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Queen's university belfast: doctorate in clinical psychology (dclinpsy).

The core purpose of the Doctorate in Clinical Psychology course is to provide professional training in clinical psychology for those entering the profession. The programme seeks to provide trainees with a broad range of psychological expertise based on academic knowledge, research and clinical skills.

The programme aims to promote the development of the core competencies of the profession (assessment, formulation, intervention and evaluation) which can be applied to different settings and client groups and at different levels of the health care system.

Our programme is approved by the Health and Care Professions Council (HCPC), the statutory regulator for practitioner psychologists and courses in the UK. The programme is also accredited by the British Psychological Society (BPS). The BPS is the professional body responsible for developing and supporting the discipline of psychology and disseminating psychological knowledge to the public and policy makers. It is the key professional body for psychology and psychologists. Successful completion of the programme confers the right to apply for Chartered Membership of the BPS and full membership of the Division of Clinical Psychology (DCP). Please see www.bps.org.uk/membership for further information.

The Doctorate in Clinical Psychology embraces the reflective scientist-practitioner ethos of clinical psychology practice. Trainees are taught to rigorously appreciate, evaluate and apply psychological and professional practice knowledge to promote psychological well-being and alleviate psychological distress. In addition, the programme promotes critically self-reflective practice and, through their own research endeavours, trainees are enabled to contribute to, as well as utilise, evidenced-based and published literature in the field of clinical psychology.

The programme is a joint enterprise between the University and the NHS, with trainee salaries and fees funded by the DHSSPS. Trainees are fully funded and have trainee contracts with the Health and Social Care Business Services Organisation (BSO) so for these trainees, there is an expectation that they will remain in employment within Health and Social Care in Northern Ireland (HSC), if so required, for a period of at least two years following successful completion of the course.The programme is a three year (36 month) postgraduate professional training course, accredited by the British Psychological Society as conferring eligibility for chartered status and approved by the Health and Care Professions Council as conferring eligibility to apply for registration as a clinical psychologist.

Our Doctorate in Clinical Psychology consists of 18 compulsory modules including:

Clinical presentations Psychological assessment and formulation Psychological therapies Personal and professional development Practice placements Research

Full-Time, 3 years starts Sep 2024

Founded in 1845 as Queen's College Belfast, one of three Queen's Colleges in Ireland, it became an independent university in 1908 and is the  ninth oldest university  in the UK. Today, Queen’s is a member of the  Russell Group , combining excellence in research and education with a student-centred ethos.

Queen’s is ranked 24th in the UK for Research Power (REF 2021/ Times Higher Education) with over 88% of research submitted by Queen’s has been assessed as world-leading or internationally excellent Power (REF 2021/ Times Higher Education). Northern Ireland has been named the safest region in the UK (UK …

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Universities

Queen's University Belfast

PHD in Psychology

Queen's University Belfast, Belfast

School of Psychology

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About Course

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Degree Type

Course Credits

PHD in Psychology at the prestigious Queen's University Belfast is a prestigious degree that offers in-depth learning in Psychology. Being a renowned university, Queen's University Belfast receives enough funds to ensure the best education facilities for its students across all programs. This doctorate program offered full-time primarily focuses on the practical implementation of fresh ideas through rigorous study and research. The students are encouraged to add new aspects and findings to the existing area of knowledge. PHD in Psychology at QUB is ranked globally by estimated organisations. Such recognition speaks volumes about the course’s importance and effectiveness in the present scenario. The top-notch faculty, modern facilities, and the aura of creativity and innovation in the QUB campus is a life-changing experience for the students looking forward to kickstarting or upgrading their careers. Overall, a PHD in Psychology at Queen's University Belfast is an excellent opportunity to grow into a learned professional and bring new developments in the world.

Official fee page

£22,700 / year

£68,100 / 36 months

5000+ Students

Availed education loan

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Minimum english score required

Application Transcripts Certified translations Two References Research proposal English Language Proficiency

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5 months ago

• Department of Psychology >
• Graduate >

Doctoral (PhD) Programs

Find your home in UB Psychology! We're here to help you every step of the way. 

• 5/6/24 Graduate Admissions
• 6/11/21 Graduate Funding

Already enrolled in UB? Get details about advisement, forms and other resources for current students. 

• 8/24/23 Info for Current Students
• 8/10/23 Graduate Student Directory

We're glad you found us, and we'll help ensure your transition is smooth and easy. 

• 6/7/23 Info for Transfer Students

Frequently Asked Questions

How long do these programs typically take to complete.

The PhD in Clinical Psychology program takes an average of seven (7) years to complete. The PhD programs in Behavioral Neuroscience, Cognitive Psychology and Social-Personality Psychology take approximately five (5) years.

Are all the PhD programs APA accredited?

Only the Clinical Psychology PhD Program is currently APA accredited. Questions related to the program’s accredited status should be directed to:

The Commission on Accreditation Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002

Phone: (202) 336-5979 E-mail: [email protected]   www.apa.org/ed/accreditation

I'm interested in a counseling career. Is this the right department for me?

