doing phd in clinical

Get Your Ph.D. in Clinical Psychology – Everything You Need to Know in 2024

What’s in this guide, at a glance, why get a phd in clinical psychology, entry requirements for a clinical psychology phd program, what’s covered in a clinical psychology phd program, how much does a phd in clinical psychology cost, program funding and financial support, program duration and flexibility, location and access to clinical populations, program curriculum and specializations, internship placement and post-graduation outcomes, what jobs can you do with a phd in clinical psychology, how much can you earn with a phd in clinical psychology.

By psychologyjobs.com Staff Writer

A PhD in  clinical psychology  is an advanced academic degree that delves into the scientific study, diagnosis, and treatment of mental disorders and behavioral conditions. This rigorous program is designed to prepare graduates for careers in research, teaching, and direct clinical practice. Through the blend of coursework, research, and hands-on clinical training, students are equipped with comprehensive knowledge and skills necessary to become leaders in the field of psychology.

Typically, a PhD in clinical psychology takes between 4 to 7 years to complete, with the variation in duration often depending on the specific requirements of the program, the nature of the student’s research, and the requisite clinical training hours. Most programs include a combination of classroom-based learning, research projects culminating in a dissertation, and applied clinical experience through internships or  practicums .

The curriculum for a PhD in clinical psychology encompasses a wide range of topics. Core areas of study usually include foundations of clinical psychology, research methods, psychopathology, psychological assessment, and various psychotherapy and counseling techniques. Additionally, students often delve into specialized subjects such as  neuropsychology ,  forensic psychology ,  child psychology  and health psychology. This comprehensive training ensures that graduates are well-prepared to address diverse psychological needs across different populations and settings.

There are a multitude of reasons why students pursue a PhD in clinical psychology, here are a few key reasons to consider it:

Demand for Clinical Psychologists

The demand for  clinical psychologists  has been steadily rising, reflecting the growing awareness and acceptance of mental health services in the general population. According to the U.S. Bureau of Labor Statistics (as of 2019), the employment of psychologists is projected to grow 14% from 2018 to 2028, which is much faster than the average for all occupations. This growth is attributed to the greater demand for psychological services in schools, hospitals, mental health centers, and social service agencies. With a PhD in clinical psychology, individuals are well-equipped to meet this increasing demand, providing essential services and contributing to the overall well-being of the community.

Opportunity for Specialization and Higher Earnings

Pursuing a PhD in clinical psychology opens doors to various specializations, such as neuropsychology, child psychology, or forensic psychology. Specialized psychologists often have the potential for higher earnings compared to their generalist counterparts. For instance, according to a 2019 salary survey by the American Psychological Association (APA), doctoral-level clinical psychologists with a specialization (like neuropsychologists) reported median salaries that were approximately 40% higher than those without a specialization. A PhD program allows for deep dives into specific areas of interest, enhancing expertise and potentially boosting earning potential.

Leadership Opportunities and Policy Influence

One of the often-overlooked advantages of a PhD in clinical psychology is the doors it opens to leadership roles within organizations and the potential to influence public policy. The intensive training and deep expertise gained from such a doctoral program position graduates as thought leaders in the field of mental health. According to the American Psychological Association, psychologists with doctoral degrees often find themselves in positions where they can shape policy, both within healthcare institutions and at regional or national levels. Their informed perspectives are invaluable in advisory roles, committees, or when collaborating with governments to create mental health programs, ensuring that psychological services are both effective and accessible. A PhD not only amplifies their voice but also underscores the weight of their expertise in these pivotal roles.

• Bachelor’s Degree : Typically in psychology or a related field, though some programs may accept applicants from other disciplines if they’ve completed prerequisite courses.
• Master’s Degree : Some programs prefer or require a  master’s degree  in psychology or a related field, while others will accept students directly from a  bachelor’s program .
• Grade Point Average (GPA) : Many programs have a minimum GPA requirement of 3.0.
• Letters of Recommendation : Typically from professors, researchers, or professionals familiar with the applicant’s academic and/or clinical work.
• Background Check : Given the nature of clinical work, some programs might require a background check before final admission.

A PhD in clinical psychology is designed to train students in both the science and practice of psychology. The curriculum typically covers a wide array of topics to ensure that graduates are well-rounded and competent researchers, educators, and clinicians. Here’s an overview of the subjects often covered:

• Foundations of Clinical Psychology : This introduces students to the history, theories, and key concepts of the field.
• Research Methods and Statistics : Comprehensive training in both qualitative and quantitative research methods, along with advanced statistical techniques, ensuring students can design and analyze research effectively.
• Psychopathology : Study of various psychological disorders, understanding their origins, classifications, and manifestations across the lifespan.
• Psychological Assessment : Techniques and tools used for clinical assessments, including intelligence testing, personality assessment, and neuropsychological testing.
• Psychotherapy and Intervention : Training in therapeutic modalities and techniques, from cognitive-behavioral therapy to psychodynamic approaches, ensuring students can provide evidence-based treatments.
• Professional Ethics and Issues : Examination of the ethical guidelines and professional standards in the practice of clinical psychology.
• Biological Bases of Behavior : Understanding the neurobiological and physiological processes underpinning behavior, emotion, and cognition.
• Cognitive and Affective Bases of Behavior : Exploring how cognitive processes and emotions shape human behavior.
• Social Bases of Behavior : Understanding social interactions, group dynamics, and broader societal and cultural factors that influence psychology.
• Human Development : Insights into psychological development from infancy to old age.
• Diversity and Multicultural Psychology : Training to ensure culturally competent care, addressing the unique psychological needs of diverse populations.

Here’s a sample curriculum for a PhD program in clinical psychology:

• Introduction to Clinical Psychology
• Cognitive Behavior Therapy: Theory and Practice
• Research Methods in Psychology I
• Psychological Statistics I
• Clinical Practicum I
• Psychopathology I
• Psychological Assessment I: Cognitive and Intellectual Assessment
• Research Methods in Psychology II
• Psychological Statistics II
• Clinical Practicum II

Second Year

• Psychopathology II
• Psychological Assessment II: Personality Assessment
• Human Development Across the Lifespan
• Biological Bases of Behavior
• Clinical Practicum III
• Psychoanalytic and Psychodynamic Therapies
• Cognitive and Affective Bases of Behavior
• Advanced Quantitative Methods
• Professional Ethics in Clinical Psychology
• Clinical Practicum IV
• Neuropsychological Assessment
• Multicultural Psychology and Diversity Issues in Treatment
• Social Bases of Behavior
• Health Psychology
• Clinical Practicum V
• Forensic Psychology
• Child and Adolescent Psychotherapy
• Advanced Clinical Seminar (e.g., trauma therapy or substance abuse treatment)
• Supervision and Consultation in Clinical Practice
• Clinical Practicum VI

Fourth Year

• Family and Couples Therapy
• Advanced Research Seminar I
• Clinical Psychopharmacology (for some programs)
• Elective Course (e.g., School Psychology, Military Psychology, etc.)
• Dissertation Proposal Development
• Advanced Research Seminar II
• Group Psychotherapy
• Elective Course (e.g., Geriatric Psychology, Positive Psychology, etc.)
• Dissertation Research
• Predoctoral Internship (typically a full-year, full-time commitment)
• Dissertation Completion and Defense

The cost of pursuing a PhD in Clinical Psychology varies significantly based on the type of institution and residency status.

Generally, private universities tend to have higher tuition rates, ranging from $30,000 to $60,000 per year. Public universities, on the other hand, offer different rates for in-state and out-of-state residents; in-state tuition can range between $10,000 to $30,000 per year, while out-of-state students might pay between $25,000 to $50,000 annually. These figures don’t account for other costs like fees, books, and living expenses.

It’s worth noting that many Clinical Psychology PhD programs provide financial support, often in the form of fellowships, research, or teaching assistantships, which can cover tuition and offer stipends.

What to look for in a PhD program

It can be overwhelming with so many PhD programs out there and so many factors to consider. Choosing a program in clinical psychology is a significant decision that will impact the trajectory of your career. Here are a few key ways to compare programs/institutions:

Fully funded programs, which include tuition waivers and stipends, can drastically reduce student debt and allow students to focus on their studies.The National Science Foundation’s Survey of Earned Doctorates found that over 75% of research doctorate recipients in psychology reported no education-related debt, largely due to funding availability in their programs.

The length of a program and its ability to accommodate part-time students or offer flexible schedules can be vital, especially for those balancing work, family, or other commitments.

According to the APA, the median time to complete a doctorate in psychology has been around 7 years. However, some programs, especially those designed for working professionals, might offer accelerated tracks or part-time options, which can affect this duration.

Being in a location that provides access to diverse clinical populations or specific groups that align with a student’s research interests can be invaluable for hands-on training and research.

A report from the APA emphasized the importance of diversity in clinical training. Programs located in urban settings or areas with diverse communities can offer broader exposure and experience in multicultural clinical practice, which is essential for a comprehensive education in clinical psychology.

The curriculum and available specializations should align with a student’s career and research interests.

In a survey by the APA, PhD recipients emphasized the importance of finding a program that matched their specific interests, as this played a crucial role in their eventual job satisfaction and career trajectory.

High-quality internship placements and positive post-graduation outcomes can significantly influence a graduate’s early career.

The Association of Psychology Postdoctoral and Internship Centers (APPIC) provides data on internship match rates. Programs with high match rates to APA-accredited internships often signal strong training and preparation.

