phd in psychology boston

Clinical Psychology Graduate Programs in the Boston Area

1-7 of 7 results

Harvard Graduate School of Arts and Sciences

Cambridge, MA •

Harvard University •

Graduate School

• • Rating 4.56 out of 5   9 reviews

Other: I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student' in the Harvard Graduate School of Arts and Sciences. Through this School, I will be focusing my time at the John A. Paulson school of Engineering & Applied Sciences. Looking forward to wrapping up my final year on campus! ... Read 9 reviews

Harvard University ,

Graduate School ,

CAMBRIDGE, MA ,

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

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

Read 9 reviews.

College of Fine Arts - Boston University

Boston, MA •

Boston University •

Boston University ,

BOSTON, MA ,

College of Liberal Arts - University of Massachusetts Boston

University of Massachusetts Boston •

University of Massachusetts Boston ,

Suffolk University

Graduate School •

• • Rating 4.56 out of 5   16

College of Liberal Arts and Sciences

Lesley University •

CAMBRIDGE, MA

• • Rating 3 out of 5   2

College of Arts and Humanities - Framingham State University

Framingham State University •

FRAMINGHAM, MA

College of Arts and Sciences - Suffolk University

Suffolk University •

Blue checkmark.

Suffolk University ,

College of Humanities and Social Sciences - Bridgewater State University

Bridgewater, MA •

Bridgewater State University •

• • Rating 4.5 out of 5   2 reviews

Master's Student: I had a great experience in the MPA program. The professors are knowledgeable and more importantly, you are taught how to apply the theories learned in the real world. The costs are relatively inexpensive and the program offers flexibility for working students. ... Read 2 reviews

Bridgewater State University ,

BRIDGEWATER, MA ,

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

Featured Review: Master's Student says I had a great experience in the MPA program. The professors are knowledgeable and more importantly, you are taught how to apply the theories learned in the real world. The costs are relatively... .

Read 2 reviews.

William James College

Newton, MA •

• • Rating 3.93 out of 5   15 reviews

Master's Student: I had an incredible experience overall, I can't think of anything that I didn't enjoy. The best part of my experience at William James was the professors and my peers. My professors provided a supportive environment, while my peers provided me with their unique perspectives. ... Read 15 reviews

NEWTON, MA ,

15 Niche users give it an average review of 3.9 stars.

Featured Review: Master's Student says I had an incredible experience overall, I can't think of anything that I didn't enjoy. The best part of my experience at William James was the professors and my peers. My professors provided a... .

Read 15 reviews.

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Rivier University

Nashua, NH •

• • Rating 4.24 out of 5   21 reviews

Master's Student: I attended Rivier University as an undergradute student, and now I plan to attend as a graduate student. I had an awesome experience with my clinicals and have built lasting relationships through their nursing program. I now plan to attend their Family Nurse Practitioenr hybrid program. I have returned to Rivier becuase of their dedication to quality education. ... Read 21 reviews

NASHUA, NH ,

21 Niche users give it an average review of 4.2 stars.

Featured Review: Master's Student says I attended Rivier University as an undergradute student, and now I plan to attend as a graduate student. I had an awesome experience with my clinicals and have built lasting relationships through... .

Read 21 reviews.

Bentley University McCallum Graduate School of Business

WALTHAM, MA

• • Rating 4.71 out of 5   21

School of Communication and the Arts - Lasell University

Lasell University •

College of Arts and Sciences - American University

American University •

WASHINGTON, DC

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Boston Graduate School of Psychoanalysis

Doctor of Psychoanalysis (PsyaD)

Home » Academics » Degree Programs » Doctor of Psychoanalysis (PsyaD)

Program Objectives

Course of study.

• Admission Criteria

BGSP is unique among both psychoanalytic training institutes and graduate schools in offering the Doctor of Psychoanalysis degree (PsyaD). This post-master’s program combines full training to become a psychoanalyst with academic and research studies leading to the doctorate. 

Tailored to take into account your prior education and training, the program fosters a high level of emotional attunement, attainable only through the combination of seminars, self-examination in the training analysis, and intensive clinical supervision — all hallmarks of  our integrative approach to learning .

The PsyaD program helps candidates understand how people develop their emotional lives, and teaches them to intervene in the intrapsychic life of clients.

The doctoral candidate:

• Explores the full range of character structures and psychopathology, integrating academic study with clinical work to understand patients’ repetitions, defenses, resistances, and symbolic communications
• Learns to utilize their emotional responses to understand and work with patients
• Learns  to integrate theory, empirical research, and clinical observations culminating in the doctoral dissertation

“Since completing the doctoral program, I have been very busy working with children, adolescents, families, and adults at an outpatient psychotherapy practice, and as a psychoanalyst in private practice. Even after graduating from the doctor of psychoanalysis program, I have been continuing my journey aimed at furthering my knowledge and understanding about the deepest mysteries of the human condition.”  Michael Birnkrant, PsyaD, MA

Degree Requirements

Students in the Doctor of Psychoanalysis degree program fulfill the following requirements to graduate:

• A minimum of 69 credits of required and elective course work (candidates entering without a clinical mental health degree are required to complete up to 20.5 additional credits of required coursework)
• Satisfactory completion of the fieldwork externship, case presentation, and written case study
• Successful completion of the Candidacy Entrance Exam
• 450 hours of training analysis, of which 150 may be group analysis
• Analysis of a minimum of three psychoanalytic cases over time in the School’s Therapy Center
• 200 hours of supervision with at least three supervisors (at least 50 hours are completed with each of two different supervisors)
• Satisfactory presentation of cases for Clinical Case Review after 25 hours of control supervision, demonstrating understanding of cases and current resistances including countertransference resistance
• Successful completion of the Qualifying Paper, a case study exploring transference, countertransference and resistance in the control case submitted at the same time as the Clinical Case Review.
• Completion of a doctoral dissertation: a well-executed original research project demonstrating mastery of psychoanalytic concepts, a body of literature, research methodology and valid inference making
• Successful oral presentation of doctoral dissertation to the faculty

Program Catalog

Please refer to the program catalog for exact graduation requirements

Doctoral candidates gain a psychoanalytic perspective on both human development and clinical work.  They learn about the development of the human psyche from infancy onward, study unconscious processes such as repetition, defenses, transference, resistance, and symbolism, and develop a psychoanalytic framework for understanding psychopathology across a wide range of diagnoses.  Candidates explore advanced psychoanalytic theories from a range of perspectives, including those of Freud, Klein, Bion, Spotnitz, the theorists who followed them, and a range of other contemporary psychoanalysts.  Advanced clinical seminars on resistance analysis, transference and countertransference, symbolism, and theory of technique inform candidates’ work with patients. Courses in psychoanalytic research hone candidates’ skills in systematic observation and inference and facilitate the student’s work on the dissertation.

Clinical Studies

Doctoral fieldwork program.

Prior to beginning psychoanalytic practice under supervision, doctoral candidates participate in a two-semester fieldwork program, which provides direct contact with regressed patients in mental hospitals or comparable settings, giving students the opportunity (a) to observe extremes of pathology at the earliest levels of fixation or regression and (b) develop basic skills for establishing a therapeutic relationship with regressed or narcissistic clients.  The fieldwork experience fosters an ability to read the client’s contacts, responses to stimulation, and symbolic communications while observing the emotional responses induced in oneself. These skills are basic to working with people at all levels of functioning.  The fieldwork experience culminates in a clinical oral and written presentation of cases.

Candidacy Entrance Exam

After completing the first year of full-time coursework (or its equivalent) and the fieldwork program, candidates sit for the Candidacy Entrance Exam.  In conjunction with assessment from first-year coursework and the fieldwork presentations, the Candidacy Entrance Exam is used to assess readiness for further doctoral study.

Therapy Center Internship

Once approved for candidacy, students apply to begin their  Therapy Center  Internship. During the internship, students work with three or more analytic cases (at least weekly) under supervision for the duration of their studies (minimally three years). Candidates enroll in the clinical seminar appropriate to their level of training, beginning with Case Management and progressing through advanced psychoanalytic seminars, in which they remain until graduation. Initially, students engage in group supervision; they then choose individual control supervisors, one of whom covers only the primary control case.  (A “control case” is the term used for a case studied under close supervision.)

