social psychology phd new york

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TIPS FOR APPLYING TO THE NYU PH.D. PROGRAM IN SOCIAL PSYCHOLOGY

This page provides a guide to help you through the process of applying to the  Ph.D. Program in Social Psychology . We begin with the most important points:

Application deadline: December 1st

The requirements for an application are listed  here .

We do not require or consider GRE scores.

We welcome applications from diverse backgrounds. Our priorities are to maximize opportunities for first generation students and disadvantaged individuals including but not limited to identities based on gender, sexual orientation, disability, socioeconomic status, immigration background, undergraduate major, and others.

You will need to have research interests aligned with one or more of our  faculty .

Check out our YouTube channel for tips on constructing a strong application.

• In early Fall each year we hold a Virtual Preview Day to introduce potential applicants to our Programs and give tips about applying to graduate school. The Fall 2023 event has passed, but videos of past events, including introductions to several faculty labs and some Q&A with the participants may be viewed here .

If this guide doesn’t answer all of your questions, feel free to contact our Program Administrator or about applying to our program. (We will also be posting videos about applying to our program shortly - stay tuned.)

Should I apply to the NYU Social Psychology Ph.D. program?

We study all sorts of research areas, including social cognition, social judgment and decision making, close relationships, intergroup dynamics, stereotyping and prejudice, goals and motivation, diversity science, political psychology, person perception, and social neuroscience, among others. You should apply if you’re interested in these topics and you want to work with one or more of our  faculty . Our program is centered on basic research in these areas. We do not provide training in Clinical Psychology.

We believe science is better when it is a collaboration among people with diverse backgrounds and viewpoints. Our priorities are to maximize opportunities for first generation students and disadvantaged individuals as noted above. We strive to increase the diversity and create an inclusive professional environment among our student body and faculty. For more information about support for a diverse and inclusive space that allows all people to develop their whole selves in our graduate programs, see these resources .

Related programs

Our program has overlap in research areas with the NYU Cognition & Perception Ph.D. program and several other schools and departments (Stern School of Business, Applied Psychology, Political Science, Center for Neural Science, Philosophy) and many of our  faculty  have affiliations with other departments. It is possible for graduate students to work with faculty in multiple programs, departments, or schools. You should apply to the Social Psychology Ph.D. program if your primary mentor would be a faculty member in the program. 

Who is a typical successful applicant?

There is not necessarily a typical applicant. We admit students who majored in Psychology as undergraduates, but we also admit students who majored in other disciplines. We admit students whose interests only became evident after graduating from college. We admit students who attended large research universities and small liberal-arts colleges. Although a strong college transcript is helpful, we can look past some bad grades if you provide evidence that you will be successful in our program. Each year our program admits 5-10 out of over 200 applicants, so the process is highly competitive. 

Our highest priority in ranking applications is a clear demonstration that the applicant has the creativity, skills, and research interests to do important and innovative research in an area aligned with the interests of our faculty. For all applicants, but especially those coming from another field, the best way to demonstrate potential for success is to have experience with related research (e.g., as a volunteer, research assistant, or other involvement). Each lab has different priorities for skills and experience; whereas one lab may value conducting questionnaire research online, another lab may emphasize computational skills or brain-imaging experience, and so on. You are welcome to contact potential faculty mentors before submitting your application to determine whether you are a good fit for their lab.

In our program, most students are admitted with the expectation that they will join a specific lab. If your interests are broader, you should specify all the faculty members with whom you are interested in working, and that is perfectly fine. But, it is important to clearly indicate in your application the research areas and labs that are of interest to you, because no one is admitted unless at least one faculty member says that they would be interested in having you join their lab.

All students accepted into our program are guaranteed funding for five years of graduate study. Full funding (academic year plus summer) can come from a mix of funding sources including the graduate school, faculty research grants, student pre-doctoral fellowships and teaching assistantships. NYU offers a minimum annual stipend, but most of our students make additional salary through these other sources.

What will I need to write and gather to apply?

The requirements are outlined  here  and you can start applying  here . We neither require nor consider GRE scores in our evaluation of applicants. 