• Licensed Clinical Psychologist : This is perhaps the most direct application of the degree. Clinical psychologists assess, diagnose, and treat mental, emotional, and behavioral disorders. They might work with specific populations, such as children, the elderly, or individuals with severe mental illness.
• Licensed professional counselor : an LPC is a mental health professional trained to provide therapy and counseling services to individuals, couples, and groups for a variety of emotional and psychological challenges.
• Mental Health Counselor :  provide counseling and therapy services to individuals and groups with mental health concerns such as depression, anxiety, and trauma.
• School Psychologist :  work in K-12 schools to provide counseling and support services to students, including academic guidance, behavioral interventions, and emotional support.
• Professor : A PhD graduate can work in academia, conducting research on various psychological topics and teaching undergraduate and graduate students.
• Forensic Psychologist : Working at the intersection of psychology and the legal system, forensic psychologists might assess defendants’ competency, provide expert testimony, or evaluate the risk of reoffending. Although you might instead consider a  PhD in forensic psychology .
• Neuropsychologist:  diagnose and treat cognitive and behavioral disorders related to brain function, such as traumatic brain injury and dementia.
• Health Psychologist : Focusing on how psychological factors affect health and illness, these professionals might work in hospitals, clinics, or public health settings to improve patient outcomes.
• Director of Clinical Services : Those with a blend of clinical expertise and administrative skills might oversee clinical services at hospitals, clinics, or mental health centers
• Research Psychologist :  conduct research on a variety of topics related to human behavior and mental health, including developmental psychology, social psychology, and cognitive psychology.
• Industrial-Organizational Psychologist : work with organizations to improve productivity and employee well-being through programs such as employee selection, training, and development.
• Licensed Clinical Psychologist : $91,677
• Licensed Professional Counselor (LPC) : $65,000
• Mental Health Counselor : $60,000
• School Psychologist : $90,000
• Professor (Psychology) : $80,370
• Forensic Psychologist : $101,000
• Neuropsychologist : $79,820
• Health Psychologist: $100,000
• Director of Clinical Services: $120,000
• Research Psychologist : $79,000
• Industrial-Organizational Psychologist : $112,690

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Clinical Psychology, Ph.D.

The clinical psychology doctoral program blends the clinical-scientist model and the scientist-practitioner model. It integrates the full range of research, teaching and applied skills in training doctoral students.

We view research and applied skills as interwoven rather than as two discrete sets of skills. As a result, you will acquire the foundation for pursuing a(n):

• Clinical scientist career in an academic or research setting
• Scientist-practitioner career in a medical or other training institution
• Administrative role in a service delivery agency

Ph.D. in Clinical Psychology Program Requirements

Steps to Fulfill a Doctoral Program

Research Focus

In this program, students are involved in faculty-led research teams beginning in their first year. This affords them the opportunity to collaborate with team members in:

• Developing research questions
• Designing empirical studies
• Collecting and analyzing data
• Writing manuscripts
• Presenting scientific papers at national and regional conferences

The clinical program emphasizes student involvement in collaborative research beyond their thesis research. This provides a broad foundation in research methodology prior to formulating their dissertation research. We expect our students to have several scholarly publications and presentations at scientific meetings prior to graduation.

To support their development as clinical scientists, students complete courses in:

• Research methodology
• Scientific domains of psychological inquiry
• Core clinical courses in psychopathology, assessment and psychosocial interventions

You'll also take a diversity-focused course.

Topics of multiculturalism and diversity, as well as other profession-wide competencies, are infused throughout the program from coursework to colloquia and research team experiences.

Clinical Experience

Students begin to acquire clinical skills in assessment and intervention in their second year. All students serve as therapists, serving children, adolescents, and adults from the community (as individuals, couples, or families) under close faculty supervision. Advanced students may:

• Specialize in certain types of cases (e.g., eating disorders, chronic pain, substance abuse, attention-deficit disorders, or relationship problems)
• Provide peer supervision
• Gain exposure to a range of therapeutic approaches (e.g., CBT, DBT, ACT, among others),
• Involve themselves in one of the ongoing specialty training/research programs at the clinic, gaining intensive experience with a particular problem while participating in the design, conduct, and evaluation of a research project

The final year of the program is a clinical internship in which students typically match to a program at a different institution or clinic. This program provides immersive clinical experience and the opportunity to learn new approaches to clinical work and research.

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PhD in Clinical Psychology

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Accredited by the American Psychological Association , the clinical psychology PhD program follows a scientist-practitioner model. Students are trained as applied researchers and scientists, developing skills in research and practical methods used to advance knowledge of the causes, prevention and treatment of emotional, behavioral and physical health problems within diverse communities.

We embrace a community psychology orientation that emphasizes multiple influences on the health and wellbeing of individuals and communities and values engaging communities in all aspects of the work that we do.

Our training is grounded in developmental and social-ecological perspectives that attend to the intersection of multiple forms of diversity and recognize the impacts of systemic oppression on individuals and communities. We aspire to train behavioral scientists who are able to identify, implement and evaluate strategies to promote equity and social justice and to reduce health and mental health disparities in a variety of settings.

Faculty subscribe to a range of theoretical orientations, including cognitive-behavioral, family systems, social-ecological and community frameworks. These perspectives enable students to develop a broad base of knowledge and the opportunity to specialize in particular areas of research and evidence-based application.

  Apply to GW

  Resources for Current Students

  Clinical Doctoral Student Handbook for Fall 2024 (PDF)

Faculty Mentor Requirement

The clinical program follows a mentorship model. Qualified applicants are chosen based on how their interests fit with the overall goals of the program and with the research interests of specific faculty members. These faculty will be available to mentor students beginning in the 2025-26 academic year: Dr. Sarah Calabrese , Dr. Fallon Goodman and Dr. Sharon Lambert .

Applicants should review bios for these core faculty and indicate their ranking on the online application for the PhD program in clinical psychology.

Faculty Preference Ranking (PDF)

Program Information

American psychological association accreditation.

The clinical psychology program has been accredited by the American Psychological Association (APA) Committee on Accreditation (COA) since 1970. COA is part of the Office of Program Consultation and Accreditation (OPCA).

View Student Admissions, Outcomes and Other Data

Further information on the Department of Psychological and Brain Sciences’ accreditation status and the accreditation process may be obtained from the American Psychological Association:

American Psychological Association Office of Program Consultation and Accreditation 750 First St. NE Washington, DC 20002-4242 202-336-5979  [email protected]

The clinical psychology program is also recognized by the Society for Community Research and Action as a doctoral clinical-community training program.

To build real-world clinical experience, students in the PhD program complete a minimum of two assessment practica and two therapy practica in the  Meltzer Psychological and Community-Based Services Center.

Additionally, students complete two externship placements in community settings. Clinical practice is supervised by licensed faculty members and clinicians at field placements.

Finally, as part of the PhD program in Clinical Psychology, students are also required to complete a one-year Psychology Internship Training Program. In almost all cases this will be an APA- approved pre-doctoral internship program.

Our Clinical Psychology program trains graduates who are successfully licensed in many states. No graduate from our program has been turned down for licensure due to insufficiencies in our program’s education and training. However, the practice of psychology (licensure) is regulated at the state level. State licensing authorities, commonly referred to as “State Boards,” determine the specific educational and training requirements for licensure in their State. Licensure requires more training than our degree’s educational requirements and may vary by state. Most states have post-doctoral clinical supervision requirements, and some states have specific training requirements that may not be automatically covered in GWU’s program. For a general description of the licensing processes in clinical psychology and a state by state listing of our recent understanding of educational requirements and how GWU’s program aligns with the requirements of each state, please review our Consumer Disclosure Information report (PDF) .

The program develops students into well-rounded, confident professionals in several roles:

• Researchers and applied scientists
• Interventionists who use methods and substantive findings to inform assessment, prevention and treatment
• Professionals who consider applied problems from a lifespan developmental perspective and from multiple levels within human social ecology
• Clinical psychologists equipped with the specialized skills necessary for implementing promotion, prevention and treatment programs for diverse clients

Clinical Doctoral Student Handbook for Fall 2024 (PDF)

NIMH T32 Training Program for Select Students

The George Washington University is offering full doctoral scholarships* to prepare the next generation of community-engaged researchers to develop and lead social-structural and intersectional approaches to promote equity and improve HIV and related health outcomes. The training program is supported by 18 multi-disciplinary faculty conducting both global and domestic research on HIV, mental health, substance use, and violence.

Trainees will receive instruction and mentorship in:

• Social and structural, critical, and intersectional theory
• Community-engaged research design and methods
• Multi-level intervention development and evaluation

Trainees must apply and be accepted to the PhD program. Individuals from underrepresented populations are strongly encouraged to apply. To learn more about TASHI, visit the website or email [email protected] .​

*Full scholarships include tuition, living expenses, and health insurance.

"Through class discussion, research and clinical experiences, I learned that the symptom is never bigger than the story. This has been a cornerstone of my work as a clinician."

Henry Prempeh PhD '13

Clinical Psychology News

Meet the Columbian Distinguished Fellows

July 14, 2021

Across disciplines and research fields, these Columbian College PhD fellows are leading scholarly studies and making real-world impacts.

Alumnus Doctor Takes Care Abroad

June 23, 2020

For more than 45 years, Dr. Bill Goldman, BA ’72, MD ’75, has brought care and kindness to his patients. After retiring from his pediatric practice, he found a new home for his passion:...