Candidates present their work with cases to the clinical faculty at two points during training: once after 25 hours of control supervision, for the Clinical Case Review, and again at the end of their studies, for the Final Clinical Presentation.  The Clinical Case Review is a time for the candidate to gain formal feedback on clinical work, including case formulations, patient dynamics, and countertransference resistances, in order to work more productively towards the Final Clinical Presentation.  This phase of the program takes from three to six years depending on the pace at which the student develops a caseload and progresses in meeting clinical and academic requirements. 

Training Analysis

Each candidate participates in a training analysis, working individually with an analyst throughout the program for a minimum of 450 hours of analysis, of which 150 hours may be group analysis.  The training analysis is a cornerstone of the educational process for psychoanalysts.  It deepens the candidate’s understanding of course material through personal experience and helps the candidate tolerate the feelings aroused by psychoanalytic study.  It offers a fuller appreciation of one’s own emotional dynamics, increases the candidate’s access to all emotional states, and increases self-understanding, which is particularly critical for understanding others.  Most importantly, the training analysis provides a space for the analyst-in-training to recognize how clients activate his or her own unconscious processes, in order to contain those reactions and use them productively, rather than acting them out.

Psychoanalysts study the unconscious level of mental functioning through making valid inferences from the stream of verbal and behavioral responses comprising human behavior, whether individually or in groups. Psychoanalytic research projects address a question about underlying motivation and conflict, about what leads to change in psychic functioning, about resistances to change, and a variety of other questions of interest both clinically and theoretically. In working with a patient, the analyst has the opportunity to make multiple observations over time under similar conditions while intruding minimally into the patient’s presentation of their experience and conflicts. Each case may be an in depth study, in itself contributing to the knowledge base on a particular pathology or character structure. Alternatively, the researcher may be interested in particular clinical phenomena best studied with a group of cases, e.g., somatization, phobias, eating disorders, or may undertake studies of particular interventions, e.g., group work with a particular diagnosis, or interpretation versus reflective techniques.

The doctoral research curriculum includes courses in psychoanalytic research, inference making, and proposal development as well as individual research advisement with experienced clinical researchers. The curriculum helps the student identify an area of interest, review relevant literature, design a viable study, and use his or her academic, clinical and research training to formulate a question and make valid inferences from data.

Dissertation

The dissertation is an original research project making a contribution to the field or applying psychoanalytic concepts or technique to understand something in a related field. A three-person dissertation committee guides the student through all phases of the project, culminating in the dissertation and the presentation to the faculty in the dissertation defense. Recent doctoral research projects include a study of the unconscious motivation behind a manic patient’s actualization of a conscious fantasy, a single case study of the unconscious fantasy underlying an obsessional patient’s state of paralysis, a study of increasing resilience in first responders as a result of psychoanalytic educational intervention, and a multiple case study of underlying unconscious factors in psychosomatic disorders.

Time to program completion

Because of the emotional growth inherent in learning to analyze patients, becoming a psychoanalyst takes more than a checklist of requirements, and every candidate’s progression is unique. On a full-time basis, students take at least four years to graduate, but developing a robust caseload of psychoanalytic training cases can take more time. Almost all candidates reduce their studies to part-time status for one period of time or another. Some students do attend full-time and complete the program in four years, and many more students study part-time and complete the program in closer to 8 years. Students without previous coursework in somatic factors, socio-cultural influences and diversity, research methods, psychopathology and clinical work may expect an additional year of coursework and clinical requirements.

Most students in the program are working while pursuing doctoral studies. Classes are scheduled during the evening or on Fridays to accommodate working students.

Psychoanalysts who have already been certified but would like to pursue the doctorate may apply for the  Hybrid Accelerated PsyaD .

Admissions Criteria

The program is open to all candidates who have earned a master’s degree. Candidates who have already earned a master’s degree in a mental health field may follow the four-year sample program of studies. Those candidates whose master’s degree is in a different field tailor the program to cover any missing material, adding up to one year to the program. (Those without a master’s degree, or who wish to obtain a license in Clinical Mental Health Counseling, should first pursue BGSP’s MA in Psychoanalysis or MA in Mental Health Counseling.)

Beyond this credential, however, applicants demonstrate through their personal statement and interviews (when invited) their motivation to learn, capacity to understand oneself and others, academic and applied interests, and readiness to engage in studies of unconscious processes.

In order for BGSP to determine academic readiness for doctoral level study, applicants submit transcripts, 2 letters of recommendation, and a writing sample. For those applicants who meet the academic criteria, there will be three admissions interviews scheduled with the faculty.  In addition, applicants who are interviewing are asked to write a spontaneous response to a psychoanalytic text.

International applicants are also evaluated for English proficiency based on their TOEFL or IELTS scores (required) and their performance during the admissions interview and on their writing samples.  Some international students require additional training in writing in a second language.  Newly accepted students are sometimes advised that this training and support will be required in order to succeed in the program, and may choose to register for additional writing support throughout the course of their studies at BGSP.

Graduates of the Clinical Mental Health Counseling program at BGSP who wish to continue in the doctoral program are required to apply to that program separately. At that time, their readiness to progress into an advanced clinical or academic program is assessed on the basis of interviews and their previous work at BGSP and performance on the Candidacy Entrance Exam.

BGSP does not discriminate on the basis of age, race, sex, gender identity, ethnicity, national origin, religion, sexual orientation, disability or socioeconomic status in administration of its educational policies, admission policies, scholarship and loan programs, and other School-administered programs.

• Tuitions and Fees
• Cost of Attendance
• Financial Aid

Hear from our Doctor of Psychoanalysis Alumni

Judith Sanditen PsyD, PsyaD

Sarah Smith PsyaD, LMHC

Claudia Sheftel Luiz PsyaD, Cert. Psya, EdM

Junichi Torigoe PsyaD, NCPsyA

Joon ho Lee PsyaD, Cert. Psya, NCPsyA

R. Danielle Egan PsyaD, PhD

Michael Birnkrant PsyaD, LMHC

Apply today.

Application deadline for Fall 2024 is May 1st. Classes start in September.

Graduate Program

Our graduate program trains students to make original contributions to knowledge by conducting scientific research. Those who earn a Psychology PhD from our department are positioned well to pursue positions in academic, government, industry, and nonprofit sectors. Regardless of their eventual career pursuits, students spend most of their time planning, doing, presenting, and publishing their research while in our program.

Areas of concentration reflect the research interests of the faculty. These include:

• Biological Psychology
• Cognition and Perception
• Developmental Psychology
• Experimental Psychopathology
• Social Psychology

The graduate program's coursework and milestone requirements have been constructed to consider the student's professional development and to foster a successful research career. Effective written communication is an essential research skill. As such, one of the main objectives of the graduate program focuses on effective written communication of scientific research. To achieve this objective, students receive extensive feedback on writing from personalized faculty committees.

PhD in Psychology

The PhD program in Psychology is comprised of a pre-master's and a post-master's part.

PhD in Psychology and Cognitive Science

The Joint PhD Program in Cognitive Science offers students the opportunity to receive world-class training in the interdisciplinary methods and theories of Cognitive Science.

Tufts University also offers advanced degrees in the area of School Psychology through the Department of Education and Clinical Developmental Psychology through the Eliot-Pearson Department of Child Study and Human Development .

Director of Graduate Studies

Heather Urry

PSYCHOLOGICAL & BRAIN SCIENCES

BU Psychological & Brain Sciences

Welcome to the Department of Psychological & Brain Sciences (PBS) at Boston University. The department is a globally recognized research leader with faculty expertise in a broad range of fields. U.S. News & World Report ranks Boston University #37 in the world (tied with Cornell University) for the strength of its combined psychiatry/psychology faculty research strength—a ranking to which BU psychological and brain sciences faculty contribute greatly.

Recent News

Lisa smith wins aptc clinic director mentor award, jedi and clara mayo award recipients announced, prof. chantal stern named chair of the department of psychological brain sciences, margaret hagen retires, stefan hofmann joins university of marburg, michael lyons retires, donna pincus named director of the master’s program, clinical program leadership updates.

Howard Gardner

Faculty info, contact information, personal site, faculty coordinator.