Instead of the GRE, we require a Quantitative and Programming Skills Preparation resume (1 page or less, single spaced). In this document, please describe your preparation in the following areas: math, statistics, logic, computer programming, data processing, and other quantitative skills that are relevant to the program and the specific faculty research labs you are interested in. In each of these areas, you might describe university courses taken and brief description of content covered, independent courses taken, Massive Open Online Courses completed (ie. MOOCs here ), academic research experiences in labs that provided opportunities for data analysis, professional development opportunities that offered statistical training (ie. Job or career responsibilities that included database management, programming skills, data analysis), certifications in programming languages, statistics workshops completed (ie. Deep Dive workshops here ).

Applicants may not have received training in all of the following; it is not necessary to demonstrate preparation in all of the following areas. Applicants may have received training in other relevant areas and are encouraged to use additional headings as is appropriate to their own training.

You will need official transcripts from all undergraduate and graduate schools you attended. The application includes a statement of purpose, an optional personal statement, and your CV.

The statement of purpose should describe why you are applying to our Ph.D. program. This might include experiences that inspired your interest in social psychology, such as a description of your research experience. This should not just be a list, but a description of the research questions you have worked on, how to draw a conclusion from the results, and your involvement in the work. You should include a clear indication of your current research interests, including the faculty member(s) with whom you are most interested in working. You might also mention your goals beyond the Ph.D. The statement is typically two double-spaced pages.

The optional Personal History Statement is more personal than the statement of purpose. If you wish, you can describe your personal journey that led to your application to our program. The purpose of the Personal History Statement is to get to know you as an individual and as a potential graduate student. Please speak to any aspects of your lived experiences and/or attributes which motivate you to pursue a graduate degree and how these will enrich the Graduate School of Arts and Science's learning environment. You may consider discussing any of the following questions: (1) Have you worked in public service, community service and/or other outreach services which impacted your decision to pursue graduate education? (2) Do you plan on conducting research and/or working in areas that will explore and/or expand upon under-studied or under-developed areas of academia and/or serve under-privileged populations, under-represented minority populations, or other diverse populations? (3) How will your planned studies broaden ways to promote equity and inclusion and/or positively impact the NYU community?

The CV is a resume of where you’ve been and what you’ve done. It should include your education, employment, research experience (paid, volunteer, coursework), and skills (e.g., in data collection, analysis, computer packages, programming languages, etc.). It should list research talks you’ve given or posters you’ve presented at school or scientific conferences and any publications (published, under review, or in preparation). To illustrate your research experience, you may attach a paper or poster to your application. Of course, many successful applicants will not have publications or talks to list, but if you have them, please include them.

You will also need to include at least three letters of recommendation. Letters are most effective if they come from someone who can talk about your abilities in a research environment (e.g., your faculty mentor or research supervisor). A professor from a course in which you did well is less effective, because we are more interested in your ability to move on to independent research than in your skills in taking a class. Letters from an employer in a non-research, non-academic setting are the least useful. If you worked mainly with a doctoral student or postdoc in a larger lab, a letter from this person, perhaps co-signed by the lab faculty member, can be very effective. Although we prefer letters from faculty in our field, if you did research in another field (e.g., Political Science), a letter from that mentor will still provide evidence of your ability to do research, read the literature, work independently, and so on. Finally, make sure that your recommenders follow through and upload their letters.

What do successful essays look like?

Here  is a collection of successful essays from previous applicants to NYU’s Psychology Ph.D. programs.

Where can I get further help in crafting my application and getting answers to my questions?

Contact the Program Administrator Esther Song.

Ask for a  consultation with one of our faculty or graduate students

We will also be posting videos about applying to our program here shortly - stay tuned.

What happens next?

After applications arrive on December 1st, we strive to have at least 2 faculty look at every application. We typically receive over 200 applications. The most competitive applications will be examined by additional faculty (often those they indicated as being interested in working with), and then the program faculty in addition to several graduate students meet to decide on whom we will invite to our Open House. Usually, this is a visit to New York on a Friday (usually in February) and those who can't visit (typically international students) are asked to join online interviews instead. This year, these events will be fully online. The dates will be announced here shortly. Invitations are usually made in mid-December, although this can happen in early January as well.

The Open House is an opportunity for us to get to know you better and vice versa. There will be an introduction to the Program, interviews with several faculty members, meetings with students and postdocs in your research area and meetings specifically with lab members of a lab you are considering joining. In a normal year there will be times to socialize in person with current graduate students and with faculty. This year, we will try to approximate that as best we can online.