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Course Requirements

The following requirements must be fulfilled:

The general requirements stated under  Columbian College of Arts and Sciences, Graduate Programs .

The requirements for the  Doctor of Philosophy Program .

72 credits, including 54 credits in required courses, at least 6 credits in dissertation courses, and 15 credits in dissertation or elective courses. Students also take five 0-credit courses and successfully complete a comprehensive examination.

In addition, students are required to obtain clinical training, including a minimum of two assessment practica and two therapy practica in the  Meltzer Center ’s Psychological and Community-Based Services, and to complete a one-year psychology internship training program. In almost all cases this will be an APA- approved pre-doctoral internship program.

PhD in Clinical Psychology

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Program Overview

Please see also:

• Clinical Doctoral Student Handbook (PDF)
• Student Admissions, Outcomes and Other Data

Licensure Information

Please see details at Consumer Disclosure Information .

The clinical psychology doctoral program at American University aims to prepare students for licensure in many states. Graduating from an American Psychological Association (APA) accredited institution with a doctoral degree is often one of the main requirements for licensure in most states, and our program has been fully and continuously accredited by the APA since 1972. However, most states have other requirements for licensure (e.g., predoctoral internship, postdoctoral fellowship, particular scores on the EPPP licensing exam). This disclosure focuses solely on predoctoral courses needed to qualify for licensure as a psychologist. Graduates of AU’s clinical psychology program have successfully obtained licensure in many states.

The Clinical Psychology PhD program is committed to educating students in clinical science with rigorous training in both research and applied clinical work. Our program will provide you with the skills you need for a successful career in academia, research, or clinical practice. Fully accredited by the American Psychological Association Committee on Accreditation since 1972, our doctoral program reflects the scientist-practitioner model of training.

Excellence in Research and Clinical Training

The 72-credit PhD program is designed to provide students with a rigorous classroom education, innovative research opportunities, and exciting and diverse clinical experiences. With faculty guidance and mentorship, students complete a master's thesis, a doctoral dissertation, and one tool of research. Students engage in four year-long practicum experiences. In the first year, students learn humanistic and psychodynamic techniques in the American University Counseling Center. In later years, students learn and practice behavioral and cognitive techniques in the department's James J. Gray Psychotherapy Training Clinic and the Clinic for Youth Anxiety & Related Disorders. Additionally, students complete multiple externships in DC area hospitals, mental health centers, and counseling centers and a one-year internship.

This program takes five to six years of full-time study to complete. Part-time study is not available. See all degree requirements .

At AU, a mentorship model of training will allow you to work closely with a research supervisor throughout the program. You and this faculty mentor will collaborate on research projects and design your master's thesis and dissertation project. Our faculty members maintain productive research labs and mentor graduate students in research design and methodology. Faculty research interests include affective and motivational processes in depression, anxiety disorders (in children and adults), stress and emotion regulation, parenting, minority mental health, trichotillomania, cognitive assessment and therapy, smoking, borderline personality disorder, drug expectancies, personalization of psychotherapy. Faculty research programs offer a mix of applied and basic research opportunities.

Diverse Opportunities In The Nation's Capital

Home to numerous world-class research and clinical institutions, the DC area offers access to an extraordinary array of professional and intellectual opportunities. The clinical program at AU has fostered connections at a wide range of externship sites including the DC and Baltimore Veterans Affairs Medical Centers, National Institute of Health, Saint Elizabeth’s Hospital, National Children’s Medical Center, private practices, and college counseling centers at nearby universities. Many of our students make lasting connections in the DC area, and are well positioned to find post-doctoral employment in or around the city. There is a rich diversity in DC, so students work with individuals and families from many different backgrounds.

The PhD is your path to career success

At AU, we have a record of placing our clinical psychology PhDs in successful careers at respected institutions. Our students graduate fully prepared for careers in academia, research, and clinical settings. For example, graduates of our program hold tenure-track positions at St. John's University, Williams College, LaFayette College, the University of Cincinnati, and Goucher College.

We are proud of the research and clinical accomplishments of our students and alumni. AU PhDs have conducted research in prominent departments of psychiatry, including Brown University, Ohio State University, and the University of Virginia. Our alumni work in a variety of clinical settings in the DC area and across the country, including Johns Hopkins University, the National Institutes of Health, the New York Presbyterian-University Hospital of Columbia and Cornell, Chestnut Health System of Illinois, Children's National Medical Center, and the District of Columbia VA Medical Center.

News & Notes

More News & Notes

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

AU’s Gray Psychotherapy Training Clinic Offers Low-Fee Psychotherapy

To the Point: The Fentanyl Crisis, Why Now, Why So Deadly?

Alum spotlight, martha falkenstein, cas/phd '16.

Clinical Psychology

I benefitted from being encouraged to pursue my goals — and work/life balance.

Mentored by Dr. David Haaga on treatment development and outcomes for trichotillomania, Martha externed at the DC VA, NIMH Psychiatry Consultation-Liason Service, the Behavior Therapy Center, and Johns Hopkins Medical Center. After a Southwest Consortium Doctoral Internship and post-doc at McLean Hospital/Harvard Medical School, she now serves as Director of Research at the OCD Institute, supported by an NIMH Career Development Award. 

“I benefitted from being encouraged to pursue my goals — and work/life balance.”

Diana cox, cas/phd candidate.

AU’s quality of education prepared me well for the challenges of clinical work

Diana Cox’s research focuses on how experiences of stress affect physical and mental health outcomes, particularly in LGBTQ+ populations. As a member of the Stress and Emotion Lab, she has had the opportunity to design her own research studies and collaborate with other students on lab projects. She refined her clinical skills through externships at the Washington DC VA Medical Center, Neuropsychology Associates of Fairfax, and True North Therapy.

“AU’s quality of education prepared me well for the challenges of clinical work”

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Department of Psychology

College of humanities and sciences, ph.d. in clinical psychology.

The Doctor of Philosophy in Clinical Psychology offered by VCU is accredited by the American Psychological Association.

The program follows the scientist-practitioner model and operates within a biopsychosocial perspective. Our goal is to train clinical psychologists in scientific principles and evidence-based theoretical models to guide the study and treatment of psychopathology for diverse groups of individuals.

Students are admitted only for full-time study toward the doctoral degree. Requirements include coursework in clinical and basic psychology, statistics and research methods, an empirical master's thesis and dissertation, at least three years of clinical practicum, and an APA-approved pre-doctoral internship. Most students spend at least five years on campus and complete their internship in their sixth year.

Concentrations

Upon admission to the program, each student is assigned a faculty member who serves as academic mentor. This student-professor pairing is based on a student’s stated interests and a faculty member’s specialty areas. Each student also is aligned with one of the two concentrations:

Behavioral Medicine

This concentration emphasizes training in clinical health psychology, prevention, program development, consultation and health promotion.

Clinical Child

This concentration focuses on developmental psychopathology and treatment of underserved youth in schools and community settings.

Practicum and Internship

Students are required to participate in at least three years of clinical practicum, including supervision by clinical faculty in an in-house psychology clinic. Beginning in the fourth year of the program, students spend 12-20 hours per week at a practicum site in the greater Richmond community. One year of off-campus practicum is required, but students may choose to add an additional year. See recent practicum placements .

In the final year of the program, students participate in a year-long internship experience. Internship is designed to enhance students' clinical skills and prepare them for work as a psychologist. See recent internship placements .

History and Accreditation

In 1971, the State Council of Higher Education approved VCU's doctoral program and the Clinical Program subsequently graduated its first doctoral student in 1975. In the same year, the  APA Committee on Accreditation  granted full approval to the clinical doctoral program, and the program has maintained fully accredited status since that time. The program was admitted to the  Academy of Psychological Clinical Science  in 1995 and is a member of the  Council of Clinical Health Psychology Training Programs .

The clinical program presently has 50-55 students at various levels of training, which accounts for more than one third of the total departmental graduate student enrollment. Since 1975, we have graduated over 285 Ph.D.s in clinical psychology who have taken faculty, staff, administrative or practitioner positions in psychology programs housed in university departments and medical schools, community mental health centers, clinics, hospitals, prisons, private practice and state departments of mental health.

Clinical Psychology PhD Program

Founded on a scientist-practitioner model, the overall goal of the Clinical Psychology PhD Program is to graduate academic psychologists who are competent, ethical and productive in the science and practice of clinical psychology. Our program emphasizes the integration of science and clinical practice.

Directors' Message Student Admissions, Outcomes & Other Data Diversity, Equity, Inclusion & Social Justice

How to Apply

Learn more about the criteria for applying to the program as well as tuition and financial aid.

Our curriculum is structured to maximize clinical, research and ethical training for students.

Meet Our Team

Meet our current students and their faculty mentors. Each student works closely with a faculty member throughout their tenure at Northwestern. Browse the Faculty Mentor list to learn more about their research projects and see who is currently recruiting new students.

Current Students    Faculty Mentors

JD-PhD Program

Northwestern's joint JD-PhD program  is a collaboration between The Graduate School and Northwestern Law. It's designed for applicants who are interested in academic careers examining research topics that are enriched by having both JD and PhD degrees.

Visit the JD-PhD Website

Questions about the PhD program? Find out more.

Read the FAQ

How to Contact Us

To contact the PhD Program in Clinical Psychology, please email us at [email protected] .