Howard Gardner is the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. He is also the head of the Steering Committee of Harvard Project Zero . Among numerous honors, Gardner received a MacArthur Prize Fellowship and a Fellowship from the John S. Guggenheim Memorial Foundation in 1981 and 2000, respectively. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in Education. He also won  Howard Gardner, recipient of the Distinguished Contributions to Research in Education Award. In recognition of his contributions to both academic theory and public policy, he has received honorary degrees from thirty-one colleges and universities, including institutions in Bulgaria, Canada, Chile, Greece, Ireland, Israel, Italy, South Korea, and Spain. He has twice been selected by Foreign Policy and Prospect magazines as one of 100 most influential public intellectuals in the world. In 2011, Gardner received the Prince of Asturias Award for Social Sciences; in 2015, he was chosen as the recipient of the Brock International Prize in Education; and in 2020, he received the Distinguished Contributions to Research in Education Award from the American Educational Research Association (AERA). He has been elected a member of the American Academy of Arts and Sciences, the American Philosophical Society, the National Academy of Education, and the London-based Royal Society for the Encouragement of Arts, Manufactures, and Commerce. 

The author of thirty books translated into thirty-two languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments (please see Multiple Intelligences Oasis ). Since the middle 1990s, Gardner has directed The Good Project , a group of initiatives, founded in collaboration with psychologists Mihaly Csikszentmihalyi and William Damon. 

In 2020, Gardner’s memoir, A Synthesizing Mind was published by MIT Press. He also recently completed The Real World of College with Wendy Fischman, to be published by MIT Press in 2022. This book explores the results of their large-scale national study documenting how different groups think about the goals of college and the value of a course of study emphasizing liberal arts and sciences. He contributes to his personal blog regularly.  

Publications

• Kornhaber, M., & Winner, E. (Eds.). (2014). Mind, Work, and Life: A Festschrift on the Occasion of Howard Gardner’s 70th Birthday, with responses by Howard Gardner (Vols. 1-2). Amazon via CreateSpace Independent Publishing Platform. Available online at: http://howardgardner01.files.wordpress.com/2012/06/festschrift-_-volumes-1-2-_-final.pdf.
• Gardner, H. and Davis, K. (2013). The App Generation: How today's youth navigate identity, intimacy, and imagination in a digital world . New Haven, CT: Yale University Press. Translated into: Italian, Korean, Spanish, Romanian, and Chinese (simple characters).
• Gardner, H. (2011). Truth, beauty, and goodness reframed: Educating for the virtues in the era of truthiness and twitter . (Paperback edition, with new preface). New York, NY: Basic Books.
• James, C., Davis, K., Flores, A., Francis, J., Pettingill, L., Rundle, M., & Gardner, H. (2009). Young people, ethics, and the new digital media: A synthesis from the GoodPlay Project . Cambridge, MA: The MIT Press.
• Gardner, H. (2007). Five minds for the future . Boston: Harvard Business School Press. Translated into Korean, Italian, Japanese, Danish Chinese, Portuguese, Russian, Spanish, Turkish, Romanian.
• Gardner, H., Ed. (2007). Responsibility at work: How leading professionals act (or don't act) responsibly . San Francisco: Jossey-Bass.
• Gardner, H. (2006). The development and education of the mind: The collected works of Howard Gardner . London, UK: Routledge. Translated into Italian, Spanish.
• Gardner, H. (2006). Multiple intelligences: New horizons . New York: Basic Books. Translated into: Romanian, Chinese (SC), Vietnamese, Indonesian, Korean, and Bulgarian.
• Gardner, H. (2004). Changing minds: The art and science of changing our own and other people’s minds . Boston MA: Harvard Business School Press. Paperback edition (2006). Translated into French, Spanish, Japanese, Danish, Indonesian, Italian, Korean, Portuguese, Greek, Polish, Russian, Turkish, Chinese (CC), Chinese (SC), Chinese (short version), Danish, Romanian, Norwegian, and Croatian. Awarded Strategy + Business's Best Business Books of the Year (2004). 2011 Edition with updated preface and bibliography: New York, NY, Basic Books.
• Fischman, W., Solomon, B., Greenspan, D., Gardner, H. (2004). Making good: How young people cope with moral dilemmas at work . Cambridge: Harvard University Press. Translated into Spanish, Korean, and Chinese.
• Gardner, H. (2002). Howard Gardner in Hong Kong . L.Lo (Ed.). Hong Kong: Hong Kong Institute of Educational Research.
• Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001). Good Work: When excellence and ethics meet . New York: Basic Books. Paperback edition with Afterword (2002). Translated into Korean, Spanish, German, Portuguese, Swedish, Chinese and Romanian. Selected as one of ten most important books in Hong Kong (2003). Chosen as a Book of Distinction by the Templeton Foundation.
• Gardner, H. (1999). The Disciplined mind: What all students should understand . New York: Simon and Schuster. Translated into Portuguese, German, Spanish, Chinese (Taiwan), Italian, Swedish, Korean, Hebrew, Danish, Turkish, Romanian, Croatian. Excerpted in The Futurist , 34, (2), 30-32, (Mar/Apr 2000) . Paperback edition with new afterword, "A Tale of Two Barns": Penguin Putnam, New York, 2000.
• Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st Century . New York, NY: Basic Books. Translated into German, Spanish, Korean, Hebrew, Chinese (SC), Swedish, Portuguese, Japanese, Italian, Bulgarian, Polish, Turkish, Dutch, and Croatian.
• Gardner, H. (1997). Extraordinary minds: Portraits of exceptional individuals and an examination of our extraordinariness . New York: Basic Books. British edition, London: Weidenfeld & Nicolson, 1997. Translated into French, Portuguese, Chinese (Taiwan), Chinese (PRC), Polish, Hungarian, Czech, Spanish, Korean, Indonesian, and German.
• Gardner, H., with the collaboration of Laskin, E. (1995). Leading minds: An anatomy of leadership . New York: Basic Books. Translated into German, Italian, Swedish, Portuguese, Chinese (Taiwan), Greek, Korean, Spanish, and Japanese. British Edition: HarperCollins, 1996. Basic Books Paperback.
• Gardner, H. (1993). Multiple intelligences: The theory in practice . New York: Basic Books. Selected by three book clubs. Excerpted in the magazine Behinderte in Familie , Schule und Gesellschaft , vol. 2 , 1997. Abridged, Danish translation, 1997, Copenhagen: Glydendal Undervisning. Translated into Spanish, Portuguese, Italian, French, Chinese (Taiwan), Hebrew, Korean, Polish, Chinese (R.C.), Danish, Ukranian, and Japanese.
• Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi . New York: Basic Books. Quality Paperback Book Club. Translated into Swedish, German, Spanish, Chinese (Taiwan), Portuguese, Italian, Slovenian, Korean, Polish, and French.
• Gardner, H. (1990). Art education and human development . Los Angeles, CA: The Getty Center for Education in the Arts. Translated into Italian and Spanish.
• Gardner, H. (1989). To open minds: Chinese clues to the dilemma of contemporary education . New York, NY: Basic Books. Basic Books Paperback with new introduction, 1991. Translated into Italian and Korean.
• Gardner, H. (1985). The mind's new science: A history of the cognitive revolution . New York: Basic Books. Translated into Spanish, Japanese, French, German, Italian, Chinese, and Portuguese. Adopted by six book clubs. Basic Books Paperback with new Epilogue, 1987.
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York: Basic Books. Selected by five book clubs. British Edition, W. Heinemann. Translated into Spanish, Japanese, Italian, Hebrew, Chinese, French, and German. Basic Books Paperback, 1985. Tenth Anniversary Edition with new introduction, New York: Basic Books, 1993. Twentieth Anniversary Edition with new introduction. New York: Basic Books, 2004. Translated into Swedish, German, Portuguese, Spanish, Italian, Chinese (Taiwan), French, Norwegian, Hebrew, Slovenian, Korean, and Czech. Selected by three book clubs. Selected by the Museum of Education for Books of the Century exhibit, Columbia, SC, 1999. Tenth Anniversary British Edition, London: HarperCollins (Fontana Press), 1993.
• Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity . New York, NY: Basic Books. Basic Books Paperback, 1984. Translated into Spanish, Hebrew, Japanese, Italian, Chinese, and Portuguese.
• Gardner, H. (1980). Artful Scribbles: The significance of children's drawings . New York: Basic Books. Behavioral Sciences book service selection. Basic Books Paperback, 1982. Translated into Japanese, French, Spanish, and Chinese.
• Gardner, H. (1979). Developmental psychology: An introduction . Boston: Little Brown, International Edition. Second Edition, 1982.
• Gardner, H. (1975). The shattered mind . New York: Knopf. Main Selection, Psychology Today Book Club, Jan. 1974; Vintage Paperback, 1976. Quality Paperback Book Club Selection. Routledge and Kegan Paul, British Edition. Translated into Japanese.
• Gardner, H. (1973). The quest for mind: Jean Piaget, Claude Levi-Strauss, and the structuralist movement . New York: NY: Knopf. Vintage paperback, 1974; coventure publication in England, 1975. Second Edition, 1981, University of Chicago Press. Translated into Italian and Japanese.
• Gardner, H. (1973). The arts and human development . New York, NY: Wiley. Translated into Chinese and Portuguese. Second Edition, 1994, New York: Basic Books.
• Brock International Prize in Education (2015)
• Prince of Asturias Award (2011)
• Medal of the Presidency of the Italian Republic, International Scientific Committee of the Pio Manzu Centre (2001)
• Guggenheim Fellowship (2000)
• Grawemeyer Award in Education (1990)
• MacArthur Prize Fellowship (1981)

