteria were eligible for participation: (i) aged over 20 years, (ii) studying in any medicine- or allied-health-related fields, (iii) having received clinical training between 2021 and 2022, and (iv) being able to read Chinese. The online survey created using SurveyMonkey took place from July to December, 2022. The authors contacted four hospitals and 10 university departments/units in Taiwan to help distribute the survey link to potential participants. An e-consent form was included in the first page of the online survey. By clicking “yes”, the participants gave their informed consent to participate. When clicking “no”, the survey could not be accessed. In addition, participants were encouraged to disseminate the survey link to others who met the criteria. In order to confirm the participants’ eligibility, three questions were asked for verification purposes. The first question asked if individuals majored in medical specialties. Those who indicated that they majored in non-medical fields were unable to access the survey. The second question asked about their specific major. All the medical specialties which involved on-site hospital training were listed and an option of “none of the above”. Individuals who chose this latter option were unable to access the survey because they may not be a major in medical specialties or were in specialties that did not require clinical training in hospitals. The last question asked individuals what year they received their clinical training. If the answer was not within the survey period (i.e., between 2021 and 2022), they were unable to access the online survey. The study protocol was approved by the National Cheng Kung University Human Research Ethics Committee with the approval number of NCKU HREC-E-111-325-2.

Participants’ demographics including age, gender, and major subject of study were recorded for background assessment. Independent variables including social support, resource support, perceived stigma, self-stigma and psychological distress, as well as the outcome variables of emotional exhaustion, insomnia and suicidal ideation were assessed using specific items or questionaries.

Social support was defined as the provision of assistance that comforts the individual [ 24 ]. It may derive from the individuals’ families or work colleagues. Three items rated on a five-point Likert scale (1 = strongly disagree, 5 = strongly agree) were adapted from a previous study [ 25 ]. The scores were averaged and a higher score indicates a higher level of perceived social support. A sample item was “ In the past week, my family has given me enough support ”. The items demonstrated acceptable internal consistency in the present study (Cronbach’s α = 0.78).

Resource support was defined as resources that helped individuals cope with the COVID-19 pandemic. Five items including personal protective supplies (e.g., mask, gloves or alcohol sanitizer), knowledge or information regarding the COVID-19, medical support, psychological support and money were developed based on a previous study [ 26 ] and assessed using a three-point Likert scale (1 = extremely insufficient, 3 = extremely sufficient). The scores were averaged and a higher score indicated the individual possessed sufficient supplies to cope with COVID-19. A sample item was “ I have enough money to get through the COVID-19 pandemic ”. The items demonstrated acceptable internal consistency in the present study (α = 0.769).

Perceived stigma was defined as the external judgement derived from COVID-19 pandemic that devalues the individual [ 3 ]. Seven yes-no questions (yes = 1, no = 0) were adapted from the Perceived Weight Stigma Scale [ 27 , 28 ]. The scores were summed to generate the total scores ranging from 0 to 7. A higher score indicated a higher level of perceived stigmatization. A sample item was “ I have been stigmatized in social situations (e.g., workplace) ”. The items demonstrated very good internal consistency in the present study (α = 0.869).

Self-stigma was defined as the internal devaluation derived from the unfriendly self-evaluation because of COVID-19 pandemic [ 3 ]. Nine items rated on a four-point Likert scale (1 = strongly disagree, 4 = strongly agree) were adapted from the Self-Stigma Scale-Short version [ 28 , 29 ]. The scores were averaged and a higher score indicated a higher level of self-stigmatization derived from COVID-19. A sample item was “ I avoid social interaction because I may have the COVID-19 infection ”. The items demonstrated excellent internal consistency in the present study (α = 0.900).