Please DO NOT call the number below as it will go to our clinic; it is reserved for patients. Please DO NOT call any other numbers that you may find within the Feinberg School of Medicine. We will only respond to emails that are sent to the following email address: [email protected] . Please DO NOT  contact via phone or email the MD Admissions Office; they are not involved in the admissions process for the PhD program in Clinical Psychology. 

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Ph.D. in Clinical Psychology

Our mission.

The Clinical Psychology Ph.D. Program at the University of Central Florida educates graduate students “to generate and integrate scientific and professional knowledge, attitudes, and skills to further psychological science, professional practice, and human welfare. Graduates are capable of functioning as a scientist and a practitioner, and may function as either or both, consistent with the highest standards in psychology” (National Conference on the Education and Training of Scientist-Practitioners for the Professional Practice of Psychology, 1990). The program is a generalist program with a strong emphasis on assessment and treatment in adults. We do not have any formal tracks within the program (e.g., child, neuropsychology). Our program is committed to the inclusion of students, faculty, and staff from different backgrounds (e.g., racial, ethnic, sexual orientation). In addition, we infuse the latest empirical knowledge related to clinical treatment, research, and pedagogy with diverse individuals in our curriculum and clinical/research experiences. Consistent with our departmental mission , we aspire to provide high quality education to include “the dissemination of state-of-the-field theoretical and empirical information, training in the methodological, statistical, and technical skills necessary to conduct psychological research, and practice in the application of psychological knowledge to real-life problems” (National Conference on the Education and Training of Scientist-Practitioners for the Professional Practice of Psychology, 1990). Our program aspires to achieve excellence in research and clinical training and to contribute to and perpetuate science and practice in the field of Clinical Psychology through faculty and graduate student involvement in scholarly and professional activities. We are active contributors to research in Clinical Psychology. We advocate for initiatives that improve the profession of psychology and the welfare of individuals, families, and groups. We also are active members of professional organizations.

Degree Requirements

The Clinical Psychology Ph.D. Program is designed to be completed in six years of full-time study (with summer enrollment expected), regardless of whether the student enters with a Bachelor’s or Master’s degree. The program includes a one-year predoctoral internship to be completed off-campus at an APA accredited internship site. There are a total of 90 semester hours of courses, practica, and research requirements as detailed in our handbook (linked below). A Master’s Thesis and a Dissertation, which represent significant contributions to the field, are both required. Successful completion of the Qualifying and Comprehensive Examination is required prior to initiation of dissertation research.

Program Admissions

Application deadline is december 1st.

The UCF Psychology Department coordinates the admission process with the UCF Graduate Studies office. In order to enroll in graduate classes, students must have obtained a baccalaureate or higher degree in Psychology, prior to the start of the term for which the student is admitted, from a regionally accredited institution or from a recognized foreign institution. Students without a baccalaureate or higher degree from an accredited institution (or equivalent) are not admitted to graduate degree programs, graduate certificate programs, or graduate nondegree status. If the baccalaureate degree does not include a major in Psychology, students must have completed at least 18 credit hours of Psychology courses at the undergraduate level or above. These courses must include Intro/General Psychology, Research Methods/Statistics, Abnormal Psychology, and Personality Theory/Psychology. The following courses are strongly encouraged: Social Psychology, Cognitive Psychology, Biological/Physiological Psychology, and Developmental Psychology.

Note for all applicants : Our program requires that History and Systems of Psychology is completed at the undergraduate level with a grade of at least a “B.” This can either be completed prior to starting our program or as an undergraduate course during our program.

We will not accept or consider GRE scores for a start date of Fall 2025.

Successful applicants typically have both strengths and relative weaknesses in their applications, and it is important to view one’s application as a portfolio.  The components of the application are as follow:

• Educational history/grades
• Letters of recommendation: Three letters written by people who can speak to your work ethic, range of professional interests, and what it is like to work with you.
• Personal essay: An essay about your research and clinical interests and faculty you may be interested in working with while enrolled in our program.
• Content training: Information about career and research experiences should be highlighted on the CV and personal statement and are often described in an applicant’s letters of recommendation.

At UCF, the applicant’s fit with the goals of the program are a critical component. It is very rare that an application is positively distinguished on all four of the areas described above. To be considered for admission, the program requires having some hands-on research experience outside of a course (e.g., as a research assistant/coordinator) preferably in a topic area which overlaps one of our faculty members who you would like to work with on research. In your essay, you need to highlight that experience in relation to what you’d like to conduct research on if accepted to our program, along with which faculty mentor(s) you’d like to work with for research.

For the submission deadline of 12/1/2024, only the following faculty will be recruiting a student: Dr. Amie Newins, Dr. Jeffrey Bedwell, Dr. Kimberly Renk, Dr. Robert Dvorak, Dr. Jacqueline Woerner, and Dr. Jeffrey Cassisi. Please only apply for this cycle if you’d like to work with one or more of these individuals as your primary research mentor(s), conducting research that is compatible with their laboratory and line of research.  

Note Regarding National Program Rankings:

Some applicants to doctoral programs in Clinical Psychology may consider national rankings when deciding where to apply for graduate school. Applicants are encouraged to carefully review the  methodology  used by any national ranking system. For example, the approach used by the U.S. News and World Report relies simply on rankings of programs by the chairs of psychology departments and directors of clinical training ( click here for their methodology ). As such, their rankings rely purely on the subjective estimation of the reputation of programs by the individuals completing the survey; no specific metrics or objective data are used in the rankings (see additional critiques of these national ranking systems by  Malcolm Gladwell  and  John Byrne ).

Only 18% of chairs and directors completed the last iteration of this reputational survey, the lowest of any health profession. As such, the rankings are not representative of the opinions of chairs and directors. The low rankings are due, in part, to the training council representing scientist practitioner and clinical scientist doctoral programs in clinical psychology, the Council of University Directors of Clinical Psychology ( CUDCP ), passing a resolution in 1995 encouraging programs  not to participate in the survey. Given these concerns, we strongly encourage applicants – and others – to  ignore  national rankings when considering the quality of a doctoral program in Clinical Psychology.

Even with improved methodology, national rankings are likely to be of little use to applicants in identifying  their  best programs. Instead, applicants need to consider if a program’s goals and objectives align with their goals and objectives. A national ranking system will never be able to capture the individualized strengths and weakness of programs for unique applicants.

Please note that every clinical psychology program accredited by the American Psychological Association must post data on their program website about admissions and outcomes, including time to completion, program costs, internship placement, attrition, and licensure. CUDCP programs are also encouraged to provide information on their selectivity/yield (e.g., # of applicants, offers, matriculated students) and number of students with funding.

Mailing Address UCF College of Graduate Studies Millican Hall 230 PO Box 160112 Orlando, FL  32816-0112

Institution Codes GRE: 5233 GMAT: RZT-HT-58 TOEFL: 5233 ETS PPI: 5233

For more information on the application process, please contact:

Dr. Jeffrey Bedwell Professor, Department of Psychology Clinical Psychology Ph.D. Program Director Director of Clinical Training [email protected]

Our Program Handbook contains a wealth of information about our program, covering topics such as:

• The Program Overview
• The Scientist-Practitioner Model
• Training Emphasis
• Program Goals
• Curriculum Goals
• Expectations of Doctoral Students
• Development of Competencies
• Practicum Training
• Internships

Accreditation

The Clinical Psychology Ph.D. Program in the Department of Psychology received initial accreditation by the American Psychological Association (APA) in 2003, for a period of five years. The program then was re-accredited in 2008, 2013, and 2024, and remains accredited with the next re-accreditation process scheduled for 2033.

For information about our accreditation status, you can contact the Commission on Accreditation of the American Psychological Association.

Contact Information Commission on Accreditation Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 Phone: 202-336-5979 TDD/TTY: 202-336-6123 Fax: 202-336-5978 [email protected]

Licensing Disclosure

For information regarding how this program meets the educational requirements to obtain a license as a Psychologist, please see: https://apq.ucf.edu/document/clinicalpsychphd-disclosure/ .

One aspect of obtaining a license as a Psychologist in the United States is to achieve a passing score on the national Examination for Professional Practice in Psychology (EPPP), which is typically taken after obtaining a PhD in the field. According to the most recent report from the Association of State and Provincial Psychology Boards, our program’s pass rate across only our first-time test takers (alumni) between Jan 2019 to Dec 2023 was 86% (n = 29 alumni).

The Clinical Psychology Ph.D. Faculty adhere to the belief that research activities are an integral part of being a Clinical Psychologist. Consistent with this belief, the majority of our graduates seek academic- and research-oriented positions after they complete our program. Even for those who take other types of positions and who work in more applied settings, however, Clinical Psychologists must be able to locate and evaluate research literature relevant to evidence-based interventions and best practice in the field of Clinical Psychology.

Clinical Psychology Research Laboratories

• Children’s Learning Clinic – IV
• The Health Psychology Laboratory
• Mood, Personality, and CogniTion (MPACT) Lab
• Psychology Clinic
• Health, Expectancies, & Addiction Laboratory (HEAL)
• Risk, Eating, and Addiction Longitudinally Examined Through In situ Momentary Experiences Laboratory (REAL-TIME Lab)
• Designing Research & Education for Addiction Management Laboratory (DREAM Lab)
• UCF RESTORES
• Understanding Children & Family Laboratory

Faculty in Ph.d. Clinical Psychology

Exceptional Hands-On Learning

As part of our practicum training , you will have the opportunity to gain clinical and research training in each of your four years of residence. The primary clinical training facility is the onsite Center for Psychological Services , under the supervision of the doctoral faculty. Then beginning in your second year, training is more extensive and includes externships in various off-campus inpatient and outpatient psychiatric settings in urban and suburban clinics in Manhattan and Long Island.