Although the Clinical Psychology PhD Program is APA accredited and includes training in clinical practice, the program has a far stronger research emphasis. The program is designed to develop the skills necessary for becoming a clinical researcher and to prepare students for careers in academic settings, such as psychology and psychiatry departments.

Applicants who do not have a strong interest in research may want to consider the counseling-based doctoral and master’s level psychology programs offered at UB within the Graduate School of Education , along with the graduate programs offered by UB’s School of Social Work . Our Cognitive Psychology PhD, Social-Personality PhD, Behavioral Neuroscience PhD and General Psychology MA programs do not offer clinical training, nor provide the credentials necessary for graduates to be eligible to be a licensed therapist or counselor.

• Help & FAQ

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Deborah Wells

• Reader , School of Psychology
• Behavioural Development and Welfare
• Phone +44 (0)28 9097 4386

Room 02.511 - David Keir Building

United Kingdom

Accepting PhD Students

PhD projects

Animal welfare, animal behaviour, laterality, pet-human bond, dogs, cat, zoo animals

Research activity per year

Personal profile

Particulars.

I graduated from Queen's University Belfast in 1992 with a first class Honours degree in Psychology.  I went on to pursue a PhD in QUB on the welfare of kennelled dogs, graduating with my Doctorate in 1996.  After several years of post-doc research, I was appointed to a lectureship in Animal Welfare in 1999.  I was promoted to Senior Lecturer in 2004 and to Reader in 2013.

Research Interests

My research concentrates on animal behaviour and welfare, with a particular focus on the domestic dog.  Much of my work has been concerned with exploring the welfare of animals housed in captivity (e.g. zoos, rescue kennels) and finding ways of improving psychological well-being through the implementation of novel and scientifically tested enrichment strategies. Other research areas include pets and human health, behaviour problems in companion animals and, more recently, laterality in animals.

I teach at Level 1 (Introductory Psychology) and Level 3 (Animal Behaviour) on the UG curriculum.  I supervise Level 1 and Level 2 project groups and final year thesis students.  I currently have one PhD student, studying laterality in cats.

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

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• 1 Similar Profiles
• Dogs Agricultural and Biological Sciences 100%
• Biases Psychology 88%
• Bias Agricultural and Biological Sciences 86%
• Behavior Agricultural and Biological Sciences 84%
• Animals Agricultural and Biological Sciences 83%
• Humans Psychology 61%
• Cats Agricultural and Biological Sciences 51%
• Felis Agricultural and Biological Sciences 51%

Collaborations and top research areas from the last five years

Dive into details.

Select a country/territory to view shared publications and projects

Projects per year

S2268PSY: KTP : Devenish Nutrition

01/08/2007 → …

Project : ktp

R1157PSY: Lateralised behaviour as a predictor of welfare risk in the domestic dog, Canis familiaris

Wells, D. & Hepper, P.

01/08/2013 → 31/08/2017

Project : Research

Research output

• 3 Chapter (peer-reviewed)

Research output per year

An exploratory study into the backgrounds and perspectives of equine-assisted service practitioners

Research output : Contribution to journal › Article › peer-review

• Perspective 100%
• Service Industries 100%
• Practitioners 100%
• Physician 100%

Pet attachment and owner personality

• Dark Triad 100%
• Attachment Style 40%
• Neuroticism 40%
• Conscientiousness 40%
• Personality Trait 40%

Connecting to zoos and aquariums during a COVID-19 lockdown

• COVID-19 100%
• Lockdown 100%
• Animals 100%
• Aquariums 100%
• Resources 100%

Quality of the human–animal bond and mental wellbeing during a Covid-19 lockdown

• Wellbeing 100%
• Mental Health 80%
• Loneliness 40%
• Attention 20%
• Vulnerability 20%

The effect of auditory stimulation on pet dogs' reactions to owner separation

• Animal Behaviour 8%

Research Prize for Best Research Project

Wells, Deborah (Recipient), 2005

Prize : Prize (including medals and awards)

Winston Churchill Travelling Fellowship Award

Wells, Deborah (Recipient), 1999

Prize : Fellowship awarded competitively

• 9 Membership of peer review panel or committee
• 2 Work on advisory panel to industry or government or non-government organisation
• 2 Editorial activity
• 1 Contribution to the work of national or international committees and working groups
• 1 Publication peer-review

Activities per year

Animals (Journal)

Deborah Wells (Peer reviewer)

Activity : Publication peer-review and editorial work types › Publication peer-review

Anthrozoos (Journal)

Deborah Wells (Editorial advisory board member)

Activity : Publication peer-review and editorial work types › Editorial activity

International Working Group for Advice on Dogs and Human Health

Deborah Wells (Member)

Activity : Consultancy types › Contribution to the work of national or international committees and working groups

Applied Animal Behaviour Science (Journal)

1st and 3rd reign of catz and dogz conferences (event).

Activity : Membership types › Membership of peer review panel or committee

Improving the Psychological Wellbeing of Captive Animals

Deborah Wells (Participant) & Peter Hepper (Participant)

Impact : Quality of Life Impact, Public Policy Impact

College of Education

• Graduate Program

Educational Psychology - M.Ed.

Program overview.

Educational Psychology is an academic program in the Department of Educational Psychology, Leadership, & Counseling. The program equips students with a comprehensive knowledge of learning, motivation, development, and educational foundations. Additionally, students learn to apply quantitative and qualitative research skills in a manner that promotes educational improvement while valuing individual differences. Thus, educational psychology attracts students from various educational and professional backgrounds including education, psychology, human sciences, business, sports sciences, and health sciences.

Request More Information

Program work within Educational Psychology is developed and guided by a strong conceptual framework, the standards from the National Council for the Accreditation of Teacher Education (NCATE), guidelines from the American Psychological Association (APA), American Educational Research Association (AERA), and National Association of School Psychologists (NASP) and the sound professional judgment of an experienced and caring faculty.

The master's program is designed to provide students with content knowledge that facilitates the application of research in educational psychology to educational settings. Teachers are especially encouraged to select the applied master's degree plan that is designed to prepare highly effective, culturally sensitive educators.

Degrees Offered

M.Ed., offered as a face-to-face or hybrid program.

Career Opportunities With This Degree

Most graduates teach in colleges or universities or are in positions conducting research.

Application Materials

College Transcripts – Unofficial transcripts can be uploaded to the Graduate School application . Information on submitting official transcripts will be provided to you by the Graduate School. Grade reports or unofficial transcripts from university web portals will not be accepted. Please redact the Social Security Number anywhere it appears on your transcript. If documents are written in a language other than English, a copy of a complete and official English translation must be provided with the original language records.

Required Supplemental Application Materials

GRE Scores, Resume, Three Professional Recommendations, Academic Writing Sample, Response to Applicant Statement Prompt. Download a comprehensive list of requirements.

Application Process

Please visit the Graduate Application Process for more information on how to apply.

This program requires official GRE scores. Scores must no more than 5 years old at the time of application. Official GRE scores must be sent from Educational Testing Services (ETS) to the Texas Tech Graduate School. To register for the examination please visit the GRE Testing website . Texas Tech University's code is 6827.

• Due to ongoing accessibility concerns, the Graduate School has suspended GRE test score requirements for applications through at least Summer 2025. For more information, please contact the Graduate School .

Semester in which the program can be started

It is recommended that students start in the fall but applications will be considered on a rolling basis.

Estimated Hours to Completion

45 credit hours

Allowable Transfer Hours

6 credit hours if completed in the last 7 years with a grade of B or better.

Financial Aid

TTU Graduate School and COE scholarships, research assistantships, student loans

To be competitive for funding support, the recommended deadline for Fall is December 1 st . However, applications received at other times will be reviewed.

Tuition & Fees

Use the Student Business Services Tuition Estimator to estimate your costs.

Chance Webb Academic Advisor/Admissions Office of Graduate Admissions & Enrollment [email protected] 806-834-6768

Research, Evaluation, Measurement, and Statistics

Educational psychology and foundations, school psychology.

• Delivery : Face-to-Face or Hybrid
• Hours to Completion: 45
• Now accepting applications for: All Semesters
• Maximum Transfer Hours: 6

Contact TTU

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• Graduate College

Contact the NAU Office of Graduate & Professional Studies

NAU Office of Graduate & Professional Studies admission deadlines

• International students must apply on or before March 1st for fall admission, if an earlier deadline is not stipulated below.
• The deadlines listed below are subject to change, but are reviewed and updated regularly. For the most accurate deadline information, please check the NAU Office of Graduate & Professional Studies Admissions Application for the specific program.
• For full consideration of available funding (GA, tuition waivers, or scholarships) it is best to apply to the program early. Contact the program for specific funding deadlines.

Definitions:

Priority-   If a priority deadline has been specified, it is highly recommended that you submit your application on or before this date. Students that meet this deadline may be given special consideration for things such as assistantships, scholarships, fellowships, etc., if available. Rolling admission- no specific deadline has been identified. Students can apply for admission up until the start of any given term or session. Space available basis- applications will be accepted and considered if space is available in the program. Final- applications will not be accepted past this date. Admission not available- admission applications are not accepted for the specific term.

Graduate program application deadlines

Office of graduate & professional studies, mailing address, social media.

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

When the PhD path leads to career struggles

A doctoral degree is a major commitment. Think carefully.

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

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

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

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

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

Stuart Gallant

Not much has changed in 30 years

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

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

Peggy Clark

Lawyers & electricians & philosophers, oh my!

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

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

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

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

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

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

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

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

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

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

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

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

Globe Opinion