Psychological distress was assessed using the 21-item Depression, Anxiety and Stress Scale (DASS-21). Items were rated on a four-point Likert scale (0 = never, 3 = almost always). In the present study, the scores of the total 21 items were summed and multiplied by 2 to generate the overall DASS-21 scores ranging from 0 to 126 [ 30 ]. A higher score indicated a higher level of psychological distress. The psychometric properties of the Chinese version of DASS-21 have been found satisfactory in prior research [ 31 , 32 , 33 , 34 ]. A sample item was “ I found it hard to wind down ”. The scale demonstrated excellent internal consistency in the present study (α = 0.950).

Emotional exhaustion was defined as individuals being overwhelmed and drained to the extent that they are not able to meet their required daily demands [ 35 ]. One item rated on a seven-point Likert scale (1 = strongly disagree, 7 = strongly agree) was adapted from the Emotional Exhaustion Scale [ 36 ] to assess the emotional exhaustion derived from COVID-19. A higher score indicated a higher level of being emotionally worn-out. The item was “ My academic learning has been affected due to the COVID-19 pandemic because it has made me feel tense and drained, even a sense of exhaustion right after I wake up. ”

Insomnia was assessed using Insomnia Severity Index (ISI). The ISI contains seven items rated on a five-point Likert scale (0 = none / not disturbing at all, 4 = very severe/extremely disturbing). The scores were summed and total scores ranged from 0 to 28. A higher score indicated a higher level of insomnia. A sample item was “How SATISFIED/DISSATISFIED are you with your CURRENT sleep pattern?”. The psychometric properties of the Chinese version ISI have been found satisfactory in prior research [ 37 ]. The scale demonstrated very good internal consistency in the present study (α = 0.893).

Suicidal ideation was defined as thoughts and ideas about taking one’s own life because of COVID-19 [ 35 ]. One item rated on a five-point Likert scale (1 = never, 5 = every day) was adapted from two previous studies [ 25 , 38 ]. A higher score indicated a higher level of suicidal ideation. The item was “ I have thought about suicide because of COVID-19 in the past week ”.

Statistical analysis

All the study variables were checked for normality using skewness and kurtosis. Participants’ characteristics were summarized using descriptive analysis and the correlations between the studied variables were calculated using Pearson’s correlation coefficient. Structural equation modeling (SEM) with the maximum likelihood as the estimator was used to examine the fitness of the proposed model. Four fit indices [ 39 ] including comparative fit index (CFI), Tucker-Lewis index (TLI), root mean square error of approximation (RMSEA), and standardized root mean squared residual (SRMR) were used to examine support for the model fit. The suggested level of CFI and TLI needs to be higher than 0.9 and the level of RMSEA and SRMR needs to be lower than 0.08 [ 39 ]. In addition, the mediating effect of perceived stigma, self-stigma, and psychological distress were further examined using the default setting of 1000 bootstrapping resamples. The lavaan package in R software and SPSS 26.0 (IBM, Armonk, New York) were used to perform SEM and the rest of the statistical analysis. The significance level was set at p  < 0.05 (two-tailed test).

A total of 853 participants gave their consent to participate. However, 45 were excluded because of non-medicine- or non-allied-health-related specialties, and 286 were excluded because the year they received clinical training fell outside of that required in the inclusion criteria. Therefore, a total of 522 participants met the eligibility criteria and their responses were processed for analysis. The results of normality showed that almost all of the variables demonstrated the absolute values of skewness ranged between 0.112 and 1.613 and kurtosis ranged between 0.336 and 1.673, except for suicidal ideation (skewness = 3.290 and kurtosis = 11.340). Despite the relatively high values, these values did not exceed the problematic limit of 20 [ 40 , 41 ]. Therefore, statistical analysis was conducted following the assumption of normal distribution.

Table  1 shows the participants’ characteristics. Most of the participants were female ( n  = 334; 63.98%) with the mean age of 24.5 years old. The participants mostly majored in medicine ( n  = 195; 37.36%), nursing ( n  = 101; 19.35%) and pharmacy ( n  = 67; 12.84%), followed by occupational therapy ( n  = 65; 12.45%), physical therapy ( n  = 51; 9.77%), medical science and biotechnology ( n  = 7; 1.34%) and social work ( n  = 3; 0.57%). Additionally, 33 participants (6.32%) responded “other” and majored in respiratory therapy ( n  = 22; 4.21%), Chinese medicine ( n  = 6; 1.15%), dentistry ( n  = 3; 0.57%), and speech therapy ( n  = 2; 0.38%).