Associations

• American Philosophical Society, Council Member,(2013-2016)
• Royal Society for the Encouragement of Arts, Manufactures, and Commerce, England,(2007-)
• American Academy of Political and Social Sciences,(2000-)
• American Academy of Arts and Sciences,(1995-)
• Author's Guild,(1985-)
• American Association for the Advancement of Science, Fellow,(1980-)

Sponsored Projects

Making ethics central in higher education: expanding and disseminating a promising approach (2022-2025) kern family foundation.

This project focuses on expanding and disseminating an intervention that prods college students to think and act beyond the self. It also seek to create a “hub” for similar approaches in higher education. The overarching goal is to help students become more aware of and sensitive to ethical dilemmas. As documented in the researchers’ national study of higher education, students routinely describe these issues in terms of how they are affected personally (the “I”), with little acknowledgement of how these issues affect others, or how the consequences of their own actions may affect a broader community (the “we”). This project seeks to “move the needle” on character and ethics from “I” to “we” in the personal and professional lives of young citizens. In a two-year pilot project supported by the Kern Family Foundation, the researchers developed and tested an intervention (hereafter referred to as “Beyond the Self”) with 150 students at four different colleges. The documentation provides evidence that the intervention helped students to reflect more deeply and more broadly on situations and decisions they face themselves, learn about in class, and observe on campus and beyond. To scale-up this work, this three-year project that has three major objectives: 1. To disseminate the approach to other institutions—to help others implement “Beyond the Self” with students. 2. To network with others engaged in similar work; 3. Drawing on the researchers’ decades of creating powerful syntheses in education, to collate their efforts with others across higher education and produce a coherent integrated account that will prove useful across higher education and perhaps beyond.

• Life-Long Learning Blog (https://howardgardner.com/category/life-long-learning-a-blog-in-education/)
• The Good Project

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Featured articles.

Howard Gardner Named 2024 Convocation Speaker

Celebrated psychologist and originator of the theory of multiple intelligences will address HGSE graduates on May 22

The Real World of College

The Questionable Ethics of College Students

Advice to an Aspiring Researcher

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Doctor of Philosophy (Ph.D.) in Applied Developmental and Educational Psychology

Counseling, Developmental, and Educational Psychology

We prepare graduate students to serve diverse populations in a variety of professional roles as teachers and researchers in colleges and universities and as researchers and leaders in applied settings, including schools, government agencies, and health and human services organizations. Faculty situate their work within the mission of LSEHD, which is to improve human well-being through teaching, research, and service.

At a Glance

This program consists of 18 courses (for 54 credits).

Full-time students typically finish in five years.

You can begin in the fall semester and only full time.

The program focuses on development and learning in sociocultural context. Areas of program expertise within the study of child development and child functioning include cognitive and socioemotional development from the preschool years through adolescence. We also have expertise in adult functioning in community settings. Development is examined, in both research and curriculum, across multiple, interactive contexts or levels. 

Areas of Expertise

Specific areas of program expertise are listed by developmental context.

Individual Functioning

• Basic Processes
• Individual Differences
• Developmental Disabilities
• Biological Bases of Behavior

Interpersonal Processes

• Family Relationships
• Peer Relationships

Community, Cultural, and Public Policy

• Schools & Learning Environments
• Race and Ethnicity

Learning Outcomes

Upon completion of the Ph.D. program, graduates should be able to:

• Demonstrate knowledge of the major concepts and theories in the fields of child development and learning, with a focus on socio-cultural context
• Critically evaluate existing research and integrate research findings across studies     
• Analyze applied and theoretical issues related to child development and learning from different theoretical perspectives and based on prior research findings
• Develop research questions reflecting basic and applied issues in the areas of education, social policy and human/community development
• Use appropriate methodology to design empirical studies addressing research questions
• Use a variety of quantitative and qualitative techniques for analyzing data
• Communicate research findings clearly and accurately in publications and presentations for both professional and lay audiences
• Teach courses in the field at the college and graduate level

Requirements

• Courses: 18
• Credits: 54
• Comprehensive Exam

Program of Study

OPT STEM Extension Eligible 

Core: 1 Courses

Conceptual, theoretical, and empirical foundations: 4 courses, methodology and data analysis: 5 courses.

Students will take the following 3 courses and choose an additional 2 statistics or methods courses with their advisor.

Research: 3 Courses

Electives: 4-5 courses.

Students will take four electives (3 credits each) chosen with their advisor. The 5th elective is required if taking only 3 credits of APSY8714.

Doctoral Comprehensive Exam

 The program is OPT STEM extension eligible.

Financial Support

Education should level the playing field. we feel the same way about financial aid..

of full-time Ph.D. students receive a multi-year funding package that includes full tuition remission, a living stipend, and medical insurance coverage

Boston College’s financial support, quality instruction, and alumni network will impact your employment options, making a BC degree both affordable and invaluable. 

More About Financial Aid

• Assistant Professor
• Assistant Director, TRIO Upward Bound
• Program Officer

Organizations

• University of Washington
• University of Houston
• Ruderman Family Foundation
• University of Connecticut
• University of Chicago

Application & Deadlines

A non-refundable application fee of $75 is required. The fee is waived for select applicants .

• Deadline: December 1 This program does not offer rolling admission after the deadline.

To be uploaded to your online application. In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.

Personal Statement

To be uploaded to your online application. In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.

Letters of Recommendation

Three letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice. Academic letters are a better indicator of your qualifications for doctoral work as compared to professional letters. Ideally, academic letters should be as recent as possible, and from faculty who are in related fields. 

Transcripts

Transcripts from all college/university study are required. Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements. Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found  within the application . In order to ensure your transcript reaches our office, it is important to review and follow the instructions.

Standardized Tests

GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.

Please view the "International Students" section for information on English Proficiency test requirements.

Writing Sample

To be uploaded to your online application. All applicants to this program are required to submit one piece of work that demonstrates graduate-level writing ability. This document may be an academic term paper, a published work in which you are the primary author, a training manual or curriculum that you have created, a clinical case formulation, or another representative sample of your writing. The document should be approximately 15-25 pages.

International Students

Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES) . Submission of falsified documents is grounds for denial of admission or dismissal from the University. Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement. Please click the link below for full details on these requirements.

Requirements for International Students

Quick Links

Facts & figures, diversity, equity, inclusion, & justice, tuition & aid.

  gsoe@bc.edu   617-552-4214

Brittany Melo

Pre-licensed professional , phd , ncsp.

My Practice at a Glance

Upstream Mental Health

Boston, MA 02116

• Individual Sessions $175
• Pay by ACH Bank transfer, American Express, Discover, Health Savings Account, Mastercard, Visa
• Blue Shield
• BlueCross and BlueShield
• Out of Network

Qualifications

• Verified by Psychology Today Supervised by Kirsten Christensen (Massachusetts / 5000392) Brittany Melo
• Certificate from National Association of School Psychologists 66019
• Attended University of Massachusetts Boston , Ph.D. Counseling & School Psychology

Specialties and Expertise

Top specialties.

• Life Transitions
• Asperger's Syndrome
• Career Counseling
• Coping Skills
• Developmental Disorders
• Education and Learning Disabilities
• Identity Development
• Intellectual Disability
• Life Coaching
• Mood Disorders
• Peer Relationships
• Relationship Issues
• School Issues
• Self Esteem

Endorsement

Client Focus

Participants, communities, treatment approach, types of therapy.