Once the Open House is over, program faculty in addition to several graduate students meet again to determine whom to ask the graduate school to offer admission. We are limited by the graduate school on the number of applicants we are allowed to admit (based on financial considerations within the department, i.e., by comparing the number of continuing students we have to the available funds to support students from the graduate school and existing supports for current graduate students from faculty grants, training grants and students' pre-doctoral fellowships). We choose whom to admit subject to those constraints, as well as selecting other applicants who will remain on a waiting list.  Given that there are often many more qualified applicants than we have space to admit, those on the wait-list are equally qualified as those offered first.

Admitted students have until April 15th to let us know whether they will accept our offer. Those on the waiting list will only be admitted once we hear that a sufficient number of others have turned us down. As such, offers to those on the waitlist, if they happen at all, typically don't materialize until early April.

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PhD in Psychology and Social Intervention

Student experience, community building and service .

Entering graduate school represents the continuation of your professional development, part of which will take you beyond the confines of New York University, your courses, and your research.  

The successful Psychology and Social Intervention (PSI) student goes above and beyond coursework, faculty research activities, and program milestones to engage in on-going professional development to build the unique skills and competencies they need for their particular interests and career goals.

We encourage students to consider each of the activities listed below as an integral part of your professional development and socialization. These activities will get your work known and help you to begin to establish important network ties. All of these can be critical to your future marketability and job success.

Method Hub 

MethodHub serves as a dedicated space for discussing any methodological challenges, both quantitative and qualitative, that students may come across in their research journey. While there are themed discussions on certain weeks, the primary purpose of this group is to foster a collaborative environment where members can assist and support one another.

PSI Colloquium Series

The PSI program colloquium meets weekly and brings together PSI faculty, students and external speakers to present and discuss scholarship. It is mandatory for all PSI students for the first five years . The colloquium series is designed to 1) foster a sense of community among students and faculty through intellectual discussions and presentations, 2) expose students to various research topics, theory, and practices in psychology and social intervention through talks and seminars by external speakers, 3) encourage discussions around social issues (such as race, power, and privilege) through expert-led, structured workshops and 4) serve as a space for professional development workshops and conversations. Through these core events, the colloquium serves as an important venue for students and faculty to explore theoretical, methodological, and practical issues in psychology and social intervention in the current world.

Teaching Experiences 

PSI students can work as a graduate teaching assistant, course assistant, or adjunct instructor while completing their degree, during the semester or the summer. Students typically take on teaching responsibilities in the later years of their doctoral study.These opportunities are paid positions and are awarded in addition to their stipend or research fellowship. Serving as a teaching assistant helps students improve their teaching skills and confidence lecturing especially if they desire to work in academia in the future. Typical duties include: grading student assignments, grading exams, guest lecturing, answering student emails, and leading recitations and exam review sessions. 

Social Committee

The advanced doctoral students in PSI take the lead on creating low-stakes social gathering opportunities for all students in our program. Some gatherings include both faculty and students, while others are exclusive to students. We cherish these spaces and times, utilizing them to connect professionally and personally, give and receive advice, and enjoy each other’s company.

Student Writing Groups

Especially necessary during a time when most of our students are studying remotely, students have created several small writing groups. Group members meet at least once weekly to share works-in-progress, provide feedback, and work in tandem. Writing groups are composed of students across years and mentors, and as such, are a key forum for engaging with ideas outside our main areas of expertise.

Wine/Coffee & Bites Committee

Students work with the lead faculty to organize informal gatherings for the PSI community to discuss issues of interest. This might be an issue in the news, a program or policy, or any other topic of interest. The goal is to provide an additional space for intellectual and informal social exchange among students and faculty.   

Current students' experiences before entering the PSI program (N=24) .

Undergraduate Degrees in:

• Cognitive Science
• Global Public Health
• Human Development

Don’t have an undergraduate degree in psychology, read our  FAQs in the About The Application Process Section .

Completed Master's Degrees:

Completed a master’s degree before enrolling in PSI. 

Master’s Degrees in:

• Applied Psychology 
• Applied Statistics
• Child Studies
• Community Psychology
• Education (includes Human Development and International Education)
• International Development
• Social Psychology
• Statistics, Measurement, Assessment, Research and Technologies
• Quantitive Methods in Social Sciences

Full-time Job:

Had a full-time job before enrolling in PSI. 