Our doctorate in clinical psychology students take advantage of a number of affiliated externships and internships on Long Island and throughout the New York Metro Area including the following hospital systems:

• Mount Sinai

The training and mentorship I received at Derner allowed me to shape my identity as a clinician and an academic. It has provided me with the skills I needed to pursue an independent career and pursue my professional goals. I am thankful for the continued support and guidance of my graduate mentor and the faculty at Derner.

Doctorate in Clinical Psychology Program Info

• Foundational academics in psychology, including advanced studies in diversity and difference
• Optional Child and Family Concentration
• Psychodynamics and psychoanalysis
• Cognitive theories and therapies
• Psychotherapy integration
• Cognitive and personality diagnostics
• Child and family theories and therapies
• Clinic and research labs
• Affiliated externships and internships

• Graduate Student Admissions

Application Requirements and Deadlines

The application deadline for fall admission to our clinical psychology doctoral program is December 1 .

Applicants for this program must have a completed undergraduate degree with prerequisite courses in:

• Introductory or general psychology
• Experimental psychology or research methods
• Abnormal psychology
• Developmental psychology

Applicants for this program should submit:

• Application submitted through PSYCAS and $60 Adelphi application fee
• Essay (please see prompt below)
• Letters of recommendation: two or three professional or academic references
• Official transcripts from all prior institutions
• TOEFL or IELTS scores for international candidates  if in the United States for less than three years
• GRE general exam scores required
• GRE Subject Test in Psychology is not required

Note that an interview may also be required.

PhD in Clinical Psychology Program Essay Prompt

In a statement of approximately 500-750 words (maximum 1,000 words) please address each prompt listed below within your essay.  

1.   Describe yourself in a way that would give us more of an opportunity to know you as a person.

2.   Why do you wish to study at the Derner School of Psychology?

3.   Please submit a brief statement describing how your personal and/or professional characteristics, experiences, and interests will advance our program’s deep commitment to diversity and social justice. You are invited to address whichever aspects of diversity or difference are most meaningful to you.  

4.   What are your career goals and reasons for undertaking doctoral studies?

Related Programs to Adelphi’s Doctorate in Clinical Psychology

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Psychology, PhD (Clinical)

On this page:.

Clinical psychology is the psychological specialty that provides continuing and comprehensive mental and behavioral health care for individuals and families; consultation to agencies and communities; training, education and supervision; and research-based practice.

Program Description

Degree Awarded: Psychology, PhD

There are multiple training models in Clinical Psychology (Scientist-Practitioner, Practitioner-Scholar, Clinical Science) and these models reflect the relative focus on research and clinical training. The Clinical Psychology Program at ASU adheres to the Clinical Science training model, which is the most research focused. Thus, although students in our program receive excellent clinical training, the focus is on producing Clinical Scientists who will work in setting that take full advantage of their research as well as clinical skills (e.g., Academia, Medical Centers, VA Hospitals). 

Our mission is to prepare students for professional careers in a variety of settings where they engage in research, teaching, or clinical supervision; and who make contributions to clinical science by disseminating research findings and scholarship. Within this general mission of providing high-quality, science-based training, we strive to prepare a significant number of graduates who establish careers in academia and research institutes where they have primary responsibilities for conducting research that advances clinical science and for teaching new generations of clinical scientists. 

The success of our students in meeting program goals is evident based on a) the high rate of students matching in APA accredited internships (40 of 40; 100% in the past 7 years), b) our recent graduates’ success in passing the national licensing exam (100% based on publicly available data from ASPPB), and the high percentage of our recent graduates who have obtained licensure (39 of 44; 88.6% of our recent graduates who are 5 or more years beyond graduation). Although we continue to emphasize high quality clinical training and strongly believe in the reciprocal nature of research and clinical training, we identify with the “Clinical Science” training model based on the long-term goals of our program which are primarily to train clinical scientists rather than individuals who elect to work as full-time practitioners. Outcomes of our alumni survey (students at least five years post-graduation) provide support for our success in achieving Clinical Science outcomes, with 40 of 44 (90.9%) making scholarly/research contributions since graduation from our program.

Our data on graduates from the past 10 years show diversity in their professional activities that is consistent with our clinical science training and special emphases that can be acquired at ASU.  Among those beyond postdoctoral training (n = 54), 40.7% are in academic settings, 33.3% are in clinical or combined research and clinical positions in medical schools/centers, VA hospitals, or other hospital settings, 22.2% are in other practice environments such as mental health centers or private practices, and 3.7% are in government settings (e.g., public health, DoD). These data suggest that our training leads to career trajectories that are consistent with the program’s philosophy and goals.

The Psychology PhD program in the clinical psychology training area is:

• based upon a clinical science model of training;
• fully accredited  by the American Psychological Association (APA) and the Psychological Clinical Science Accreditation System (PCSAS);
• a member of the Academy of Psychological Clinical Science;
• a PhD (doctoral) program only;
• designed so that students who were admitted with a bachelor’s degree can finish the requirements in six years including a one-year, full-time internship;
• organized to allow students to begin practicum training in the program’s second year;
• best able to serve the educational needs of students with deep interests in empirical research; and
• highly competitive — in the last several years we have admitted between 3 and 10 new students per year from a pool of 200 to 300 applicants.

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

Important links:

Faculty   Data and Resources   Financial Support   Research Labs

Student Handbook

Concentrations

Focus Areas

The Clinical Training Program has three areas of emphases in which students may elect to participate:  health psychology ,  child clinical psychology,  and  community/prevention .

Thus, the descriptions that follow are designed to give you an idea of the available curricular choices.

Child Clinical Area of Emphasis

The child clinical area of emphasis provides training in the etiology, assessment, treatment and prevention of childhood disorders. A major focus is on the prevention of child mental health problems among children and families under stress. Thus, most of our child clinical faculty also participate in our community-prevention area of emphasis. Table of Child Clinical Faculty. 

Health Psychology Area of Emphasis

Clinical students with interests centering on the interface of psychology and medicine may select Health Psychology as an area of emphasis. In our program, health psychology is broadly interpreted to encompass the theoretical, methodological, and/or procedural (treatment and prevention) contributions from contemporary psychology that bear upon the existing and emerging problems of modern medicine.  Table of Health Psychology Faculty.

Community/Prevention Area of Emphasis

We define the Community/Preventive area of emphasis to include theory, research methods, and interventions that are designed to prevent the occurrence of mental health, substance use or other problems, and to promote healthy adaptation in a range of social environments. Students study theoretical issues such as the influence of stress and coping, family processes, acculturation and cross-cultural issues, neighborhood influences, and economic hardship on the development of mental health or substance abuse problems. Students also become involved in the development, implementation, and evaluation of preventive interventions to promote healthy adaptation for children in a range of high-risk situations. Foci of preventive interventions include children of divorce, inner-city ethnic minority children, bereaved children, and school-based programs.  Table of Community/Prevention Clinical Faculty. 

Diversity, Equity, Inclusion and Belonging

The Psychology Doctoral Program at Arizona State University embraces the University’s charter encouraging diversity, equity, and inclusion in all aspects of our program.  We strive to create a community that reflects and celebrates the diversity of society-at-large because we believe it is essential to attaining academic excellence, professional development, and personal growth. To that end, we are dedicated to training early career scientists from diverse backgrounds, and we encourage applications from students from backgrounds historically underrepresented in the sciences, including but not limited to BIPOC, LGBTQIA+, first generation college students, and those from lower socioeconomic backgrounds.

Coursework for the doctoral program is to some extent, determined by APA requirements. For more detailed information about the program's curriculum and milestones or to see a sample schedule, students should view the current Clinical Student Handbook. Once admitted, we require students to be continuously enrolled full-time, excluding summer sessions, until all degree requirements have been met.

A minimum of 84 hours is required. 

Courses and electives

The coursework for each student is individualized and based upon the student's previous training, research goals and mentor. All students are required to complete 27 credit hours of core courses that cover the scientific and technical foundations of clinical psychology. Students will also choose elective courses that more closely align to their specific focus area. In order to satisfy program accreditation, students will take one course in biological bases of behavior, social bases of behavior, cognitive bases of behavior, affective bases of behavior and in human development. Additional requirements include two ATM courses are required which involve integrated science-professional training and are taught by departmental faculty in timely and specific clinical and community modalities.

At a Glance

• Location:  Tempe campus
• Second Language Requirement:  No

Degree Requirements

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

Student Admissions, Outcomes & Other Data  

Accreditation Status

ASU's Public Disclosure on Licensure Statement

Admission Requirements

Our selection of new doctoral students is based on several factors:

• academic excellence;
• strong undergraduate preparation in psychology;
• experience in conducting psychological research;
• compatibility with research interests of our faculty;
• evidence of strong research skills; and
• personal characteristics that are suitable for teaching and the provision of psychological services to the public.

In addition to significant research experience, successful applicants should have an undergraduate grade point average of B+ or better and compelling letters of recommendation. Specific information about application procedures can be found on the  doctoral admissions  pages.

We also seek a balance of students who have interests in our three research emphases: child clinical, health, and community/prevention. It has been our experience that most of our students will choose one of the three specialty areas which represent domains of faculty interest as well as clinical or preventive specialties for which an employment demand now exists. However, specialization is not a program requirement. Some students might begin a particular emphasis but later decide to move in a different direction. 