• Acceptance and Commitment (ACT)
• Cognitive Behavioral (CBT)
• Compassion Focused
• Culturally Sensitive
• Emotionally Focused
• Integrative
• Mindfulness-Based (MBCT)
• Motivational Interviewing
• Multicultural
• Person-Centered
• Solution Focused Brief (SFBT)
• Strength-Based

Primary Location

Nearby areas.

• Cambridge, MA

Neighborhoods

• Fenway-Kenmore
• West Cambridge

PhD in Psychology Further Your Understanding of Psychology

Degree Options

View Degree Options

100% online, 8-week courses

Transfer in up to 50% of the degree total

Understand the Human Experience from a Biblical Worldview with an Online PhD in Psychology

Do you want to deepen your knowledge in psychology and use your research to contribute to the field of understanding human behavior? Liberty University’s PhD in Psychology can provide rigorous research training that can better prepare you for a career in academia and research. An online PhD in Psychology is ideal for students who want to bring new knowledge of human behavior to the field and find new ways to help people heal, grow, and thrive.

Liberty’s PhD in Psychology is designed to prepare you to evaluate research and to understand the truth about human behavior from a biblical worldview. Our mission is to  Train Champions for Christ , and we fulfill this mission by training professionals to use science and biblical values to understand the full breadth of the human experience. Our unique, biblically-based approach to this field can help prepare you to make a positive impact on those you work with.

With Liberty’s PhD in Psychology, you can take part in optional face-to-face on-campus intensives that will allow you to meet faculty and other students while you develop your professional and research skills.

What Will You Study in Our PhD in Psychology Degree?

Liberty’s online PhD in Psychology is designed to build on your previous study and experience in human psychology and develop you into a researcher and psychologist who demonstrates ethical and academic excellence while integrating biblical values into your practice.

Through this program, you will:

• Learn how an appreciation of biblical values enhances psychiatric practice by putting human value at the forefront of technique and theory.
• Develop a grounded critical approach to psychiatric research and theory while integrating a biblical worldview into approaches to current issues in psychology.
• Master psychiatric research and writing techniques that can establish your work in the study of human behavior.
• Complete dissertation research through your program with mentorship from your professors so that you have the option to present research at conferences.

Through this program, you will be encouraged to become a thought leader on a variety of topics related to the human experience. Our goal is to help you venture into the world of psychiatric research and practice and offer insights based on biblical foundations of truth that can help people heal and thrive.

Featured Courses

• PSYC 510 — Research Methods and Statistics in Psychology I
• PSYC 710 — Psychological Research and Biblical Worldview
• PSYC 716 — Theories and Research in Industrial/Organizational Psychology
• PSYC 775 — Teaching of Psychology

Degree Information

• This program falls under the  School of Behavioral Sciences .
• View the  Graduate Behavioral Sciences Course Guides   (login required).
• View the  PhD in Psychology Dissertation Handbook
• The online PhD in Psychology is a non-clinical, non-licensure program.

Why Choose Liberty’s Online Degree?

To help you meet your educational goals in a way that fits your life, our online PhD in Psychology provides scheduling flexibility and keeps affordability in mind. Our PhD in Psychology’s online format allows you to take your classes from home without traveling to campus. However, this program still provides a community of psychology professionals and the ability to take optional intensive courses to allow you to connect in person.

Throughout this program, Liberty incorporates a biblical worldview into your instruction. This perspective in your research and practical training in psychology can help you develop professional and academic excellence without compromising an ethical appreciation for human life. Additionally, our caring faculty are devoted to helping you grow personally and academically.

With our online PhD in Psychology, you can learn effective clinical techniques, essential behavioral theory, and develop your research and writing expertise. You can be equipped with a thorough understanding of human thought and behavior while developing your own research to further the field.

Earning a PhD in Psychology online with Liberty means that you will be trained to engage with research and psychiatric practice critically and biblically. If you are interested in becoming a thoughtful, articulate, and research-focused professional, then this is the program for you.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Potential Career Opportunities for PhD in Psychology Graduates

• Corporate psychologist
• Program or department head
• Project manager

Degree Options for Our PhD in Psychology Program

Focus your studies in psychology with a specialization.

Behavioral Health Leadership

Through the  PhD in Psychology – Behavioral Health Leadership , you can hone your research and leadership skills as you prepare to pursue administrative and management positions in mental and behavioral health organizations.

View the Degree Completion Plan .

Developmental Psychology

Through the online  PhD in Psychology – Developmental Psychology , you can learn about research theory related to human development, including cognitive development, social development, and language development.

General Psychology

The online PhD in Psychology – General Psychology provides an in-depth study of advanced psychiatric research and practice while giving you room to customize your course content.

Industrial/Organizational Psychology

In the online  PhD in Psychology – Industrial/Organizational Psychology  track, you will study human behavior in organizations and the workplace. You will focus on deriving principles of individual, group, and organizational behavior and applying that knowledge to developing solutions for challenges in the workplace.

Social Psychology

In the online  PhD in Psychology – Social Psychology  track, you can learn about research and theory related to social processes and relationships, attitudes, and other constructs related to social psychology.

In the online  PhD in Psychology – Theology  track, you can learn how to study the Bible and integrate that study of the Bible with research in psychology to further your understanding of psychological concepts.

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Our PhD in Psychology

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Contact information  for 2 recommenders is required (approved recommenders are the student’s former college professors or supervisors).
• Statement of Purpose  is required (1,000-1,500 words, double spaced).
• Departmental approval is required.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

Are there opportunities to interact in-person with peers.

You can meet faculty and fellow students in person through optional on-campus intensives.

Can I have an impact through this degree?

Through your dissertation, you can contribute to the understanding of human experience and behavior.

Inner Navigation

• What Will You Study?
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• Tuition & Aid
• Admission Information

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UMass Boston

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• Apply as a Graduate Student
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Program-Specific Information

Requirements & contact.

In addition to our general  graduate application requirements , programs may have additional or alternative requirements listed below. If you have any questions about program application requirements, please contact the program directly.

Accounting, MS

Accounting, MS Program page

Deadlines: June 1 for fall, October 1 (priority) and December 1 (final) for spring Phone: (617) 287-7720 Program Contact: [email protected] Graduate Program Director: Sangwan Kim

American Studies, MA

American Studies, MA Program Page

Deadlines: June 1 for fall, DEcember 1 for spring Phone:  (617) 287-6776 Program Contact: Shauna Manning Graduate Program Director: Aaron Lecklider

Applied Behavior Analysis for Special Populations, Certificate

Applied Behavior Analysis for Special Populations, Certificate Program Page

Deadlines:  July 1 for fall, November 1 for spring Phone: (617) 287-7235 Program Contact: Jill Tilton Graduate Program Director: Andre Maharaj

Applied Economics, MA

Applied Economics, MA Program Page

Deadlines: April 15 (priority) and July 1 (final) for fall Phone: ( 617) 287-6950 Graduate Program Director: Charalampos Konstantinidis

Applied Linguistics, MA

Applied Linguistics, MA Program Page

Deadlines:   March 1 (priority) and July 1 for fall; October 1 (priority) and November 1 for spring Program Contact: [email protected] Phone: (617) 287-5760 Graduate Program Director: Corinne Etienne

Applied Linguistics, PhD

Applied Linguistics, PhD Program Page

Deadlines: January 1 for fall Program Contact: [email protected] Phone: (617) 287-5760 Graduate Program Director: Avary Carhill-Poza

Applied Physics, MS

Applied Physics, MS Program Page

Deadlines: March 15 for fall, October 1 for spring Program Contact: Moriah Roache Phone: (617) 287-6092 Graduate Program Director: Jon Celli

Applied Physics, PhD

Applied Physics, PhD Program Page

Deadlines: October 1 for spring

Graduate Program Director: Jon Celli

Applied Sociology, MA

Applied Sociology Program Page

Deadlines:  March 1 for fall, October 1 for spring Program Contact: [email protected] Graduate Program Director: Elizabeth Brown

Assistive Technology for Individuals with Visual Impairments, Certificate

Assistive Technology for Individuals with Visual Impairments, Certificate Program Page

Deadlines:   July 1 for fall Program Contact: Laura Bozeman Phone: (617) 287-4385 Graduate Program Director: Laura Bozeman

Autism Endorsement, Certificate

Autism Endorsement, Certificate Program Page

Deadlines: July 1 for fall Program Contact: Christopher Denning Phone: (617) 287-6539 Program Director: Christopher Denning