The correlations between the studied variables are shown in Table  2 . All the studied variables were significantly correlated with each other ( r -values = -0.290 to 0.583), except for the correlation between resource support and suicidal ideation.

The SEM results (Fig.  2 ) demonstrated a well-fitting model with supportive fit indices (CFI = 0.907, TLI = 0.900, RMSEA = 0.048 and SRMR = 0.073). More specifically, social support and resource support were negatively correlated with perceived stigma (standardized coefficient [β] = -0.175, p  = 0.004 and − 0.152, p  = 0.031). Perceived stigma was positively correlated with self-stigma (β = 0.428, p  < 0.001), and self-stigma was positively correlated with psychological distress (β = 0.197, p  < 0.001). Significant associations were found between psychological distress and the three outcome variables of emotional exhaustion, insomnia, and suicidal ideation (β = 0.349, 0.556 and 0.212, all p -values < 0.001). Moreover, significant negative correlations were found between (i) social support and emotional exhaustion (β = -0.093, p  = 0.045), and (ii) resource support and insomnia (β = -0.120, p  = 0.014).

Results of structural equation modeling examining the proposed model ( n  = 522). Solid line indicates a significant effect; dashed line indicates a non-significant effect. * p  < 0.05; ** p  < 0.01; *** p  < 0.001. Social = social support, resource = resource support

The mediation effects of perceived stigma, self-stigma along with psychological distress are shown in Table  3 . In brief, perceived stigma, self-stigma, and psychological distress significantly mediated all the associations. More specifically, the significant mediation effects were found in the association of social support to emotional exhaustion, insomnia, and suicidal ideation (β = − 0.008, − 0.003 and − 0.005), and in the association of resource support to the three negative outcomes (β = − 0.007, − 0.003 and − 0.005).

The present study investigated the effects of social support and resource support affecting emotional exhaustion, insomnia, and suicidal ideation among allied health trainees (AHTs) and post-graduate year doctors (PGYDs). The results showed that perceived stigma was found among the studied population and was associated with self-stigma. Self-stigma was associated with psychological distress, which was in turn associated with the negative outcomes of emotional exhaustion, insomnia and suicidal ideation. However, both social support and resource support were negatively associated with perceived stigma. Social support was associated with emotional exhaustion and resource support was associated with insomnia. The present study also examined the mediation effects via the perceived stigma, self-stigma, and psychological distress. The findings demonstrated that sequential mediation effects were found in all the associations of social support and resource support for the three negative outcomes. These findings demonstrated that perceived stigma, self-stigma, and psychological distress due to COVID-19 can result in detrimental consequences (i.e., emotional exhaustion, insomnia and suicidal ideation) among AHTs and PGYDs, which have been reported to affect the quality of medical care [ 9 ]. However, social support and resource support can negatively affect these unwanted impacts. Therefore, the influences of both social support and resource support should be further investigated because these individuals are going to be the future healthcare providers.

The present study showed that perceived stigma was associated with self-stigma, which was in turn associated with psychological distress. Terror management theory [ 42 ] suggests that uncertainty triggers the defense response which results in individuals targeting on things that are considered as the threat to life. Similarly, labeling theory [ 43 ] proposes that stigmatization provides a sense of relief when labeling uncertainty [ 44 ] because stigmatizing others can be considered as a strategy to avoid the danger and protect the community, which generates psychological comfort [ 45 ]. Therefore, the uncertainty of COVID-19 could have caused the public to have stigmatizing thoughts about healthcare workers because medical work contains the risk of infection [ 44 ]. Individuals being stigmatized may have to accept such judgement and labels, and internalize the stigmatization, causing self-stigma and resulting in psychological distress [ 3 ].