Required Core Content (27 units)

Required Core Courses:  Courses covering the scientific and technical foundations of clinical psychology, as well as clinical practica include:

• PSY 530 Analysis of Variance (Intermediate Statistics)
• PSY 531 Multiple Regression
• PSY 573 Psychopathology
• PSY 578 Developmental Psychopathology (required for child emphasis only)
• PSY 600 Clinical Research Methods
• PSY 574/591  Psychotherapy or Child and Family Therapy
• PSY 780  Psychological Assessment or Assessment Advanced Treatment Methods (ATM)
• PSY 591 Clinical Interviewing and Ethics
• Practicum I and II 

Electives (6-27 units)

Electives:  Various courses, seminars, and practica of the students’ choosing are included in this category and are used to satisfy additional program requirements.

Required Accreditation Courses (6-27 credit hours)

In order to satisfy requirements for program accreditation, students are also required to take at least one course each in:

• Biological Bases of Behavior:  PSY 591 Psychopharmacology  or  PSY 591 Biological Bases of Behavior  or  PSY 591 Advanced Neurobiology of Cognition
• Social Bases of Behavior:   PSY 550 Advanced Social Psychology: Interpersonal Processes  or  PSY 551 Advanced Social Psychology: Intrapersonal Processes
• Cognitive Bases of Behavior:   PSY 535 Cognitive Processes  or  PSY 591 Embodied Cognition  or  PSY 541 Research in Cognitive Development.*
• Affective Bases of Behavior:   PSY 591 Emotions  or  PSY 542 Social Emotional Development*  or  PSY 591 Emotional Development*  or  PSY 591 Emotions, Stress and Health  or  PSY 598 Socio-emotional Development
• Human Development:  PSY 541 Research in Cognitive Development*  or  PSY 542 Social Emotional Development*  or  PSY 591 Emotional Development*  or  PSY 591 Children’s Peer Relationships  or  PSY 591Resilience Processes in Development  or  PSY 598 Developmental Transitions.

*PSY 542 and PSY 591 can only be used to either fulfill the Affective Bases of behavior requirement OR to fulfill the Human Development requirement. PSY 541 can only be used to fulfill the Cognitive Bases of behavior requirement OR the Human Development requirement.

• History and Systems:  PSY 591 History of Psychology  or  PSY 591 Clinical Issues Seminar: History and Systems of Psychology

Substantive Curriculum (6-27 credit hours)

Other Course Requirements:  Two ATM courses are required which involve integrated science-professional training and are taught by departmental faculty in timely and specific clinical and community modalities.

• PSY 780  All topics listed as ATMs in Psychology.  The Assessment ATM also meets the requirement for Psychological Assessment
• PSY 501  Supervised Teaching (can count for 1 of 2 ATMs)

Master's Thesis and Research (12 credit hours) - For Master's in passing

• PSY 592 - Master's Research (6 credit hours) Independent study in which a student, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a thesis or dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript
• PSY 599 - Master's Thesis (6 credit hours) Supervised research focused on preparation of thesis, including literature review, research, data collection and analysis, and writing.

Dissertation and Research (18 credit hours)

• PSY 792 Dissertation Research (6 credit hours) Independent study in which a student, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript.
• PSY 799 Dissertation (12 Credit Hours) Supervised research focused on preparation of dissertation, including literature review, research, data collection and analysis, and writing.

Sample Schedule: General

Listed below is a sample schedule. Note that, although we outline a five-year sequence in which the degree can be completed, most students finish the degree in six years including internship.

Sample Schedule: Clinical Child Emphasis

SAMPLE SCHEDULE:  CHILD CLINICAL EMPHASIS

Listed below is a sample schedule for students who chose a child clinical emphasis. Note that, although we outline a five-year sequence in which the degree can be completed, most students finish the degree in six years including internship.

Financial Support

The Department of Psychology typically pays ASU tuition for full-time doctoral students with 20 hour-per-week graduate teaching or research assistantships. Tuition and fee information can be found on the ASU's  general tuition webpage .

An appointment as a 50% Graduate Teaching Assistant (TA) for the 2024-2025 academic year (9-month TA) provides financial support in the form of a stipend in the amount of $24,586 for the academic year.

Fellowships and awards

Doctoral students are encouraged to apply for fellowships through the National Institutes of Health  National Research Service Award  program and through the National Science Foundation's  Graduate Research Fellowship Program . Other funding opportunities exist within specific areas of study and doctoral students should explore these possibilities with their faculty advisor/mentor.

In addition to government and external organizational fellowships, the Department of Psychology currently offers  graduate scholar awards  of $1,500 each to two students in any psychology doctoral program area in any year of study. Made possible by the generous donations of department faculty and others, these awards are intended to recognize the accomplishments of students who are demonstrating overall excellence in the psychology doctoral program. Excellence will be judged with respect to contributions to psychological science; and/or the teaching of psychology; and/or community involvement reflecting application of psychological knowledge. The deadline for all application materials, including a letter of support from a psychology faculty member, is typically mid-March.

Two other fellowship awards are also available to the department's doctoral students through endowed scholarships: The Robert B. Cialdini Dissertation Project Prize and the Martha E. Bernal Memorial Scholarship Award Endowment. Doctoral students in the developmental psychology and social psychology may similarly apply for endowed fellowships within their program areas.

Financial aid

There is no financial aid available through the department although such aid is available through the ASU Financial Aid and Scholarship Services; visit their  site  to explore financial aid opportunities.

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With over 250 programs in more than 65 countries (ranging from one week to one year), study abroad is possible for all ASU students wishing to gain global skills and knowledge in preparation for a 21st-century career. Students earn ASU credit for completed courses, while staying on track for graduation, and may apply financial aid and scholarships toward program costs.

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If you have questions related to admission, please  click here  to request information and an admission specialist will reach out to you directly.

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• Doctor of Philosophy (PhD) in Clinical Investigation

Offered By: Graduate Training Programs in Clinical Investigation (GTPCI)

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About the PhD in Clinical Investigation Program

The program is targeted toward internal physician postdoctoral fellows in clinical departments of the School of Medicine. It involves one year of full-time academic classroom work, followed by at least two years of mentored training in clinical research. The combination of a year of instruction and a year of clinicals allows students the scientific grounding for subsequent original research. This research effort is jointly mentored by faculty from the program and a mentor from the student’s SOM department. After fulfilling all requirements, a Doctor of Philosophy degree in Clinical Investigation is awarded by the Johns Hopkins Bloomberg School of Public Health.

Curriculum for the PhD in Clinical Investigation

Browse an overview of this program's requirements in the JHU  Academic Catalogue  and explore all course offerings in the Bloomberg School  Course Directory .

Prerequisites for the PhD Degree

• Satisfactory completion of 90 credit hours of course work, including one year of full-time in-residency course work
• Five additional courses to be taken in the second or third years
• Continuous registration for the Research Forum and registration for Thesis Research each term
• Completion of a Comprehensive Exam at the end of the didactic year
• Satisfaction of all university requirements for the PhD, including completion of a Preliminary Oral Examination, Thesis Preparation, and Thesis Defense

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. For our PhD specific application requirements, please see our How to Apply page.

This specific program also requires:

Prior Graduate Degree

Advanced medical degree: e.g., MD, MBBS, PhD

Prior Work Experience

Work with human subjects in clinical investigation

Standardized Test Scores

Standardized test scores  are required  for this program. This program accepts the following standardized test scores: USMLE and GRE or MCAT.  Applications will be reviewed holistically based on all application components.

GTPCI is one of 60 national recipients of an NIH-sponsored CTSA KL2 Award to support institutional career development programs for physicians and dentists, encouraging them to become independent, patient-oriented clinical investigators. This Multi- disciplinary Clinical Research Career Development Program funds clinical research training for a broad group of physicians, dentists, and other scientists who have a doctorate in a health-related field, including pharmacy, nursing, epidemiology, and behavioral sciences. The Johns Hopkins KL2 program will provide career development support for junior faculty physicians or dentists from within Johns Hopkins Medical Institutions.

Information regarding the cost of tuition and fees can be found on the Bloomberg School's Tuition and Fees page.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU  starting in Fall 2023 or beyond can apply to receive a $1500 need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

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

Director Khalil Ghanem, MD, PhD

Academic Program Manager Cristina A. DeNardo, MEd 410-502-9734 [email protected]

Applying to Clinical PhD Psychology Programs

How many applications to send.

Posted July 22, 2018

Now is the time that many individuals are going to be thinking about their future career . For many, their career journey includes graduate program in a clinical psychology PhD program. For these individuals, the next few months will involve carefully researching various programs to determine which programs might be best for them. One big question that will hit all of these potential applicants concerns the optimal number of applications to send.

It might seem like someone or some computer program has figured out the number of applications to send, but like most aspects of the application process for PhD clinical psychology programs, determining this number is complex. To begin, it is likely the case that most applicants know that getting accepted to a clinical psychology PhD program is very difficult. To illustrate this in concrete terms, we looked at the acceptance and matriculation rates of PhD programs that are members of the Council of University Directors of Clinical Psychology. These rates are publicly available for these programs website under the link “Student Admissions, Outcomes, and Other Data”. We were able to locate data for 100 programs, and found that the acceptance rate was most often 4%, and the matriculation rate (those who actually enrolled) was most often 2%.

These extremely low values reflect the high standards of all clinical psychology PhD programs, the high number of applicants that apply to each program, and the low number of open slots at each program for an incoming class. One other point should be kept in mind related to the above points: The applicants to PhD programs are at the “highest level.” This means that if you are applying to a PhD program in clinical psychology, you really need to be a strong candidate. There is no hard and fast rule on what constitutes a strong candidate, but rest assured it is a combination of very high GRE scores (on all three components of the exam), a very high GPA in rigorous courses (forget those gym courses and basket-weaving courses!), research experience (remember that a PhD is a research degree), excellent letters of recommendation, and a great fit with a potential mentor.

Besides showing that it is really difficult to be accepted into a particular PhD program, the acceptance and matriculation (enrollment) rates raise other interesting issues that are important to the question of how many programs you should apply to. First, acceptance rates are higher than matriculation rates. This is because not every person who gets accepted to a clinical psychology PhD program ends up attending. For example, an applicant may realize that that being a clinician is not for them. This applicant’s slot is then open for another applicant. Second, applicants to clinical psychology PhD programs almost always apply to multiple programs. This leads to a lot of movement with regard to who gets accepted. Let’s take the example of a fictitious applicant Susan who applies to 15 clinical psychology PhD programs. She receives acceptances from five programs—Michigan State, UKentucky, UDenver, Alabama, and UTexas. Of course, she can only matriculate at one program—she picks UKentucky (not for the basketball!). Her matriculation decision means that the four other slots that were originally reserved for Susan must go unused or go to other applicants in the applicant pool, who may or may not enroll at each of the remaining four programs.

Given the above information, we can now focus on how many programs you should consider applying to. Right up front we should note that there does not appear to be any publicly accessible data that shows the number of applications per clinical psychology PhD applicant. This is different than other types of post-graduate applicants, where data is available on the number of applications per applicant for medical program (16 applications) and law program (6 applications).

Nonetheless, there is some guidance from the Internet on determining how many programs an applicant should apply to:

1) Although neither the American Psychological Association (APA) nor one of the most widely cited websites about applying to clinical psychology graduate program (“Mitch’s Guide”) recommends a specific number, these resources (and others) discuss applications in terms of “fit”. That is, an applicant should apply to programs where there is a fit between a student’s credentials and the characteristics of a particular program, including location, training emphasis, and potential mentor(s).

2) Some sites offer more specific recommendations. These sites discuss applying to different levels of programs. These types are typically defined based on the GPA and GRE data listed in a program’s link to Student Admissions, Outcomes, and Other Data. At the top level are “Dream” or “Reach” programs (programs where your credentials are lower than the data), “Match” programs (programs where your credentials match the data for that program), and “Safety” or “Back-up” programs (programs where your credentials exceed the data). Sites recommending that you apply based on level of program will typically argue that an applicant should apply to perhaps two or three at each level.

3) Some Internet sites offer recommendations on how many programs to apply without mentioning level of program. These sites recommend varying numbers, often as high as 10-20 programs.

The lack of clarity on the number of applications to clinical psychology PhD programs means you may have to adjust your thinking as you move forward with your plans to apply to clinical psychology PhD programs. You will have to decide whether applying to different levels makes sense for you. While some students may need to use the levels approach because of specific gaps in their credentials, others may have a record so strong that the levels approach does not really apply to them—these students are competitive at all programs.

In addition, if you are a highly competitive applicant, it is probably worth you increasing your number of applications. Figuring out additional programs to apply to will involve more work, and it might involve considering multiple research areas you are willing to pursue, but it will likely increase your overall chances to be accepted to a program. You must always keep in mind that your chances of being accepted anywhere is still a function of your credentials, the competition (always an unknown), and what programs are considering. Moreover, each application has an application fee, and takes time and effort to complete. Therefore, you should probably only apply to those programs that you feel you would be willing to attend. With all of the above in mind, good luck as you move forward with your applications!

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

Check out career possibilities for psychology majors at scoutiescareersinpsychology.org

Learn tips to succeed in college at beginnersguidetocollegesuccess.com

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

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Home > CUNY Graduate Center > Dissertations, Theses, and Capstone Projects > 5956

Dissertations, Theses, and Capstone Projects

Association of autistic traits and psychiatric symptoms in children with a fragile x premutation allele: the neurodevelopmental profile.

Ariel Zucker , The Graduate Center, City University of New York Follow

Date of Degree

Document type.

Dissertation

Degree Name

Veronica J. Hinton

Committee Members

Deborah J. Walder

Emily Jones

Emily G. Allen

Jessica Ezzell Hunter

Subject Categories

Clinical Psychology

Fragile X Premutation, Fragile X Syndrome, Autistic Traits, Autism Spectrum Disorder, Psychiatric Symptoms

Throughout the lifespan, approximately 14% of males and 5% of females with a fragile X premutation (PM) (defined as 55-200 CGG repeats on the X-linked FMR1 gene) are diagnosed with Autism Spectrum Disorder (ASD). For individuals that do not meet diagnostic criteria for ASD, autistic traits (ATs) are often present in this population and have been shown to have a subtle and sub-clinical presentation of social communication and interaction deficits. While less is known about the phenotype of children with a PM, studies have found increased rates of ASD and ATs in adults with a PM allele compared to controls. Psychiatric disorders, such as anxiety, depression, and attention/deficit-hyperactivity disorder have also been shown to be elevated in this population throughout the lifespan, although rates may be skewed due to potential ascertainment bias and/or secondary to other PM-related outcomes such as having a child with fragile X syndrome. The current study was designed to examine the neurodevelopmental profile of individuals with a PM from a developmental perspective, with a focus on the relationship between ATs and psychiatric disorders. Following the review, a study was conducted to evaluate ATs and psychiatric disorders in a large sample of non-referred children with a PM.

Recommended Citation

Zucker, Ariel, "Association of Autistic Traits and Psychiatric Symptoms in Children with a Fragile X Premutation Allele: The Neurodevelopmental Profile" (2024). CUNY Academic Works. https://academicworks.cuny.edu/gc_etds/5956

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Mitigating the Impact of Climate Change on Lung Disease: Clinical Guidance for Healthcare Professionals

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Amy Abernethy teams with former Verily exec to improve data-driven clinical research

Amy Abernethy, M.D., Ph.D., left Verily earlier this year as its chief medical officer and has now teamed up with a long-time colleague to launch an initiative that takes a new approach to modernizing clinical research.

Abernethy and another former Verily executive Brad Hirsch, M.D. have launched Highlander Health to optimize clinical trials, the industry veterans announced today. The aim is to integrate research more seamlessly into day-to-day care to improve treatments and enable individualized patient care.

Highlander Health's work will focus on a combination of supporting learning labs, investing millions into tech startups and philanthropy.

Advancing the use of patient data and real-world evidence to drive medical innovation has long been a focus for Abernethy, whose résumé boasts decades of research-related experience in a variety of regulatory, commercial and clinical roles. Served as principal deputy commissioner and acting chief information officer at the Food and Drug Administration (FDA) before joining Alphabet's healthcare spinout in 2021 . She also was an executive at Flatiron Health and an oncology researcher at Duke University.

Abernethy and Hirsch previously worked together at Flatiron Health, where Hirsch was senior medical director, and at Duke Clinical Research Institute. Hirsch also was the founder and CEO of SignalPath, a clinical trials technology solution that Verily acquired in 2021 .

"Brad and I have really been talking about the need for an organization like Highlander Health for all the years that we've been working together. This is now our fourth job together, and Highlander Health is really the next step," Abernethy said in an interview with Fierce Healthcare. "As we've been working across the years, we've talked about the importance of really focusing on how to streamline and accelerate clinical evidence generation, so clinical trials, real-world data and remote evidence, in order to make it more efficient and less burdensome to conduct clinical research and be able to know that products are adequately safe and effective. We've also been very focused on how does the healthcare delivery system ensure personalized healthcare for all? And the way that we've organized Highlander Health is really intended to address how those pieces come together."

Hirsch added, "I think that we would all say that the clinical research system as it exists today is both antiquated and not meeting the needs. It's not positioned for the capacity constraints that are coming as more and more cell and gene therapies and other things hit the market. The biggest pain point we're trying to address is, how do we both accelerate the clinical research opportunities that exist to get the answers we need without minimizing the quality or taking any shortcuts for traditional drug development and what the biotech world needs, while also meeting the need of clinicians every day who also don't have enough evidence to say maybe a drug was approved in a controlled phase III population, but they don't really know what does that mean in the patients they're seeing every day?" 

The pair's initiative comprises Highlander Health Institute, a public interest platform that will provide grants to health systems while partnering with other ecosystem players to move forward with modern and streamlined evidence generation. The idea is to create clinician-led learning labs to create and test solutions. 

Lyda Hill Philanthropies, a charitable group, will provide funding to help develop initial projects with health systems. "We've identified our first couple of projects. The first one's already funded," Hirsch said, noting that the company would provide more details about those projects in October.

"We are looking at how can we partner to develop learning labs with health systems to really prove what's possible? How do you better leverage all available data to answer key questions? How do you help to simplify the operational execution of trials?," Hirsch said.

Highlander Health also will have an investment arm, Highlander Health Partners, which will make investments of $50 million to $100 million in tech companies focused on advancing clinical research. The investment firm will support its businesses with capital, counsel and resources to ensure portfolio company success, the executives said. An evergreen fund that invests internal capital toward long-term value creation, the firm is focused on technology enablement in growth and middle-market companies across healthcare.

"We're really looking for established companies, which we believe we can then help to accelerate, either by bringing together a couple of different companies, or helping to reinforce the vision of an established company," Hirsch said. "The belief there is that we can help to really accelerate things. We can help with a bunch of different siloed companies that can be brought together to make a central solution to areas related to evidence generation, whether that's on the care side or the traditional life sciences side."

Hirsch added that both the investment arm and Highlander Health Institute are "trying solve the same core issue of how do we drive forward evidence generation and how do we optimize both discovery and care." "But, different mechanisms that serve different purposes to a degree," he said.

Abernethy and Hirsch believe they can leverage their combined expertise and five decades in healthcare, across academia, at companies small and large, and at FDA, to help improve clinical research and care delivery, especially where those two intersect.

Many companies have developed isolated point solutions but those approaches have been siloed, Abernethy noted.

"It's hard for those isolated point solutions to come together in aggregate to move the entire space forward," she said. "We saw this at Flatiron where in order for there really to be progress in real-world data and real-world evidence, on one side, there needed to be corporate investment to clean up data in high-quality ways. But, there also has to be multi-stakeholder work across the entire industry to understand what was possible, what was trustworthy, what regulators could use, what academics could use, what health systems needed."

Highlander Health is focused on building connected solutions that work across care settings to "streamline not only a treatment’s evaluation and approval but also its widespread adoption — all with an eye on what patients and providers need to flourish in an age of biological breakthroughs," Abernethy said.

The company is approaching evidence generation from the perspective of "the modern era of clinical research," Abernethy noted.

"That's all of clinical evidence generation, so formalized, traditional clinical trials, but also real-world data and real-world evidence and pragmatic clinical trials, and this landscape that we're finding ourselves in where medical products need to be evaluated over and over again. We've seen that with the shift towards accelerated approvals and needing to shift our evaluation of those drugs to the post-marketing setting. But, now, you also think about AI-based healthcare products that need to be continuously monitored to make sure that they're performing as expected," she said.

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Therapeutic Potential of BTK Inhibitor Tolebrutinib in Non-Relapsing Secondary Progressive Multiple Sclerosis: Erik Wallstroem, MD, PhD

The global head of neurology development at Sanofi provided insight on how tolebrutinib may overcome the challenges of treating non-relapsing secondary progressive multiple sclerosis. [WATCH TIME: 5 minutes]

WATCH TIME: 5 minutes

"We think that tolebrutinib compares favorably in terms of being able to effectively target BTK in the CNS based on the combination of potency and brain penetration."

HERCULES, a phase 3 trial (NCT04411641), assesses the efficacy and safety of tolebrutinib (Sanofi), an investigational Bruton Tyrosine kinase (BTK) inhibitor, in patients with non-relapsing secondary progressive multiple sclerosis (nrSMPS), a disease for which there are limited treatment options available. This patient population was defined as those with an Expanded Disability Status Scale (EDSS) score between 3.0 and 6.5, no relapses for the previous 24 months, and documented evidence of disability accumulation in the previous 12 months.

Recently, Sanofi announced positive topline data from the trial showing that the agent met its primary end point of reducing 6-month confirmed disability progression (CDP) among treated patients. For context, 6-month CDP was defined as the increase of at least 1 point in EDSS score when baseline score was less than or equal to 5, or an increase of at least 0.5 point when the baseline EDSS score was greater than 5. While these were merely topline findings, the company is expected to present detailed results at the upcoming European Committee for Treatment and Research in Multiple Sclerosis (ECTRIMS) medical meeting in Copenhagen, Denmark, September 20, 2024.

Following the announcement, NeurologyLive ® sat down with Erik Wallstroem, MD, PhD, senior vice president, global head of Neurology Development at Sanofi, to discuss the implications of the data in this difficult-to-treat population. He spoke about the mechanism of action of tolebrutinib, how it differs from other BTK inhibitors and agents in development, and why the company believes it can be successful in the long-term. Furthermore, he gave clinical insight on the reasons behind the lack of therapeutic success in treating nrSPMS.

REFERENCE 1. Press Release: Tolebrutinib meets primary endpoint in HERCULES phase 3 study, the first and only to show reduction in disability accumulation in non-relapsing secondary progressive multiple sclerosis. News release. Sanofi. September 2, 2024. Accessed September 5, 2024. https://www.sanofi.com/en/media-room/press-releases/2024/2024-09-02-05-00-00-2938875

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Erasmus+ mobility: PhD student Carl Boodman attended an inspiring lab training in Marseille

Over the course of two weeks, Carl Boodman was trained in specialised laboratory techniques for identifying Bartonella quintana from human and arthropod samples. Carl uses these techniques in his PhD research, which focuses on neglected B. quintana infections in low-resource settings. The training was organised under the supervision of Prof Pierre-Edouard Fournier, a full Professor of Medical Bacteriology and Hygiene at the Faculty of Medicine, Aix-Marseille University, France. Prof Fournier is in charge of the National Reference Center for Rickettsioses (NRCR), the molecular diagnostics laboratory, and the residency and Infectious Diseases teaching programmes at the Faculty of Medicine.

NRCR is an international centre for Bartonella research, conducting reference testing for samples from around the globe. Many of the techniques performed at NRCR, which are integral to Carl’s PhD study, are not performed in Belgium or in Canada, his home country. With the agreement of Carl’s ITM supervisor, Prof Johan van Griensven, NRCR acted as a reference laboratory, supporting his PhD research through training in specialised techniques and provision of confirmatory testing on samples.

This traineeship marked the beginning of a research and training collaboration related to Carl’s PhD thesis. To conclude in his own words:

"During my two-week traineeship at NRCR in Marseille, I learned a great deal and established valuable research connections that will hopefully benefit me for years to come. I gained insight into the development of diagnostic testing protocols used by reference laboratories worldwide. Initially working under supervision and then independently, I developed confidence in troubleshooting these techniques. I also learned about the importance of laboratory automation in improving throughput and efficiency. The collegial, welcoming and innovative work environment at NRCR was inspiring, while remaining rigorous when it comes to routine diagnostics for clinical care. I became inspired to see the inclusion of an insectarium associated with the research laboratory. More specifically, I perfected skills in automated DNA extraction, qPCR, automated indirect fluorescent antibody testing and automated capillary Western blot (with cross-adsorption)."

Carl Boodman PhD student

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Chongetsa: raising youth awareness about sti research in zambia, "this map represents what i know": the power of putting lubumbashi’s maternal healthcare services on the map, all eyes on the tiger mosquito on world mosquito day, let’s fight hiv stigma together, erasmus+ mobility: phd candidate adwine vanslembrouck participated in a productive field training in frankfurt, researching violence against women and girls in my own country of ethiopia: the tolerated and the unacceptable, erasmus+ mobility: three phd candidates attended the participatory action research summer camp in austria, erasmus+ mobility: mtm student viktoria sturm attended an insightful traineeship in addis abeba, erasmus+ mobility: phd student jens cornelis attended an inspiring global health diagnostics training in montréal, itm introduces four new clinical expert courses.

14 sets of twins and one set of triplets graduate from the same high school class

The  graduating class  at this Florida high school will make you do a double — and triple — take.

Fourteen sets of  twins  and one set of triplets gradua t ed June 5 from Cooper City High School in Cooper City, Florida, about 40 minutes outside of Miami.

The group comprised about 6% of the 543 graduates.

“It was very special as they would come across the stage; I would shake their hand and give one a diploma, and then the second one would come over to do the same thing,” Vera Perkovic, the school’s principal, tells TODAY.com.

“It kind of just symbolized they’re their own person, but also, they have been together all these years as twins,” she adds.

Cooper City High School Principal Vera Perkovic referenced the twins and triplets in the class during her speech at graduation.Courtesy Broward County Public Schools

Among the graduates are two sets of identical twins and 12 sets of fraternal twins,  NBC 6, our South Florida station, reported .

Gabrielle and Jocelyn Reed are one such set of identical twins.

“It was a great moment. It was also just bizarre because you raise twins, and everything is two at once,” Gabrielle and Jocelyn’s father, Aaron Reed, tells TODAY.com. “So, on some levels, it was twice as exciting, but it was also twice as chaotic and overwhelming.”

The sisters have attended school together since pre-K. Come August, they will go their separate ways for college.

Gabrielle is headed to Cornell University, while Jocelyn will attend Washington University in St. Louis, Missouri.

“I’m just really excited to go somewhere separate and be on my own,” Gabrielle says. “Everywhere I go, I’m lumped together with her and not really seen as my own person, so I’m really excited to be able to have my own experiences.”

As the editor of Cooper City High School’s yearbook, Jocelyn was always aware of the number of twins in her class, but it wasn’t until the group was in a room together that she realized just how special it is to have that many multiples.

“When you’re a twin, people treat you as a spectacle,” Jocelyn said. “So, it was crazy to see that it’s so common and that there are so many people that are also twins.”

Cooper City High School’s class of 2024 graduated June 5 at Nova Southeastern University in Fort Lauderdale, Florida.Vera Perkovic / Courtesy Broward County Public Schools

Broward County Public Schools believes the graduates have set a county record as most sets of twins to simultaneously graduate from one school.

Some of the students even created a slogan to commemorate their unique graduating class: “Twice as nice and triple the fun.”

Amanda is an editorial intern at TODAY.com and was born and raised in Miami, Florida.