Biology, MS

Biology, MS Program Page

Deadlines: January 2 (priority deadline for funding consideration) and March 20 (final) for fall; November 1 for spring Program Contact: Alexa MacPherson Phone: ( 617) 287-6603 Graduate Program Director: Linda Huang

Biology, PhD

Biology, PhD Program Page

Biomedical Engineering and Biotechnology (BMEBT), PhD

Biomedical Engineering and Biotechnology (BMEBT), PhD Program Page

Deadlines: January 2 (priority deadline for funding consideration) and March 20 (final) for fall; October 1 (priority) and November 1 (final) for spring Program Contact: Alexa MacPherson Phone: ( 617) 287-6603 Graduate Program Director: Linda Huang

Biotechnology and Biomedical Science, MS

Biotechnology and Biomedical Science, MS Program Page

Biotechnology Professional, PSM

Biotechnology Professional, PSM Program Page

Business Administration, MBA

Business Administration, MBA Program Page

Deadlines: May 1 for summer, June 1 for fall, October 1 (priority) and December 1 (final) for spring Phone: (617) 287-7720 Program Contact: [email protected] Graduate Program Director: Vesela Veleva

Business Administration, PhD

Business Administration, PhD Program Page

Deadlines: February 15 (Finance track) for Fall 2024 Program Contact: [email protected] Phone: (617) 287-7720 Graduate Program Director: David Levy , Ehsan Elahi , and Atreya Chakraborty

Business Analytics, Certificate

Business Analytics, Certificate Program Page

Deadlines: June 1 for fall, December 1 for spring Phone: (617) 287-7720 Program Contact: [email protected] Graduate Program Director: Romilla Syed

Business Analytics, MS

Business Analytics, MS Program Page

Deadlines: June 1 for fall, October 1 (priority) and December 1 (final) for spring Phone: (617) 287-7720 Program Contact: [email protected] Graduate Program Director: Romilla Syed

Chemistry, MS

Chemistry, MS Program Page

Deadlines: May 1 for fall, November 1 for spring Program Contact: [email protected] Phone: (617) 287-6130 Graduate Program Director: Neil Reilly and Wei Zhang

Chemistry, PhD

Chemistry, PhD Program Page

Deadlines: January 15 (May 1 if space available) for fall, October 1 (priority) and November 1 (final) for spring Program Contact: [email protected] Phone: (617) 287-6130 Graduate Program Director: Neil Reilly and Wei Zhang

Clean Energy and Sustainability, Certificate

Clean Energy and Sustainability, Certificate Program Page

Deadlines: June 1 for fall, December 1 for spring Program Contact: Tara Norton Phone:  (617) 287-7720

Clinical Psychology, PhD

Clinical Psychology, PhD Program Page

Deadlines:  December 1 for fall Program Contact: [email protected] Phone:   (617) 287-6340 Graduate Program Director: Sarah Hayes-Skelton

Computational Sciences (CSci), PhD

Computational Sciences (CSci), PhD Program Page

Deadlines: February 15 for fall, December 1 for spring Program Contact: Velina Batchvarov Phone:  (617) 287-3283 Graduate Program Director: Kourosh Zarringhalam

Computer Science, MS

Computer Science, MS Program Page

Deadlines: June 1 for fall, December 1 for spring Program Contact: Gemma Galecia Phone:  (617) 287-6441 Graduate Program Director: Dan Simovici

Computer Science, PhD

Computer Science, PhD Program Page

Conflict Resolution, Certificate

Conflict Resolution, Certificate Program Page

Deadlines:  June 1 for fall (on-campus and online); November 1 for spring (online) Graduate Program Director: Jeffrey Pugh

Conflict Resolution, MA

Conflict Resolution, MA Program Page

Deadlines: February 15 (priority) and June 1 (final) for fall Letters of Recommendation:  2 Graduate Program Director: Jeffrey Pugh

Contemporary Marketing, Certificate

Contemporary Marketing, Certificate Program Page

Deadlines: June 1 for fall, October 1 (priority) and December 1 (final) for spring Program Contact: Tara Norton Phone:  (617) 287-7720

Cortical/Cerebral Visual Impairment, Certificate

Cortical/Cerebral Visual Impairment, Certificate Program Page

Deadlines:  July 1 for fall Program Contact: Laura Bozeman Phone:  (617) 287-4385 Graduate Program Director: Laura Bozeman

Counseling Psychology, PhD

Counseling Psychology, PhD Program Page

Deadlines:  December 1 for fall Program Contact: [email protected] Graduate Program Director: Sharon Horne

Counseling, CAGS

Counseling, CAGS Program Page

Deadlines:  Jan 2 (priority) and Feb 15 (final) for summer Program Contact: [email protected] Phone:  (617) 287-4034 Graduate Program Director: Amy Cook

Counseling, MEd

Counseling, MEd Program Page

Deadlines:  January 2 (priority) and February 15 (final) for summer Program Contact: [email protected] Phone:  (617) 287-4034 Graduate Program Director: Amy Cook

Creative Writing, MFA

Creative Writing, MFA Program Page

Deadlines:  Jan 15 (priority), Jun 1 (final) for fall Phone:  (617) 287-6736 Graduate Program Director: John Fulton

Critical and Creative Thinking, Certificate

Critical and Creative Thinking, Certificate Program Page

Deadlines:  July 1 for fall, December 1 for spring Program Contact: [email protected] Phone:  (617) 287-6523 Graduate Program Director: Jeremy Szteiter

Critical and Creative Thinking, MA

Critical and Creative Thinking, MA Program Page

Deadlines: Jul 1 for fall, December 1 for spring Program Contact: [email protected] Phone:  (617) 287-6523 Graduate Program Director: Jeremy Szteiter

Critical Ethnic and Community Studies, MS

Critical Ethnic and Community Studies, MS Program Page

Deadlines: May 1 (priority) and June 1 (final) for fall Program Contact: Cedric Woods Phone:   (617) 287-5784 Graduate Program Director: Cedric Woods

Cybersecurity Management, Certificate

Cybersecurity Management, Certificate Program Page

Deadlines: June 1 for fall; December 1 for spring Program Contact: [email protected] Phone:  (617) 287-7720 Graduate Program Director: Romilla Syed

Database Technology, Certificate

Database Technology, Certificate Program Page

Developmental and Brain Sciences, PhD

Developmental and Brain Sciences, PhD Program Page

Deadlines:  December 15 (priority), January 10 (final) for fall Graduate Program Director: Richard Hunter

Dual Language, Certificate

Dual Language, Certificate Program Page

Deadlines:  May 1 for fall, November 1 for spring Phone:  (617) 287-5760 Graduate Program Director: Corinne Etienne

Early Childhood Education and Care, PhD

Early Childhood Education and Care, PhD Program Page

Deadlines:  January 15 for fall Graduate Program Director: Songtian Zeng

Early Childhood, MEd

Early Childhood, MEd Program Page

Deadlines: July 1 for fall; December 1 for spring; April 1 for summer Program Contact: [email protected] Phone:  (617) 287-7625 Graduate Program Director:  Mona Abo-Zena

Early Education, Research, Policy, and Practice, Certificate

Early Education, Research, Policy, and Practice, Certificate Program Page

Deadlines:  July 1 for fall Program Contact: Lynne Mendes Phone:  (617) 287-4852 Graduate Program Director: Anne Douglass

Educational Administration, CAGS

Educational Administration, CAGS Program Page

Deadlines: March 1 (priority) and March 29 (final) for fall Phone:  (617) 287-7601 Graduate Program Director: Casel Walker

Educational Administration, MEd

Educational Administration, MEd Program Page

Elementary Education, MEd

Elementary Education, MEd Program Page

Deadlines:   July 1 for fall Program Contact:   [email protected] Graduate Program Director:  Patricia Paugh

English, MA

English, MA Program Page

Deadlines:  July 1 for fall, December 1 for spring Program Contact: [email protected] Graduate Program Director: Alex Mueller

Environmental Sciences Professional, PSM

Environmental Sciences Professional, PSM Program Page

Deadlines:  June 1 for fall, December 1 for spring Graduate Program Director: Georgia Mavrommati

Environmental Sciences, MS

Environmental Sciences, MS Program Page

Deadlines: January 15 for fall, October 1 for spring Graduate Program Director: Georgia Mavrommati

Environmental Sciences, PhD

Environmental Sciences, PhD Program Page

Exercise and Health Sciences, MS

Exercise and Health Sciences, MS Program Page

Deadlines:  February 1 (priority) and June 1 (final) for fall Program Contact: [email protected] Phone:  (617) 287-7594 Graduate Program Director: Kai Zou