Additionally, in the present study, psychological distress was associated with negative outcomes including emotional exhaustion, insomnia, and suicidal ideation. The associations between psychological distress and such negative outcomes have been widely reported previously [ 10 , 11 , 12 ]. More specifically, these negative outcomes may mutually interact. Studies have shown that as the major component of burnout, emotional exhaustion can significantly worsen insomnia [ 46 ]. In addition, the severity of insomnia [ 47 ], and burnout [ 13 ] were highly associated with suicidality, especially when individuals were depressed [ 47 ]. Therefore, strategies to reduce the psychological distress or alleviate these negative outcomes can be implemented among AHTS and PGYDs to improve their quality of life. For example, mindfulness therapy [ 48 ] and interventions to improve the sleep quality [ 49 ] can be used to reduce psychological distress as well as insomnia.

Both social support and resource support were negatively associated with perceived stigma in the present study. Social support is considered as one of the effective ways in reducing stigmatization [ 50 ] because it provides a safe place for stigmatized individuals to express, share, and discuss possible solutions with each other, creating a supportive network to empower those within them [ 50 ]. However, only a few healthcare workers receive sufficient social support [ 21 ], and low social support was reported to be a risk factor for psychological distress, sleep problems, and suicidal thoughts in a previous study [ 51 ]. Another study showed that lower self-esteem, higher depression and anxiety, as well as poor sleep quality were associated with stigmatization, but these outcomes were totally reversed when individuals had social support [ 52 ]. Medical students with social support have also been reported to have higher empathy and self-efficacy [ 53 ], suggesting the importance of social support among healthcare workers [ 53 ].

On the other hand, resource support included personal protective equipment (e.g., mask, gloves, alcohol sanitizer), knowledge or information, medical support, psychological support, and money. These resources may independently or interactively demonstrate their impact on stigmatization. For example, Yufika et al. [ 54 ] reported that doctors experience less stigmatization which may result from their higher knowledge level when compared to other healthcare workers. They also found that healthcare workers without COVID-19-related training experienced less stigma which may because of knowing the infectious risk of COVID-19, but lacking sufficient personal protective equipment may exacerbate the stigma. These results support the effect of resource support on stigmatization and was corroborated by the findings of the present study. In addition, the present study’s findings regarding the negative associations between social support and emotional exhaustion, as well as resource support and insomnia, have been reported in a previous study [ 55 ]. Suggested approaches, such as hosting support groups for healthcare workers or providing them with educational awareness training regarding the COVID-19, can be taken into consideration by hospitals and government stakeholders in order to maintain the healthy mental status of healthcare workers.

The reason why AHTs and PGYDs may be more vulnerable to public’s stigmatization is because that they may lack the experience to deal with the stigmatized situation. One study reported that service duration of frontline government workers with pandemic control duty acted as a protective factor for insomnia due to their greater experience in stressful situations [ 6 ]. In addition, close relatives may put stress on the AHTs and PGYDs by worrying about the uncertainty and risk of their job duties, which could also cause a double stigmatization [ 2 , 19 ]. Indeed, the present study’s findings may (at least in part) be attributed to the context of the COVID-19 pandemic and its impact on AHTs and PGYDs because the infectious disease may result in higher stigma towards medical workers [ 4 , 56 ] and medical trainees have little or no experience in dealing with stigmatization. According to the findings, providing sufficient social support and resource support can reduce the stigma level among healthcare workers. It has also been suggested that a clear explanation on the job role to the relatives can reduce excessive worries [ 19 ]. In addition, anti-stigma strategies, such as improving public awareness or reducing the misunderstanding toward the medical workers such as medical workers carrying virus or having a suspected infection [ 57 ], should always be adopted irrespective of whether there is a pandemic.

The present study has several limitations. First, the use of self-report surveys may result in social desirability bias (i.e., the participants may give the response that tends more to social expectation) or recall bias (i.e., the participants may not be able to accurately recall their experiences). Second, the cross-sectional study design used in the present study prevents knowing the cause-and-effect relationship between the studied variables. Third, the relatively small sample size may lack representativeness regarding the target population and therefore limit the generalizability of the findings. Fourth, the studied population of AHTs and PGYDs may lack generalizability to all medical workers. Compared to senior medical workers, AHTs and PGYDs with relatively less work experience may exaggerate their psychological distress, which further affects the implementation of the study’s findings. Fifth, the study did not formally assess the specific contribution of each social support or resource support, therefore there is no information regarding the particular effect of specific support. Sixth, the data regarding individuals’ clinical training (e.g., the duration for clinical training, the timing in starting the internship, and the contact level with patients) was not collected. Such factors would likely have had an influence on the study’s findings. Seventh, the COVID-19 pandemic, as well as the factors such as friends, family or workplace can be the confounders that affect the stigma and negative outcomes, and were not controlled for in the present study. Further study is needed to confirm if the present study’s findings still hold after controlling for these variables. It has also consistently been shown that medical training can (in and of itself) result in many negative psychosocial consequences (e.g., severe stress, sleep disorders, eating disorders, alcohol abuse, suicide behaviors) [ 18 , 19 ]. This is a confounding variable which could have (in part) contributed towards the findings. However, this was not controlled for in the present study. Further study is needed to confirm if the present study’s findings still hold after controlling for being a medical trainee. Eighth, although the authors contacted several departments/units and hospitals in Taiwan, some institutions or departments may have been more represented than others, which may have resulted in sampling bias.

Despite these limitations, the present study provided empirical evidence regarding the seemingly beneficial effects of social support and resource support in reducing stigmatization among AHTs and PGYDs, which if not addressed may further be associated with psychological distress and the consequential negative outcomes. Considering that worldwide or regional pandemic/epidemics are likely to happen in the future and have occurred in the recent past (for example, there was only a 16-year gap between the SARS epidemic in 2003 and the COVID-19 pandemic in 2019), the present findings provide suggestions and guidance for future preparedness to prevent any further negative consequences for healthcare workers. According to the results, self-help intervention, as well as strategies such as mindfulness [ 48 ] or family education [ 19 ], can be taught to healthcare workers to alleviate the impact of stigmatization and reduce the psychological distress. For stakeholders and hospitals, providing sufficient social support (e.g., hosting support group for AHTs and PGYDs) and resource support (e.g., providing essential protective equipment) may benefit healthcare workers. In addition, COVID-19-related information can be disseminated to the public to improve the knowledge of COVID-19 and reduce the stigmatization towards healthcare workers. These approaches would likely contribute to a more friendly environment to support healthcare workers, especially AHTs and PGYDs.

The present study investigated the effects of social support and resource support on the negative outcomes of emotional exhaustion, insomnia and suicidal ideation while also simultaneously studying perceived stigma, self-stigma, and psychological distress among Taiwanese AHTs and PGYDs. The results demonstrated the significant associations of social support and resource support with perceived stigma, which was associated with self-stigma. Self-stigma was further associated with psychological distress that was also associated with the negative outcomes of emotional exhaustion, insomnia, and suicidal ideation. In addition, social support was associated with emotional exhaustion, and resource support was associated with insomnia. Strategies including mindfulness, public education to increase knowledge or interventions to improve sleep quality, as well as social support given by next-of-kin or peers and resource support provided by the hospitals or government stakeholders, are potential actions to help reduce the psychological burden and unwanted negative consequences among healthcare workers.

Data availability

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Coronavirus disease 2019

Allied health trainees

Post-graduate year doctors

Depression, Anxiety and Stress Scale

Insomnia Severity Index

Structural equation modeling

Comparative fit index

Tucker-Lewis index

Root mean square error of approximation

Standardized root mean squared residual

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Acknowledgements

We thank all the participants who participated in the present study and all the assistants who helped in data collection.

This study was supported in part by a research grant from the National Science and Technology Council, Taiwan (NSTC 113-2321-B-006-007) and an internal grant from the E-Da Hospital, Taiwan (EDAHP112015).

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Conceptualization: P-CH, C-YL, R-YH, CS, H-WW, C-YC, N-YK, S-JS; Methodology: C-YL, R-YH, J-SC, MDG, CS; Software: P-CH, C-YL, R-YH; Validation: C-YL, J-SC, MDG; Formal analysis: P-CH; Investigation: C-YL, CS, H-WW, C-YC, N-YK, S-JS; Resources: C-YL, R-YH, J-SC, CS, H-WW, C-YC, N-YK, S-JS; Data curation: C-YL, R-YH, C-YC, N-YK, S-JS; Writing - Original Draft: P-CH, C-YL; Writing - Review & Editing: C-YL, R-YH, J-SC, MDG, CS, H-WW, C-YC, N-YK, S-JS; Visualization: P-CH; Supervision: C-YL, MDG, H-WW, C-YC, N-YK, S-JS; Project administration: C-YL, CS, H-WW, C-YC, S-JS; Funding acquisition: C-YL, R-YH, CS, HWW, C-YC, N-YK, S-JS. All authors read and approved the final manuscript.

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Huang, PC., Lin, CY., Huang, RY. et al. The effect of social support and resource support on emotional exhaustion, insomnia, and suicidal ideation among allied health trainees and post-graduate year doctors in Taiwan. BMC Psychol 12 , 322 (2024). https://doi.org/10.1186/s40359-024-01811-9

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DOI : https://doi.org/10.1186/s40359-024-01811-9

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• Civil Society &​ Community Studies
• Classical and Ancient Near Eastern Studies
• Communication Arts
• Communication Sciences and Disorders
• Community and Environmental Sociology
• Computer Sciences
• Counseling Psychology
• Curriculum and Instruction
• Educational Leadership and Policy Analysis
• Educational Policy Studies
• Educational Psychology, Doctoral Minor
• Educational Psychology, MS
• Educational Psychology, PhD
• Instructional Coaching, Graduate/​Professional Certificate
• Prevention and Intervention Science, Doctoral Minor
• Prevention and Intervention Science, Graduate/​Professional Certificate
• School Psychology, EdS
• School Psychology, MS
• School Psychology, PhD
• Electrical and Computer Engineering
• Engineering -​ College-​Wide
• Food Science
• Forest and Wildlife Ecology
• French and Italian
• Gaylord Nelson Institute for Environmental Studies
• Gender and Women's Studies
• German, Nordic, and Slavic
• Graduate -​ School-​Wide
• Human Ecology -​ School-​Wide
• Industrial and Systems Engineering
• Information School
• Institute for Clinical and Translational Research
• Institute for Regional and International Studies
• Integrative Biology
• Journalism and Mass Communication
• Kinesiology
• La Follette School of Public Affairs
• Language Institute
• Language Sciences
• Law -​ School-​Wide
• Life Sciences Communication
• Management and Human Resources
• Materials Science and Engineering
• Mathematics
• Mead Witter School of Music
• Mechanical Engineering
• Medical Physics
• Medicine and Public Health -​ School-​Wide
• Nuclear Engineering and Engineering Physics
• Nursing -​ School-​Wide
• Nutritional Sciences
• Operations and Information Management
• Pharmacy -​ School-​Wide
• Planning and Landscape Architecture
• Plant and Agroecosystem Sciences
• Plant Pathology
• Political Science
• Population Health Sciences
• Real Estate and Urban Land Economics
• Rehabilitation Psychology and Special Education
• Religious Studies
• Risk and Insurance
• Sandra Rosenbaum School of Social Work
• Soil and Environmental Sciences
• Soil Science
• Spanish and Portuguese
• Veterinary Medicine -​ School-​Wide
• Nondegree/​Visiting Student Guide
• Pharmacy Guide
• School of Medicine and Public Health Guide
• Undergraduate Guide
• Veterinary Guide