Employment Areas:

PSI Students who worked full-time held jobs in the following areas:

• 33% Psychological Research
• 24% Education
• 29% Nonprofit
• 10% Other Research
• 4% Health Policy Research Associate

Average Age:

• 26 years old when applying

Meet Student Award Winners

Felix Warburg Award Winner

Meet Sam Freel

Steinhardt Endowed Recipient

Learn about Sam Freel and his interdisciplinary work in the PSI Program

Meet Olga Pagán

Monroe Stein Award Winner

Meet Zezhen (Michael) Wu

Linda & Arthur Carter Family Award Winner

Meet Our Current Students

Berta Bartoli

Principal Advisor(s): Dr. Pamela Morris-Perez, Dr. Alejandro Ganimian

Adam Benzekri

Principal Advisor(s): Dr. Pamela Morris-Perez

Principal Advisor(s): Dr. Diane Hughes

Trenel Francis

Emily Franchett

Principal Advisor(s): Dr. Hirokazu Yoshikawa

Samuel Freel

Principal Advisor: Dr. Rezarta Bilali

Silvana Freire

Bridget Horta

Principal Advisor(s): TBD

Deanna Ibrahim

Principal Advisor(s): Dr. Erin Godfrey

Principal Advisor(s): Dr. Edward Seidman, Dr. Hirokazu Yoshikawa

Natalie May

Principal Advisor(s): Dr. Elise Cappella, Dr. Erin Godfrey, Dr. Shabnam Javdani

Verónica Mesalles

Christine Park

Principal Advisor(s): Dr. Elise Cappella

Anaga Ramachandran

Lucero Ramirez Varela

Abby Richburg

Jessica Siegel

Principal Advisor(s): Dr. Elise Cappella

Micaela Varela

Principal Advisor(s): Dr. Rezarta Bilali

Zezhen (Michael) Wu

Principal Advisor(s): Dr. Larwrence Aber

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PhD Program in Clinical Psychology

Take the next step.

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

Admissions Liaison [email protected]

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

Department Co-chairs William Hirst (Cognitive, Social, and Developmental) McWelling Todman  (Clinical)

Department Secretary Janiera Warren

Clinical Secretary Nichelle Horlacher

Director of Clinical Training Sam Winer

Assistant Director of Clinical Training Lisa Rubin

Director of Clinical Student Affairs Trisha Toelstedt

Safran Center  Melany Rivera-Maldonado , Director Donna Mulcahy , Manager

Student Advisors First-Year MA: Hong Nguyen Continuing MA: Olivia Cadwell Clinical PhD: Lovelyne Julien BAMA and CSD PhD: Anne Kathrin Lehner

Psychology Departmental Handbook

Psychology Labs Handbook

Concentration in Substance Abuse and Mental Health Counseling Handbook

Admission Links

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

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

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

View current tuition and fees View fellowship and funding opportunities

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

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

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

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

Approach to Training

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

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

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

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

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

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

Program Ethos

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

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

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

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

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

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

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

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

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

Once admitted to the Clinical Psychology doctoral program:

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

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

Graduate Minors

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

Dissertation

The dissertation itself consists of two separate but related portions:

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

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

Assistantships

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

Faculty Research Interests

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

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

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

To quote the site visit report:

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

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

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

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

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

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

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

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

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

Admission Data

Time to Completion for All Students Entering the Program

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

Program Costs

  Internship Placement Table 1

Internship Placement Table 2

  Licensure

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

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

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

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

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May 2024 On My Mind

Organizational psychology m.a. program newsletter.

Dear Students,

The end of the semester has arrived. It feels a little surreal given that it feels like winter one day and summer the next, but never really like Spring. It feels a little surreal given all we’ve experienced on our Columbia campus the past few weeks and in our shared world the past many months. It feels a little surreal given that the passage of time has not felt normal since 2019. It feels a little surreal given I’m not nearly ready to say goodbye to our graduating students. 

What does feel real is how hard you all have worked this semester and this year, how much you’ve learned, the bonds you’ve formed and the wisdom and friendships you will carry with you into the summer and really, forever. If you are feeling a little unsteady – excited but apprehensive, confident but unsure, thrilled but melancholy, energized but fatigued, hopeful but hesitant – you are in good company. This is a time of transition. It’s a wonderfully celebratory time of academic, professional and personal accomplishment and it’s also a time of moving, moving on, changing jobs, cities, countries, embracing new roles and eschewing old ones. You’re navigating many boundaries right now (yes, B.A.R.T. is relevant to pretty much everything.) It’s normal to feel at sea even as you are also feeling proud and happy. 

You all have worked extremely hard in challenging times and you have juggled myriad commitments, tasks, relationships, and contexts. You are resilient, whip smart, and kind. And, you are strong! Don’t even get me started on the fortitude it takes to deal with the rats in the NYC subway. (Thank you to those at the OHDCC end-of-year social event last week who gave me an enlightening tutorial on the relationship between NYC zip code and rat size. Interesting statistics!) Try to trust yourself and know that you have everything you need to manage what’s next in your education, career and life. And you have a lifelong network in our S-OP Community to help you do it. 

Be gentle with yourselves over the next few weeks. Try to be present in the good feelings as well as the hard ones and know that you are boundary-crossing and all of it is normal. As much as you can, do things that fill you up with joy. Reach out to one another. Celebrate. Make each other laugh. Listen. Know we are proud of all of you. 

Congratulations to all our graduating students. Warm wishes to all of our continuing students. Regardless, see you soon. 

Current Student Profile

Carol Jaksec  is a captain in the United States Army and is completing her final semester as a student in the S-OP M.A. Program. She is also a member of the Eisenhower Leader Development Program (ELDP) at the United States Military Academy at West Point. Carol is a 2016 Reserve Officer Training Corps graduate from the University of Maryland where she earned a Bachelor of Arts in Arabic Studies. She is from Pittsburgh, PA and has enjoyed several assignments on the east coast in the last ten years.

Prior to coming to West Point, Carol was stationed in Fort Campbell, KY just outside of Nashville. There, she commanded a logistics distribution company and a logistics headquarters company. After her graduation from TC this May, she will serve as a Tactical Officer at West Point. In this role, she will act as the primary coach and mentor for 120 cadets. She will help them navigate the balance between academic, physical fitness, and military requirements while developing their character.

Carol has had a transformational experience in the S-OP Program at TC. She discovered a passion for research about leadership practices and coaching and a fascination with group dynamics and organizational development. She has chosen to pursue a certification in coaching with the Army Coaching Program to foster her cadets’ development. Carol is confident that her education has effectively prepared her for future leadership challenges.

When not at school or work, Carol enjoys running, making homemade pasta, and watching hockey. She is excited to continue exploring NY with her husband, Gregory, and their vivacious one-year-old daughter, Elizabeth.

Alumni Profile

Robert "RC" Whitehouse  started a journey of self-discovery and professional growth upon joining the S-OP M.A. Program in 2009. Moving from Vermont with his partner, now spouse, RC relocated to NYC to pursue his academic aspirations. Immersed in the program's rich learning environment, RC found himself drawn to the intricacies of group relations and dynamics, an interest that continues to shape his career to this day. RC credits the S-OP M.A. program for supercharging his career.

After graduating in 2011, RC continued his study of groups and systems through participating in over 20 group relations conferences (about half of them at TC) as a staff member, leveraging his experience to explore the complexities that arise when individuals come together to form a larger whole. Certified as an A.K. Rice consultant, he has committed himself to refining his understanding of the multifaceted factors influencing the groups and organizations to which we all belong.

Remaining rooted in vibrant NYC, RC's professional journey initially began in Learning and Development, gradually expanding to encompass a broader talent portfolio. Over the past seven years he has been employed by a tech firm, helping it to transform from a scrappy start up to a major player in the adtech space. Starting as Head of L&D, RC is currently the Senior Vice President of Talent Business Partnership for EMEA and NA.

A champion of people-centric leadership, RC strives to strike a balance between individual well-being and organizational objectives, recognizing that an imbalance can create challenges - no matter the setting. Drawing from his understanding of group dynamics theories, he helps individuals to understand the nuances of authority, unravel interpersonal conflicts, and foster a high performing team.

Beyond his work, RC is an avid runner. Though he is not the fastest, he finds focus in the rhythmic nature of running. He and his spouse have become proud New Yorkers after all these years, while maintaining a deep love of nature and the outdoors. RC cherishes moments spent with his family, friends, and the many nieces and nephews that have joined he and his spouse's lives by birth and by the blessings of friendship. RC loves to read, watch movies, and enjoy the playful sounds of pop music. Feel free to connect with RC on LinkedIn  here .

Recommended Readings

For those of you on the internship or job hunt, you may find  this AI exercise   from Professor Tomas Chamorro-Premuzic helpful to your search. In this exercise four steps are outlined to help you leverage AI technology to get hired.

These network maps  from Polinode visually represent all of this  year's SIOP Conference  presenters and topics.  These maps involved the details of about 200 events and 3,000 presenters, which included many current and alumni members of our larger S-OP community!

Published Wednesday, May 8, 2024

Teachers College, Columbia University Room 222 Zankel

Contact Person: Ometria Seebarran

Phone: (212) 678-8109

Email: oks2107@tc.columbia.edu

The Future of Social Work: Fordham GSS Celebrates the Class of 2024

Social work now has 650 new changemakers.

On Tuesday, May 21, at 10 a.m., the Graduate School of Social Service celebrated our Class of 2024 with a diploma ceremony on Edwards Parade at Fordham’s Rose Hill campus. 

Melanie Hills

“I really cannot say enough good things about GSS as a school and the people that are such an integral part of every student’s experience,” said student speaker Melanie Hills, GSS ‘24. “This school has provided us with more opportunities than we could have ever imagined.”

 Hills—who completed GSS’s Summer London program and inaugural four-month internship at Coinstreet Community Builders Neighborhood House in England—will begin her social work career at the Wheeler Health and Wellness Clinic. 

“I must admit that while I’m excited to go out there and make a difference, I am jealous of the incoming students just beginning their MSW journey,” she said.

No [Social Worker] Is an Island

Commencement keynote speaker Roger Ball, Ph.D., GSS ‘02, GRE ‘10, ‘15, reminded graduates that completing your Master of Social Work (MSW) degree is not the end of your education, but the beginning. Luckily, he said, Fordham graduates have a passionate network of GSS Community members graduating beside them, in the field already, and coming up through the ranks. 

“You are part of an amazing community with far reaches,” he said. “Our Fordham graduates are working in corporate America, hospital systems, foster care and adoption agencies, justice and correctional facilities…Get close to these allies so that you can get closer to the intransigent policies that spell oppression for our world.”

Roger Ball, Ph.D.

Where the magic for social workers comes, Ball continued, is in the ability to flex their networking and engagement skills with a penchant for data-driven outcomes. This combination turns a passionate advocate into an unstoppable force. 

“Make sure you know your data, and use it to tell your client’s stories,” he said. “Use the scholarship to deliver better services. Know the laws and regulations, and use them to inform your practice.”  

Ball said GSS graduates should portray a “bothered excellence” that “disrupts mediocrity, homophobia, xenophobia, racism, inertia, and the narrative of looking for the broken parts.” 

“See the beauty, the resilience, the courage, and the will to change in the clients and institutions that you will work with,” he said.    

As a Social Work Supervisor for the NYC Public School system , Ball has seen plenty of successful professionals rise through the ranks. As an adjunct professor at GSS for 15 years, he has inspired countless students on their journey to become “healers” of society. He said the years go by, but the mission stays the same. 

“We are social workers. We are healers,” he said. “Now, go out and do some amazing work.”

An Experience That Provides More Than Knowledge

Graduate School of Service Dean Debra M. McPhee, Ph.D., spoke about the holistic experience of an M.S.W. degree program and how it teaches students the intangibles necessary to thrive in the field. She noted the inherent transformative nature of social work and how one voice can lift many to healing and empowerment. 

“Your social work education has provided you with more than knowledge. You have learned to listen deeply, to advocate with compassion, and to act with integrity,” she said. “You know change often starts with a single act of kindness, a single voice of reason, supported by an unyielding commitment to transformation and healing.”

Dean Debra M. McPhee, Ph.D.

Additionally, McPhee echoed Ball in saying that the GSS community’s strength lies in its lifelong connection. Graduates aren’t alone as they face a world strife with political polarization, persistent injustice, and global crises. 

“Take comfort in the knowledge that you do not go alone,” she said. “You are now part of a long legacy of outstanding Fordham social workers. May you always find strength in our shared unity and purpose.”

Fordham University President Tania Tetlow applauded graduates for their commitment to human rights and social justice in a field where a holistic view of person-in-environment parallels the Jesuit tenet of cura personalis. Tetlow, who worked with social workers during her time as the director of Tulane University’s Domestic Violence Clinic, has been a vocal supporter of GSS’s mission and its students.

Wherever they Go, Social Workers Have an Impact

Society needs social workers. Fordham M.S.W. graduates are in schools, hospitals, nonprofit agencies, government, corporate organizations, and everywhere in between. 

This education is versatile. It makes you adaptable. Whether you work clinically one-on-one with clients or advocate for policy change that will impact countries, social workers have an unmatched skillset for solution-building. Social workers meet people where they are and empower them to be the best versions of themselves. 

An M.S.W. does not set you on one defined trajectory. Instead, you become an invaluable asset to a variety of organizations and industries with the same goal in mind — make the world a better place, one day at a time.

We trust the Class of 2024 will embody a “bothered excellence” as they flourish in their careers. We know they will not settle for good enough. They will go forth and set the world on fire. 

Please check out some of our favorite moments from the day here.

Related posts.

2024 Graduation Award Recipients

Social Work Research Assistants Graduate with Enhanced Skills

MSW Grad Impacts Classrooms Holistically as a School Social Worker

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For Mormon Missionaries, Some ‘Big, Big Changes’

The church has loosened its strict rules for those evangelizing. And many members of Gen-Z are loving it.

Andres Gonzalez stands in front of a statue of Jesus Christ in Los Angeles as another missionary, Alec Crawley, films him for a video for social media. Credit... Isadora Kosofsky for The New York Times

Supported by

By Lauren Jackson

Lauren attended church in London, Los Angeles and Paris and spoke with current and former missionaries to report this story.

• May 10, 2024

Andres Gonzalez, 19, stands on the balcony of his Los Angeles apartment, his hands in his suit pockets. It is his first week as a missionary, but today, instead of approaching people on the street, he is shooting a video that he will later post to social media.

After about a dozen takes, he is successful. “Hello! If you would like to learn more about Jesus Christ,” he says to the camera in Spanish, “contact me.”

Mr. Gonzalez is the image of the modern missionary for the Church of Jesus Christ of Latter-day Saints, which has changed many of its practices — from how missionaries preach to how they dress.

The faith, long known for sending tens of thousands of neatly and formally dressed young people across the globe each year to preach door to door, is encouraging new missionaries to spread the gospel on social media and, for some, with acts of community service closer to home.

As a church leader, Dieter F. Uchtdorf, put it, missionaries should feel comfortable sharing their faith in “ normal and natural ways .”

In the last few years, the church has also changed some rules for missionaries themselves — loosening restrictions on dress codes ( women can wear pants ) and how often they can call family members back home ( once a week , not just on Christmas and Mother’s Day).

To outsiders, the adjustments may seem small. But to missionaries who adhere to strict rules while on assignment, the shifts are dramatic.

“We’ve seen a lot of big, big changes,” Jensen Diederich, 23, said. He served his mission in Peru and said it was “monumental” when the church allowed him to call home weekly, instead of just twice a year.

The church believes missionary work is essential for the world’s salvation — that people must be baptized in the faith to get to the highest level of heaven after they die. Missionary work also helps increase the church’s membership, and it deepens many young members’ faith. Many missionaries begin their assignments just after they leave home. Instead of partying on a college campus, they commit themselves to the religion and develop habits that can last a lifetime.

One of those members was Senator Mitt Romney of Utah, who was a missionary in France in the 1960s. He has said the isolation of his mission allowed him to examine his faith without distraction . When asked about the changes, he said, “For young people of my generation, I think the separation from family and friends served us well.”

But he understands times have changed. “With today’s youth in near constant contact with one another, maintaining greater connection during a mission fits their life experience,” he added.

Many young church members say the new rules have made missionary service more attractive and realistic.

Kate Kennington, a 19-year-old with a mission assignment to London, said finding people online and messaging them is a more successful way of approaching potential converts. “It’s how I would want to be contacted,” she said.

“Knocking on doors and approaching people on the street are no longer seen as useful as they once were because of shifts in American culture,” said Matthew Bowman, a professor of religion and history at Claremont Graduate University who holds the chair of Mormon studies. He is also a church member.

For decades, missionaries’ clean-cut suits were signs of prosperity, Mr. Bowman said, and an effective way of appealing to converts. But they now feel “outdated.”

Many of the changes, especially the push to evangelize on social media, were fueled by the pandemic, which shut down in-person church gatherings and forced Latter-day Saints and Jehovah’s Witnesses to find alternatives to door-to-door preaching.

The missionaries use their phones to film videos of themselves promoting the church or sharing messages of faith. In one video , a missionary raps about his faith. In another , two missionaries throw a football and a Frisbee through an obstacle course in a church gym — an object lesson meant to visualize how Jesus Christ can help people overcome challenges.

So far, the changes appear to be working: In the last three years, as pandemic restrictions lifted and young members responded to an appeal from the church’s top leader for them to serve, the number of full-time proselytizing missionaries has risen by around 25 percent , according to church data. At the end of last year, the church had about 72,000 full-time missionaries serving around the world.

The church has just under 17.3 million members globally but has seen growth slow. From 1988 to 1989, during a surge in growth when the church expanded into West Africa , the church grew by about 9 percent . Last year, the church grew by about 1.5 percent .

A tradition of travel

Missionary work is a rite of passage for Latter-day Saints — and has been since the church’s founding in 1830.

The church’s missionaries have traveled the world, growing their faith from a fledgling start-up in upstate New York to a global religion that brings in billions of dollars in revenue .

Church leaders say it is men’s responsibility to become missionaries for two years starting at age 18. Missionary work is optional for women, who serve for 18 months. The church has historically encouraged women to focus on marriage and motherhood. But since 2012, when the church lowered the age women could become missionaries to 19 from 21, more women have been going .

Missionaries leave their families and friends, learn new languages and spend the first years of their adulthood spreading the gospel of Jesus Christ.

While on a mission, they cannot date and must follow the religion’s ban on premarital sex, drinking, smoking, coffee and caffeinated tea. Communication with friends and family back home is restricted. They commit to stay focused on their work, and their proximity to their missionary partner creates a sense of accountability that keeps most from breaking the rules.

Until recently, the experience of young missionaries was similar to that of their parents. They first attended a missionary training center — a religious boot camp of sorts — before then traveling to their missions.

Most missionaries now start their training online at home , where the transition is less jarring. They can adapt to a mission schedule with their family’s support. Being home is also an opportunity for new missionaries to evangelize in their community.

“I’ve had friends who aren’t members of the church,” Tanner Bird, a 19-year-old missionary in Brazil who did part of his training at home in Houston. “And I just get super, super excited and talk to them about the gospel.”

Once deployed, men in some areas are allowed to wear blue shirts and go without ties , while women can wear wrinkle-resistant dress pants in “conservative colors.” Most missionaries now have smartphones and call their families weekly.

Some traditions remain: Young missionaries still do not get to pick their destinations. Many teenagers throw parties to open their assignments, reading their “call letter” aloud for the first time in front of family and friends. Others film elaborate announcement videos — including on ice skates . Some serve close to home (there are 10 missions in Utah). Others go as far as Tahiti or Tokyo.

Mr. Gonzalez, the missionary in Los Angeles, said he first imagined going on a mission when he was a child in Venezuela. His parents, who converted to the faith, often had young missionaries over for meals. After the church helped the family settle in Utah, he said serving as a missionary was part of his “American dream.”

Every morning, he wakes up at 6:30 a.m., the set time for many missionaries, with his “companion,” an assigned missionary partner. They are mandated to “never be alone,” with few exceptions, and each day follow a missionary schedule .

On Facebook, they contact people they have met, including those they have approached on the street in downtown Los Angeles. They also search groups for people who may be open to their message and post videos to generate interest in their faith. They keep track of potential converts’ progress, including lessons they teach. Every Monday, Mr. Gonzalez calls his parents.

Calls are also an opportunity for him to receive support. “It’s a little bit hard,” Mr. Gonzalez said of his mission work, describing people in downtown Los Angeles as “busy.” Still, he remains hopeful: “Some of them, they really are ready. They make time, even just like five minutes.”

The missionary experience is not for everyone. Some people feel isolated, find it difficult to adapt to a location, or struggle with the rules or the pressure to keep their commitment. Some people do leave early; the church does not comment on those who do.

Alex McAlpin, a 23-year-old who went on a mission to Denver, almost did not put in a missionary application. Before her mission, she attended Pepperdine University, where she wrestled with some aspects of church doctrine and history.

Then the church made its dress code change, allowing women to wear pants in 2018.

“That was the first day of my life that I thought maybe I would go” on a mission, Ms. McAlpin said. She saw the new dress code and the church’s other mission changes as a sign the church was evolving and listening to its younger members, many of whom hope their church will modernize in larger ways. “I wanted to be a part of the change.”

Lauren Jackson is an associate editor and writer for The Morning , The Times’s flagship daily newsletter. More about Lauren Jackson

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