Exercise and Health Sciences, PhD

Exercise and Health Sciences, PhD Program Page

Deadlines: March 1 (priority) and June 1 for fall; November 1 for spring Program Contact: [email protected] Phone:  (617) 287-7594 Graduate Program Director: Kai Zou

Finance, MS

Finance, MS Program Page

Deadlines:   June 1 for fall, October 1 (priority) and December 1 (final) for spring Program Contact: [email protected] Phone: (617) 287-7720 Graduate Program Director: Mine Ertugrul

Gender, Leadership, and Public Policy, Certificate

Gender, Leadership, and Public Policy, Certificate Program Page

Deadlines: July 1 (on campus) or July 16 (online) for fall; November 1 (online) for spring

Program Contact: Laurie Nsiah-Jefferson Graduate Program Director: Laurie Nsiah-Jefferson

Gerontology Graduate Certificate

Gerontology Graduate Certificate Program Page

Deadlines:  July 1 for fall, December 1 for spring Program Contact: Martin Hansen Phone:  (617) 287-7338 Graduate Program Director: Ellen Birchander

Gerontology Research Policy, MS

Gerontology Research Policy, MS Program Page

Deadlines:   June 1 for fall Program Contact: Martin Hansen Phone:  (617) 287-7338 Graduate Program Director: Kathrin Boerner

Gerontology, PhD

Gerontology, PhD Program Page

Deadlines:  February 1 (for priority consideration for funding) and June 1 (final) for fall Program Contact: Martin Hansen Phone:  (617) 287-7338 Graduate Program Director: Jeffrey Stokes

Gerontology: Management of Aging Services, MS

Gerontology: Management of Aging Services, MS Program Page

Deadlines:  July 1 for fall, December 1 for spring Program Contact: Martin Hansen Phone:  (617) 287-7338 Graduate Program Director: Kathrin Boerner

Global Governance and Human Security, MA

Global Governance and Human Security, MA Program Page

Deadlines:  March 15 for fall Program Contact: Kelly Ward Phone:  (617) 287-7489 Graduate Program Director: Darren Kew

Global Governance and Human Security, PhD

Global Governance and Human Security, PhD Program Page

Deadlines:   February 1 for fall Program Contact: Kelly Ward Phone:  (617) 287-7489 Graduate Program Director: Darren Kew

Global Inclusion and Social Development, MA

Global Inclusion and Social Development, MA Program Page

Deadlines:  June 1 for fall, November 1 for spring Program Contact: [email protected] Graduate Program Director: Kaitlyn Siner-Cappas

Global Inclusion and Social Development, PhD

Global Inclusion and Social Development, PhD Program Page

Deadlines:  December 1 for fall Program Contact: [email protected] Graduate Program Director: Kaitlyn Siner-Cappas

Higher Education, EdD/PhD

Higher Education, EdD/PhD Program Page

Deadlines: February 1 for summer Program Contact: Amy Collinsworth Phone:   (617) 287-7601 Graduate Program Director: Jay Dee

Historical Archaeology, MA

Historical Archaeology, MA Program Page

Deadlines:   February 15 for fall Phone:   (617) 287-6835 Graduate Program Director: Heather Trigg

History, Certificate

History, Certificate Program Page

Deadlines:   April 15 for fall Program Contact: Timothy Hacsi Phone:   (617) 287-6430 Graduate Program Director:   Timothy Hacsi

History, MA

History, MA Program Page

Deadlines:   March 15 (on-campus) and April 15 (online) for fall Program Contact: Maureen Dwyer Phone:   (617) 287-6860 Graduate Program Director: Olivia Weisser

Human Rights, Certificate

Human Rights, Certificate Program Page

Deadlines:  June1 for fall, November 1 for spring Program Contact: Kaitlyn Siner Phone:  (617) 287-3070

Information Technology, MS

Information Technology, MS Program Page

Deadlines: June 1 for fall, December 1 for spring Program Contact: [email protected] Phone: (617) 287-7720 Graduate Program Director: Romilla Syed

Instructional and Learning Design, Certificate

Instructional and Learning Design, Certificate Program Page

Deadlines: July 1 for fall, November 1 (priority) and December 1 (final) for spring Program Contact: [email protected] Graduate Program Director: Carol Sharicz

Instructional Design, MEd

Instructional Design, MEd Program Page

Deadlines: July 1 for fall, November 1 (priority) and December 1 (final) for spring Letters of Recommendation:  2 Program Contact: [email protected] Graduate Program Director: Carol Sharicz

Instructional Technology Design, Certificate

Instructional Technology Design, Certificate Program Page

Deadlines:  July 1 for fall, December 1 for spring Program Contact: [email protected] Graduate Program Director: Carol Sharicz

Integrative Biosciences (IB), PhD

Integrative Biosciences (IB), PhD Program Page

Deadlines: February 15 for fall, November 1 for spring Program Contact: Velina Batchvarov Phone:  (617) 287-3283 Graduate Program Director: Shailja Pathania

International Relations, MA

International Relations, MA Program Page

Deadlines:  March 15 (priority) and June 1 (final) for fall Graduate Program Director:   Joseph Brown

Investment Management & Quantitative Finance, Certificate

Investment Management & Quantitative Finance, Certificate Program Page

Deadlines:   June 1 for fall Program Contact:   [email protected] Phone: 617.287.7720 Graduate Program Director: Mine Ertugrul

Latin and Classical Humanities, MA

Latin and Classical Humanities, MA Program Page

Deadlines: June 1 for fall, December 1 for spring Phone:  (617) 287-6124 Graduate Program Director: Peter Barrios Lech

Marine Science and Technology, MS

Marine Science and Technology, MS Program Page

Deadlines: Jan 15 for fall, October 1 for spring Graduate Program Director: Georgia Mavrommati

Marine Science and Technology, PhD

Marine Science and Technology, PhD Program Page

Mental Health Counseling, MS

Mental Health Counseling, MS Program Page

Deadlines: January 2 (priority) and February 15 (final) for fall on-campus/summer online Program Contact: [email protected] Phone:  (617) 287-7641 Graduate Program Director:  Sharon Lamb

Middle/Secondary Education, MEd

Middle/Secondary Education, MEd Program Page

Deadlines: June 1 (priority) and July 1 (final) for fall; November 1 (priority) and December 1 (final) for spring Program Contact: [email protected] Graduate Program Director: Christopher C. Martell

Nurse Educator, Certificate

Nurse Educator, Certificate Program Page

Deadlines:   July 1 for fall Program Contact:   [email protected] Graduate Program Director: Christine Salvucc i

Nursing, DNP

Nursing, DNP Program Page

Deadlines:  March 31 for fall Program Contact: [email protected] Phone:  (617) 287-7482 Graduate Program Director: Christine Salvucc i

Nursing, MS

Nursing, MS Program Page

Deadlines: March 31 for fall, October 1 for spring Program Contact: [email protected] Phone:  (617) 287-7482 Graduate Program Director: Christine Salvucci

Nursing, PhD

Nursing, PhD Program Page

Deadlines:  March 31 (priority) and July 1 (final) for fall Program Contact: [email protected] Phone:  (617) 287-7571 Graduate Program Director: Ling Shi

Public Administration, MPA

Public Administration, MPA Program Page

Deadlines: April 15 (priority) and July 1 for fall; July 16 for fall (GLPP track only) Program Contact: [email protected] Phone:  (617) 287-5543 Graduate Program Director: Michael Johnson

Public History, Certificate

Public History, Certificate Program Page

Deadlines:  April 15 for fall Program Contact: Jane Becker Graduate Program Director: Olivia Weisser

Public Policy, MPP

Public Policy, MPP Program Page

Deadlines: July 1 for fall Program Contact: [email protected] Phone:  (617) 287-5543 Graduate Program Director: Michael Johnson

Public Policy, PhD

Public Policy, PhD Program Page

Deadlines: January 18 (priority) and March 15 (final) for fall Program Contact: [email protected] Graduate Program Director: Amit Patel

Rehabilitation Counseling, Certificate

Rehabilitation Counseling, Certificate Program Page

Deadlines:  April 1 for summer, July 1 for fall, November 1 for spring Program Contact: [email protected] Graduate Program Director: Dimity Peter

Rehabilitation Counseling, MS

Rehabilitation Counseling, MS Program Page

School Psychology, MEd/EdS

School Psychology, MEd/EdS Program Page

Deadlines:  January 2 for fall Program Contact: [email protected] Phone:  617.287.7661 Graduate Program Director: Tracy Paskiewicz

School Psychology, PhD

School Psychology, PhD Program Page

Deadlines:  December 1 for fall Program Contact: [email protected] Graduate Program Director: Lindsay Fallon

Sociology, PhD

Sociology, PhD Program Page

Deadlines:  January 31 for fall Program Contact: [email protected] Graduate Program Director: Cinzia Solari

Special Education Certificate

Special Education Certificate Program Page

Deadlines: July 1 for fall, November 1 for spring Program Contact: Christopher Denning Phone:  617.287.7600 Graduate Program Director: Christopher Denning

Special Education, MEd

Special Education, MEd Program Page

Teach Next Year, MEd

Teach Next Year, MEd Program Page

Deadlines:  March 15 (priority), April 15 (final) for summer Phone:  (617) 287-7642 Graduate Program Director: Lisa Gonsalves

Transition Leadership, Certificate

Transition Leadership, Certificate Program Page

Deadlines:  July 1 for fall Program Contact: Maria Paiewonsky Phone:  (617) 287-7697 Graduate Program Director: Maria Paiewonsky

Urban Education, Leadership, and Policy Studies, EdD and PhD

Urban Education, Leadership, and Policy Studies, EdD and PhD Program Page

Deadlines: March 15 for Summer Program Contact: Amy Collinsworth Phone:  (617) 287-7601 Graduate Program Director: Abiola Farinde-Wu

Urban Planning and Community Development, MS

Urban Planning and Community Development, MS Program Page

Deadlines:  July 1 for fall, December 1 for spring Program Contact: [email protected] Phone:  (617) 287-7440 Graduate Program Director: Antonio Raciti

Vision Rehabilitation Therapy, Certificate

Vision Rehabilitation Therapy, Certificate Program page

Deadlines:  June 1 for fall Program Contact: Laura Bozeman Phone:   (617) 287-4385 Graduate Program Director:   Laura Bozeman

Vision Studies, MEd

Vision Studies, MEd Program Page

Deadlines: March 1 for summer (O&M track); April 1 for summer (TVI track); July 1 for fall (VRT and AT tracks) Program Contact: Laura Bozeman Phone:   (617) 287-4385 Graduate Program Director:   Laura Bozeman

Vision Studies: Orientation and Mobility, Certificate

Vision Studies: Orientation and Mobility, Certificate Program Page

Deadlines:  March 1 for summer Program Contact: Laura Bozeman Phone:   (617) 287-4385 Graduate Program Director:   Laura Bozeman

• Department of Psychology >
• Graduate >
• Graduate Admissions >

Clinical PhD Program

For information regarding the online application and admissions process, please visit the UB Graduate School. 

• UB's General Admission Requirements
• Admissions FAQs
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Admission Requirements and Process

The Department of Psychology at the University at Buffalo uses a holistic admissions process in our consideration of applications.  This means that we evaluate the entire application, rather than any single indicator or a few indicators. Thus, applicants are viewed as a whole person, the sum of their experiences, accomplishments, and aspirations. Consistent with this, we do not rely on or use “cut offs” for numerical indices of an academic record such as grade point average. A holistic approach also means that a candidate who may be less strong in some areas, can still have a highly competitive application by having greater strength in other areas. All elements of an application are taken into consideration, to maximize a good fit of the applicant with our training program and potential mentors, to reduce bias that can result from reliance on a limited number of components, and to reduce inequities in access to opportunities for graduate training. 

Over the years, we have learned that a holistic admissions process helps us identify applicants who are likely to succeed in our graduate programs, brings a diversity of experience and ideas into our academic community, and supports a fair review of all applicants. Our goal is to recruit the next generation of academic psychologists who are passionate about making new discoveries and generating new knowledge in their chosen discipline.  We expect students to bring hard work, professional ambition, resilience, grit, intellectual acumen, and enthusiasm to our graduate programs.

Although we value quantitative criteria like GPA, we take a broad view of academic excellence and recognize that indices of success in our graduate programs and professional achievement cannot be reduced to numbers alone. In short, we endeavor to balance quantitative and qualitative indices of success. Because we want to give students the greatest opportunity to thrive in our program, we place a strong emphasis on fit with our programs and potential faculty mentors. A highly qualified applicant may not be strongly considered if their interests and goals do not provide a good fit with the orientation of our training program or with faculty research interests. Accordingly, we consider the following components in our admissions decisions: personal statement, undergraduate transcript and GPA (and prior graduate record if applicable), letters of recommendation, and resume/research experience. Interviews are required for applicants to the Behavioral Neuroscience, Clinical, and Social-Personality doctoral programs, and our MA programs in General Psychology; interviews are not required for applicants to the Cognitive Psychology doctoral program. After initial review of applications, the selected applicants to programs requiring an interview will be contacted by prospective advisors to set up an interview time.

Schomburg statements are optional for applicants to our doctoral programs interested in being considered for a Schomburg Fellowship. These statements are not used for admissions decisions.

Clinical PhD Program:

Components of the application and how they are used, personal statement (required).

Helps contextualize the more quantitative and objective credentials of an applicant.  The statement is used to evaluate the applicant’s goals and fit with the program and research interests of the faculty as well as how they would contribute to the diversity of thought and perspectives.

Prompt for Personal Statement (1000 words or less):

Describe the area of research you are interested in pursuing during your graduate studies and explain how our program would help you achieve your intellectual goals. The statement should include your academic background, intellectual interests and training or research experience that has prepared you for our program. The statement should also identify specific faculty members whose research interests align with your own interests.

Submitting Personal Statement:

Uploaded as part of the online application.

Transcript and GPA (required)

Provides evidence that the applicant is seeking challenging coursework, while excelling and showing academic growth. The University at Buffalo requires an undergraduate GPA of 3.0 or higher.  However, applications with an undergraduate GPA below 3.0 can still be considered, particularly when other components of the application are strong (e.g., a high graduate GPA, etc.). 

Submitting transcripts:

Upload scanned copies of all undergraduate and graduate transcripts as part of your online application.  Include the English translation, if applicable. 

Letters of recommendation (3 required):

Provides a third-party endorsement of the applicant’s attributes, ability to succeed in the graduate program, and potential to contribute to the field.  The letter offers a perspective on the applicant’s prior achievements and potential to succeed, along with concrete examples of the subjective traits described in other elements of the application.

Submitting Letters:

Letters must be submitted electronically. Further instructions are included in the online application.

Resume and research experience (required):

Provides information on how the applicant has practically applied ideas and concepts learned in the classroom. It helps show that applicants possess the skills and dispositions needed to conduct extensive research and make substantive contributions to their chosen field.

Submitting resume

Interviews are a way for programs to get to know applicants as a person.  They provide a qualitative means of: (a) contextualizing quantitative and objective credentials, and (b) evaluating how well an applicant’s goals and training needs fit with the program and potential mentors. In addition, the Clinical PhD program also uses the interview to evaluate suitability for clinical work.

Schomburg Statement (optional Applications to our doctoral program):

What is a schomburg fellowship.

A Schomburg Fellowship offers support for students in doctoral programs who can demonstrate that they would contribute to the diversity of the student body, especially those who can demonstrate that they have overcome a disadvantage or other impediment to success in higher education. In order to be eligible for the Schomburg Fellowship, you need to be either a U.S. Citizen or Permanent Resident and have a cumulative undergraduate GPA of 3.0 or above. 

Here is a link to more information about Schomburg Fellowships.

https://arts-sciences.buffalo.edu/current-students/funding-your-degree/graduate-awards-fellowships/schomburg-fellowship.html

The Schomburg statement provides useful information in helping the faculty decide whether to nominate an applicant for the Schomburg Fellowship.

Schomburg Statement:

If you would like to be considered for a Schomburg Fellowship, please  upload a written statement with your online application  (maximum of 500 words) describing how you will contribute to the diversity of the student body in your graduate program, including by having overcome a disadvantage or other impediment to success in higher education.  Please note that such categorical circumstances may include academic, vocational, social, physical or economic impediments or disadvantaged status you have been able to overcome, as evidenced by your performance as an undergraduate, or other characteristics that constitute categorical underrepresentation in your particular graduate program such as gender or racial/ethnic status.

Submitting a Schomburg statement: