phd in clinical psychology columbia

Counseling Psychology PhD

Doctor of philosophy in counseling psychology.

The Ph.D. Program in Counseling Psychology is dedicated to the preparation of counseling psychologists who facilitate the optimal development of individuals, groups, and organizations that is culturally relevant and psychologically appropriate across the lifespan. Our students are taught to use strategies of prevention, intervention, and remediation to assist others in developing effective coping skills and responses to their environments.

The program prepares students to meet the following profession wide competencies:

Individuals who successfully complete programs accredited in health service psychology (HSP) must demonstrate knowledge, skills, and competence sufficient to produce new knowledge, to critically evaluate and use existing knowledge to solve problems, and to disseminate research. This area of competence requires substantial knowledge of scientific methods, procedures, and practices.

Doctoral students are expected to: 

• Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base. 
• Conduct research or other scholarly activities. 
• Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.

Doctoral students are expected to demonstrate competency in each of the following areas:

• Be knowledgeable of and act in accordance with each of the following: 
• the current version of the APA Ethical Principles of Psychologists and Code of Conduct; 
• relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and 
• relevant professional standards and guidelines. 
• Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
• Conduct self in an ethical manner in all professional activities. 

Trainees must demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities who embody a variety of cultural and personal background and characteristics. The Commission on Accreditation defines cultural and individual differences and diversity as including, but not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socioeconomic status. 

Doctoral students are expected to demonstrate: 

• An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service. 
• The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
• Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.
• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others. 
• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness. 
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training. 

Communication and interpersonal skills are foundational to education, training, and practice in psychology. These skills are essential for any service delivery/activity/interaction and are evident across the program’s expected competencies. 

• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services. 
• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts. 
• Demonstrate effective interpersonal skills and the ability to manage difficult communication well. 

Trainees should demonstrate competence in conducting evidence-based assessment consistent with the scope of HSP. 

Doctoral students are expected to demonstrate the following competencies: 

• Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
• Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
• Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
• Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
• Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
• Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

Trainees should demonstrate competence in evidence-based interventions consistent with the scope of HSP. Intervention is being defined broadly to include but not be limited to psychotherapy.  Interventions may be derived from a variety of theoretical orientations or approaches. The level of intervention includes those directed at an individual, a family, a group, an organization, a community, a population, or other systems. 

Doctoral students are expected to demonstrate the ability to: 

• Establish and maintain effective relationships with the recipients of psychological services. 
• Develop evidence-based intervention plans specific to the service delivery goals. 
• Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables. 
• Demonstrate the ability to apply the relevant research literature to clinical decision making. 
• Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking, 
• Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation. 

Supervision involves the mentoring and monitoring of trainees and others in the development of competence and skill in professional practice and the effective evaluation of those skills. Supervisors act as role models and maintain responsibility for the activities they oversee. Doctoral students are expected to demonstrate knowledge of supervision models and practices. 

Consultation and interprofessional/interdisciplinary skills are reflected in the intentional collaboration of professionals in health service psychology with other individuals or groups to address a problem, seek or share knowledge, or promote effectiveness in professional activities. 

Doctoral students are expected to demonstrate knowledge and respect for the roles and perspectives of other professions, as well as knowledge of consultation models and practices.

Strengths and highlights of our training program include:

In-depth infusion of racial-cultural and social justice emphases throughout program components. Although our curriculum features certain courses with words like "multicultural" in the titles, our multicultural-social justice instruction does not just reside in those courses. Rather, we conceptualize every course and program experience within the context of a social justice and racial-cultural framework. Not only is this orientation consonant with our belief that socially-just practice is ethical, effective practice, it also allows us to align our work with broader movement toward social equity.

Research exposure and opportunities.  At Teachers College, you have the opportunity to get first-rate practitioner preparation in the context of first-rate scholarship. Our faculty includes researchers whose work has shaped the counseling profession, and every faculty member maintains ongoing research teams to which students at any level of training may apply. To find out more about our faculty's research interests, please consult their individual pages on the TC website.

A commitment to the crucial role of experiential training and self-awareness within psychotherapist preparation.  As a counselor or therapist, the instrument that you use to enact your professional work is you -- so the more aware you are of your own interpersonal style, skills, and biases, the more effectively you can use your instrument. Many students find that some of the most important, challenging, and transformational aspects of their TC training results from courses like Foundations, Group Counseling, and Racial-Cultural Counseling Lab, where students learn about themselves as they learn about the practice of psychology.

TC's program of study leading to the doctorate in Counseling Psychology is guided by criteria adopted by the  American Psychological Association  for accredited programs in professional psychology.

The course of study includes:

• Scientific and professional ethics and standards
• Psychological measurement, statistics, and research design and methodology
• Knowledge and understanding of a) history and systems of psychology b) the biological basis of behavior c) the cognitive-affective bases of behavior d) the social bases of behavior (e.g., social psychology) and e) individual behavior (e.g., personality theory, human development)
• Intervention strategies and methods of inquiry; and
• Preparation to undertake a doctoral dissertation.

In developing the necessary mastery of these areas, students are expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the vocational guidance movement, and the mental health movement. Similarly, they are expected to be prepared for the probable future of counseling psychology in the areas of expertise represented by the faculty, especially the influence of social and cultural systems (home, family, workplace, and environment) on human development and change.

Mentorship model.  Students are advised by the faculty mentor with whom they selected during the application process. The advisor serves the important roles of orienting students to the program and helps them to develop their curriculum plans. Students receive mentorship in research by serving on the research teams of their advisors and ordinarily do research practicum on their mentor’s research team.  The doctoral mentors are:

• Melanie E. Brewster: ( Now interviewing new Ph.D. students to enroll in Fall 2024) Mental and physical health correlates of marginalization and/or objectification; atheism and nonreligious identities; collective action and well-being; instrument development and psychometric evaluation. Co-directs the Sexuality, Women, and Gender Project, which offers a graduate certificate. Link to website . 
• Whitney J. Erby: (Now interviewing new Ph.D. students to enroll in Fall 2024) The relationship between the experience of racism, racial identity, and well-being; career development; Black women’s mental health; couple’s therapy; psychological assessment.
• George V. Gushue: ( Now interviewing new Ph.D. students to enroll in Fall 2024) The influence of racial/cultural attitudes, beliefs, and values on social cognition (e.g., perception, judgment, memory, and attribution) in the areas of client evaluation and counseling practice, career development, and health; group and family counseling; psychosocial dimensions of HIV/AIDS. Link to website. 
• Cindy Y. Huang : Cultural factors associated with child development and psychopathology for ethnic minority and immigrant youth; prevention of psychopathology; culturally-informed child and family interventions; and family, school, and community-based prevention intervention.  Link to website . 
• Marie L. Miville : Multicultural counseling; universal-diverse orientation; Latina/o psychology; LGBT issues; women's issues; intersections of identities; supervision and training.  Link to website.  
• Laura Smith:  Social inclusion/exclusion and wellbeing; psychological dimensions of social class, poverty, and classism; intersections of race and class; Whiteness and antiracism; participatory action research; community-based psychological interventions.  Link to website.
• Derald Wing Sue : Multicultural counseling and therapy, cultural competency, multicultural consultation and organizational development, psychopathology, racism and antiracism, law and ethics.  Link to website.
• Brandon L.  Velez (Director of Clinical Training & currently interviewing new Ph.D. students to enroll in Fall 2024)  The associations of discrimination and identity-related attitudes with mental health and career outcomes among sexual, gender, and racial/ethnic minority individuals, as well as populations with multiple minority identities. Link to website. 

For detailed information about the program and its requirements, please see the Doctoral Student Handbook available for download below.

The Ph.D. program also offers a  Bilingual Latinx Mental Health Concentration .

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

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002 Phone: (202) 336-5979 / Email: [email protected] Web:  www.apa.org/ed/accreditation

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Two (2) Letters of Recommendation
• Academic Writing Sample

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The program of study that follows is described in terms of full-time study. Some of the courses may be taken on a part-time basis. However, full-time study after the first 30 applicable credits is required unless the student can present persuasive evidence that his or her living and working circumstances have not prevented, and will not prevent, him/her from taking full advantage of the College’s resources. Certain essential subjects and practica are offered only in the morning and early afternoon hours.

The doctorate degree is granted after successful completion of a minimum of 90 points of planned, sequential study beyond the bachelor’s degree, of which at least 60 points must be taken at Teachers College. The doctoral program is accredited by the American Psychological Association and requires at least five years, including the equivalent of four years of academic study beyond the bachelor’s degree and one calendar year of internship.

Please note that upon admission to the Ph.D. program in Counseling Psychology, students will receive a Doctoral Student Handbook for the Ph.D. program in Counseling Psychology which will provide updated policy, program features, and requirements. (The most recent handbook is available on the Program website). The program of study leading to the Doctorate in Counseling Psychology is guided by criteria adopted by the American Psychological Association for accredited programs in professional psychology.

The course of studies includes: scientific and professional ethics and standards; psychological measurement, statistics, and research design and methodology; knowledge and understanding of: (a) history and systems of psychology, (b) the biological basis of behavior, (c) the cognitive-affective bases of behavior, (d) the social bases of behavior (e.g., social psychology), and (e) individual behavior (e.g., personality theory and human development), intervention strategies and methods of inquiry; and preparation to undertake a doctoral dissertation.

In developing the necessary mastery of these areas, the student is expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the vocational guidance movement and the mental health movement. Similarly, she or he is expected to be prepared for the probable future of counseling psychology in the areas of expertise represented by the faculty, especially the influence of social and cultural systems (home, family, workplace, and environment) on human development and change.

In addition to core requirements, courses in specific and specialized areas of counseling psychology are available. Courses in the department are supplemented by appropriate offerings in other Programs and Departments at Teachers College, and Columbia University.

Please note that satisfactory performance in the degree program is defined as no incomplete grades and no courses in which the grade earned is lower than B. Academic dishonesty and unethical behavior may be grounds for immediate dismissal from the program (master’s or doctoral). Specific information regarding curriculum requirements are contained in the Doctoral Student Handbook. In addition to coursework, a number of other academic experiences are required.

Doctoral Certification

Candidacy as a doctoral student expires after a certain number of years. Ph.D. candidates must complete all degree requirements within seven years of first entering the program (six years if they have an applicable master’s degree or 30 points of advanced standing prior to doctoral admission).

Counseling Psychology students do not become official candidates for the degree of Doctor of Philosophy until they have passed: 1) a College-Wide Psychology Research Methods Exam, and 2) a Program Comprehensive exam which includes both a written exam and the submission of a Research Competence project paper. The written exam covers several areas in Counseling Psychology, including: (1) theoretical concepts; (2) core psychology course work; (3) clinical interventions; (4) assessment in career work and personal/social counseling; (5) professional issues such as ethics, professional trends, and developments in counseling psychology. Cultural issues will be infused into the content questions in the exam. In addition, they must satisfy all other requirements for certification prescribed by the Office of Doctoral Studies (ODS). Students who fail to take the certification examination at the appropriate point in their studies are subject to certain penalties. Also there are evaluations done annually to facilitate students’ timely completion of the Ph.D. degree (See Doctoral Student Handbook for more information).

Practicum and Externship

Practicum placements are available both on-campus and off-campus. The Dean Hope Center for Educational and Psychological Services (CEPS) is an in-house training clinic located at 657 528 Building. Students may petition program faculty to complete practicum placements off-campus and should contact the Fieldwork Coordinator for further information. A year-long externship placement may be required of students who do not obtain sufficient clinical hours during their practicum rotations.

For doctoral students only: Supervised experience in approved and appropriate agencies, institutions, and establishments. Students are required to petition faculty for internship training and must be approved to apply for an internship. Students must have completed all coursework during the academic year in which they are applying for an internship. Students must have passed all certification and comprehensive examinations as well as have an approved dissertation proposal.

The Dissertation

For most doctoral students, the completion of course requirements presents few problems. Successful completion of a dissertation is usually less easily managed. Unless carefully planned in advance, it can prove a difficult hurdle. Accordingly, the degree program has several built-in features designed to facilitate the formulation and successful execution of an acceptable dissertation proposal and assistance in completing the dissertation. These include the completion of a research competence project, the Dissertation Seminar course, and a Review of Research course.

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Teachers College, Columbia University 428 Horace Mann

Contact Person: Jacob Holober

Phone: (212) 678-3397 Fax: (212) 678-3397

Email: jsh2239@tc.columbia.edu Admissions Inquiries: CCPadmission@tc.columbia.edu

Applications for 2024 Columbia Summer Session programs are now open!

The Department of Psychology offers courses in the science of psychology, experimental psychology, the brain and behavior, cognition, decision making, drugs and behavior, personality development, social cognition, evolution and behavior, psychopathology, consciousness, cognitive neuroscience, relationships, statistics for behavioral scientists, perception, animal behavior, abnormal behavior, child development. The department also offers seminars and individualized research.

For questions about specific courses, contact the department.

Psychology Certificate

Students interested in preparing for graduate school in psychology should consider the certificate program.

Departmental Advisor for Students in the Postbaccalaureate Studies Certificate Program:  Prof. Patricia Lindemann, 354A Schermerhorn Extension 212-854-8285 pgl2 [[at]] columbia [[dot]] edu (pgl2[at]columbia[dot]edu) Office Hours: By appointment

Guide to Course Numbers

Course numbers reflect the structure of the psychology curriculum. The 1000 level contains introductions to psychology, introductory laboratory courses, and statistics. The 2000 level contains lecture courses that are introductions to areas within psychology; most require PSYC W1001 or W1010 as a prerequisite. The 3000 level contains more advanced and specialized undergraduate courses, most of which are given in a seminar format and require instructor permission. The 3900s are the courses providing research opportunities for undergraduates. The 4000 level contains advanced seminars suitable for both advanced undergraduates and graduate students. Subcategories within the 2000, 3000, and 4000 levels correspond to the three groups in our distribution requirement for undergraduate psychology majors and students completing the Certification of Professional Achievement in Psychology: (1) perception and cognition (2200s, 3200s, and 4200s), (2) psychobiology and neuroscience (2400s, 3400s, and 4400s), and (3) social, personality, and abnormal (2600s, 3600s, and 4600s).

Current psychology department course listings

Requirements for Admission to Graduate Programs in Psychology

Students interested in applying for graduate programs in psychology, including those in clinical psychology, should complete a variety of undergraduate courses, including the Science of Psychology (Psychology W1001), a laboratory course in experimental psychology (Psychology W1420, W1440, W1460, W1480, or W1490), and a course in statistics (Psychology W1610 or Statistics W1001, W1111, or W1211).

Students should also take a variety of more advanced undergraduate courses and seminars, and participate in supervised research (Psychology W3950). Students interested in clinical psychology should obtain experience working in a community service program, in addition to supervised research experience.

More information on applying to graduate school

THE SCIENCE OF PSYCHOLOGY PSYC1001W001 3 pts

Prerequisites: BLOCKED CLASS. EVERYONE MUST JOIN WAITLIST TO BE ADMITTED Broad survey of psychological science including: sensation and perception; learning, memory, intelligence, language, and cognition; emotions and motivation; development, personality, health and illness, and social behavior. Discusses relations between the brain, behavior, and experience. Emphasizes science as a process of discovering both new ideas and new empirical results. PSYC UN1001 serves as a prerequisite for further psychology courses and should be completed by the sophomore year.

Course Number

Times/location, section/call number, the science of psychology psyc1001w002 3 pts, the science of psychology psyc1001w003 3 pts, introduction to psychology psyc1001x001 3 pts.

This course is a prerequisite for the Psychology Major, as well as for most other Barnard PSYC courses (be sure to check all course information before enrolling in a course).

The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: UN1001 The Science of Psychology; and UN1021 Science of Psychology: Explorations/Applications.

INTRODUCTION TO PSYCHOLOGY PSYC1001X002 3 pts

Introduction to psychology psyc1001x003 3 pts, introduction to psychology psyc1001x004 3 pts, intro lab experimental psych psyc1010x001 3 pts.

Corequisites: PSYC BC1001, or its equivalent, must be completed prior to or concurrently with BC1010. This lab course is intended for students who have not previously been enrolled in a psychology lab course; and a majority of seats are reserved for First Year and Sophomore students. A laboratory-based introduction to experimental methods used in psychological research. Upon successful completion of this course, students will know how to review the primary literature and formulate a hypothesis, design an experiment, analyze data using statistical methods, communicate the results of a scientific study through oral presentation and written manuscript, and carry out research studies under ethical guidelines. Students will be able to apply the acquired knowledge in all disciplines of Psychology and will be prepared to engage in advance research in fields including, but not limited to, Cognition, Learning, Perception, Behavioral Neuroscience, Development, Personality, and Social Psychology. 

INTRO LAB EXPERIMENTAL PSYCH PSYC1010X002 3 pts

Intro lab experimental psych psyc1010x003 3 pts, intro lab experimental psych psyc1010x004 3 pts, behavioral research methods and analysis psyc1020x001 3 pts.

This course is a prerequisite for all 2000-level PSYC lab courses, and a requirement for the Psychology Major. PSYC BC1001, or its equivalent, must be completed prior to or concurrently with this course. This class will introduce students to the fundamental scientific principles, experimental methods, and analytical approaches involved in the study of human behavior. The initial major topics to be covered include how basic scientific approach can be gainfully and ethically used to study human behavior. The following topics in the course will cover the most prevalent manners of collecting data in behavioral research and the most common types of statistical analyses and tests such data is subjected to. The latter topics in the course will introduce some of the more advanced experimental designs and statistical approaches that are more specific to the social sciences.

BEHAVIORAL RESEARCH METHODS AND ANALYSIS PSYC1020X002 3 pts

Science and scientists psyc1099x001 1 pts.

Weekly meetings with researchers from Barnard, Columbia, and other guests to discuss the nature of scientific inquiry in psychology; and intellectual, professional, and personal issues in the work of scientists.

STATISTICS LECTURE AND RECITATION PSYC1101X001 4 pts

Prerequisite (or co-requisite): PSYC BC1001. Lecture course and associated recitation section introducing students to statistics and its applications to psychological research. The course covers basic theory, conceptual underpinnings, and common statistics. The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: STAT UN1001 Introduction to Statistical Reasoning; STAT UN1101 Introduction to Statistics; STAT UN1201 Introduction to Statistics.

STATISTICS LECTURE AND RECITATION PSYC1101X002 4 pts

Research methods - human behavior psyc1420w001 4 pts.

Prerequisites: PSYC UN1001 and a statistics course (PSYC UN1610 or the equivalent), or the instructor's permission. Corequisites: PSYC UN1421 Introduction to the techniques of research employed in the study of human behavior. Students gain experience in the conduct of research, including design of simple experiments, observation and measurement techniques, and the analysis of behavioral data.

RESEARCH METHODS-HUM BEHAV LAB PSYC1421W001 0 pts

Corequisites:  PSYC UN1420

RESEARCH METHODS-HUM BEHAV LAB PSYC1421W002 0 pts

Research methods - social cognition & emotion psyc1450w001 4 pts.

An introduction to research methods employed in the study of human social cognition and emotion. Students gain experience in the design and conduct of research, including ethical issues, observation and measurement techniques, interpretation of data, and preparation of written and oral reports. 

RESEARCH METHODS - SOCIAL COGNITION & EMOTION - LAB PSYC1451W001 0 pts

Research methods - social cognition & emotion - lab psyc1451w002 0 pts, research methods - social cognition & emotion - lab psyc1451w003 0 pts, statistcs-behaviorl scientists psyc1610w001 4 pts, statistcs-behav scientists-lab psyc1611w001 0 pts, statistcs-behav scientists-lab psyc1611w002 0 pts, psych of learning - lab psyc2106x001 3 pts.

Prerequisites: PSYC BC1001, BC1020, BC1101. Corequisite: PSYC BC2107 Psychology of Learning Lecture. Students conduct experiments analyzing learning and memory in rats and humans. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN1440 Experimental Psychology: Learning and Motivation (which includes PSYC UN1441 Learning and Motivation Lab).

PSYCH OF LEARNING - LAB PSYC2106X002 3 pts

Psychology of learning - lec psyc2107x001 3 pts.

Prerequisites: PSYC BC1001 Introduction to Psychology or COGS UN1001 Introduction to Cognitive Science or permission of the instructor. Lecture course covering the basic methods, results, and theory in the study of how experience affects behavior. The roles of early exposure, habitation, sensitization, conditioning, imitation, and memory in the acquisition and performance of behavior are studied.

The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN1440 Experimental: Learning and Motivation.

PERCEPTION - LAB PSYC2109X001 3 pts

Prerequisites: PSYC BC1001, BC1020, BC1101. Corequisites: BC2110 Perception Lecture. Laboratory course to accompany BC2110. Students conduct experiments of seeing, hearing, touching, tasting, and smelling, and learn to report their findings. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN1480 Perception and Attention (which includes PSYC UN1481 Perception and Attention Lab); and UN2230  Perception and Sensory Processes.

PERCEPTION-LECTURE PSYC2110X001 3 pts

Prerequisites: PSYC BC1001 Introduction to Psychology or COGS UN1001 Introduction to Cognitive Science or permission of the instructor. Lecture course covering an introduction to problems, methods, and research in perception. Discussion of psychological studies of seeing, hearing, touching, tasting, and smelling. Note that this lecture can be taken without its affiliated lab, PSYC BC2109, however, if a student completes this lecture, she cannot enroll in the lab in a later semester. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN1480 Perception and Attention; and PSYC UN2230 Perception and Sensory Processes.

PSYCH OF PERSONALITY - LAB PSYC2124X001 3 pts

Prerequisites: PSYC BC1001, BC1020, BC1101. Corequisites: PSYC BC2125 Psychology of Personality Lecture. Laboratory consists of experiments related to the principal approaches to personality and their implications for personality development, psychological adjustment, and everyday behavior. Students will participate in all stages of personality research: conceptualizing a personality construct, designing and administering tests, identifying individual differences, and carrying out a study.

PSYCHOLOGY OF PERSONALITY-LEC PSYC2125X001 3 pts

Prerequisites: BC1001 or permission of the instructor. Lecture course covering the principal approaches to personality and their implications for personality development, psychological adjustment, and everyday behavior. Note that this lecture can be taken without its affiliated lab, PSYC BC2124, however, if a student completes this lecture, she cannot enroll in the lab in a later semester. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2610 Introduction to Personality; and PSYC UN2680 Social and Personality Development.

DEVELOPMENTAL PSYCH - LAB PSYC2128X001 3 pts

Prerequisites: PSYC BC1001, BC1020, BC1101. Corequisites: PSYC BC2129 Developmental Psychology Lecture. Laboratory course involving experiments related to cognitive, linguistic, perceptual, motor, social, affective, and personality development from infancy to adolescence. The course offers an opportunity for direct observation of children; major areas of research at each level of development are covered.

DEVELOPMENTAL PSYCH - LAB PSYC2128X002 3 pts

Developmental psychology-lec psyc2129x001 3 pts.

Prerequisites: PSYC BC1001 Introduction to Psychology or COGS UN1001 Introduction to Cognitive Science or permission of the instructor. Lecture course covering cognitive, linguistic, perceptual, motor, social, affective, and personality development from infancy to adolescence. Note that this lecture can be taken without its affiliated lab, PSYC BC2128, however, if a student completes this lecture, she cannot enroll in the lab in a later semester. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2280 Introduction to Developmental Psychology. 

SOCIAL PSYCHOLOGY - LAB PSYC2137X001 3 pts

Prerequisites: BC1001, BC1020, BC1101. Corequisites: BC2138 Social Psychology Lecture. Laboratory course covering contemporary theory and research on social thought and behavior. Issues such as person perception, attitudes, attraction, aggression, stereotyping, group dynamics, and social exchange will be explored. The application of theory and research to addressing social problems will be discussed.

SOCIAL PSYCHOLOGY-LEC PSYC2138X001 4 pts

Prerequisites: BC1001 or permission of the instructor. Lecture course covering contemporary theory and research on social thought and behavior. Issues such as person perception, attitudes, attraction, aggression, stereotyping, group dynamics, and social exchange will be explored. The application of theory and research to addressing social problems will be discussed. Note that this lecture can be taken without its affiliated lab, PSYC BC2137, however, if a student completes this lecture, she cannot enroll in the lab in a later semester. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2630 Social Psychology.

ABNORMAL PSYCHOLOGY PSYC2141X001 3 pts

Prerequisites: BC1001. An introduction to the study of abnormal behavior and various psychological disorders such as depression, schizophrenia, anxiety disorders, eating disorders, and personality disorders. The course broadly reviews scientific and cultural perspectives on abnormal behavior with an emphasis on clinical descriptions and diagnosis, etiology, treatment, and research methods. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2620 Abnormal Behavior.

PSYCHOLOGY OF DRUG USE & ABUSE PSYC2177X001 3 pts

Prerequisites: BC1001 or permission of the instructor. Enrollment limited to 75 students. Examines the biological, psychological, and social factors that lead to drug use and abuse. A biopsychosocial model will be used to examine the behavioral effects of prescription, over the counter, and street drugs. Treatments, therapies, and theories of addictive behaviors will be explored.

FORENSIC PSYCHOLOGY PSYC2178X001 3 pts

Every day there are thousands of individuals interacting with the legal system. Are they mentally competent to stand trial? How can a judge decide if it is in the best interests of a child to live with one, or both (or neither) parent(s)? What is the risk of a violent offender repating the offense? What kinds of information influence juries? Does mediation work to solve disputes? Forensic psychologists apply their knowledge of psychology specifically in legal matters. This semester will focus on the broad area of forensic psychology, exploring important legal cases relevant to forensic psychology, police psychology, what constitutes expert testimony, how assessments are conducted, and working as a psychologist in the correctional system.

COGNITION: MEMORY AND STRESS PSYC2220W001 3 pts

Prerequisites: PSYC UN1001 or PSYC UN1010 or the instructors permission. Memory, attention, and stress in human cognition.

Developmental Psychology PSYC2280W001 3 pts

Prerequisites: PSYC UN1001 or PSYC UN1010 or the equivalent. Introduction to the scientific study of human development, with an emphasis on psychobiological processes underlying perceptual, cognitive, and emotional development.

COGNITIVE NEUROSCIENCE PSYC2430W001 3 pts

Prerequisites: PSYC UN1001 or equivalent introductory course in Psychology This course provides an in-depth survey of data and models of a wide variety of human cognitive functions. Drawing on behavioral, neuropsychological, and neuroimaging research, the course explores the neural mechanisms underlying complex cognitive processes, such as perception, memory, and decision making. Importantly, the course examines the logic and assumptions that permit us to interpret brain activity in psychological terms.

Social Neuroscience PSYC2435W001 3 pts

This course will provide a broad overview of the field of social neuroscience. We will consider how social processes are implemented at the neural level, but also how neural mechanisms help give rise to social phenomena and cultural experiences. Many believe that the large expansion of the human brain evolved due to the complex demands of dealing with social others—competing or cooperating with them, deceiving or empathizing with them, understanding or misjudging them. What kind of “social brain” has this evolutionary past left us with? In this course, we will review core principles, theories, and methods guiding social neuroscience, as well as research examining the brain basis of processes such as theory of mind, emotion, stereotyping, social group identity, empathy, judging faces and bodies, morality, decision-making, the impact of culture and development, among others. Overall, this course will introduce students to the field of social neuroscience and its multi-level approach to understanding the brain in its social context. 

DRUGS AND BEHAVIOR PSYC2460W001 3 pts

Introduction to personality psyc2610w001 3 pts, abnormal behavior psyc2620w001 3 pts, social psychology psyc2630w001 3 pts, political psychology psyc3156x001 4 pts, intro to cultural psychology psyc3162x001 4 pts.

Prerequisites: BC1001; and either BC1124/1125, BC1125, BC2141, or permission of the instructor. Prioority given to senior psychology majors. Critically investigates the universalizing perspectives of psychology. Drawing on recent theory and research in cultural psychology, examines cultural approaches to psychological topics such as the self, human development, mental health, and racial identity. Also explores potential interdisciplinary collaborations. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2650 Intro to Cultural Psychology.

THE SOCIAL SELF PSYC3165X001 4 pts

The science and psychology of music psyc3266w001 4 pts.

Music is present in every culture around the world and it plays important roles in human existence. In this course, we discuss the impact of music on mental and cognitive health and explore contexts in which music is used.

ANXIETY, OBSESSIVE-COMPULSIVE, AND RELAT PSYC3362X001 4 pts

Language development psyc3369x001 4 pts, psych of stereotyping/prejudic psyc3379x001 4 pts, canine cognition psyc3390x001 4 pts, metacognition psyc3394x001 4 pts, sem in clinical psych: psychotic disorders and bipolar disorders psyc3406x001 4 pts.

This seminar will focus on the schizophrenia-spectrum disorders and bipolar disorders.  Topics include historical perspectives, diagnoses and symptoms, neural changes associated with the disorders, and research on effective treatments.  Emphasis will be places on the impact of serious mental illness on families and communities as well as cultural differences in diagnosis, treatment and outcomes.

Evolution of Intelligence, Animal Communication, & Language PSYC3450W001 3 pts

Prerequisites: PSYC UN1001, and the instructors permission.

A systematic review of the evolution language covering the theory of evolution, conditioning theory, animal communication, ape language experiments, infant cognition, preverbal antecedents of language and contemporary theories of language.  

Neurobiology of Working Memory PSYC3455W001 4 pts

Working memory is our ability to retain information in mind in the absence of sensory stimuli. In this course we will gain a more thorough understanding of what working memory is and how the brain supports it.

Field Work & Research Seminar: Toddler Center PSYC3465X001 4 pts

PSYC BC1129/2129 (with or without lab) as well as permission of the instructor.

The Barnard Toddler Center provides the focus for this seminar and research in applied developmental psychology, an amalgam of developmental, educational, and clinical psychology. The seminar integrates theory and research and for AY 20-21 will use daily recordings of the toddler sessions as the centerpiece for understanding early development. The unique context of Covid19 will be used to understand risks in development, especially for vulnerable children and families. Second term students will also conduct research on parenting during the pandemic.

Gene-Environment Interactions & Epigenetics PSYC3495W001 4 pts

The aim of this course is to examine the biological bases of individual differences in behavior. We will start by examining how individual differences in behavior and health are shaped by gene-environment interactions. We will complement these studies with the endophenotype approach and discuss its role in our contemporary views of complex disorders. We will then introduce behavioral epigenetics studies that are suggested to mediate the effects of gene-environment interactions at different levels of analysis. We will continue by discussing how these topics shape and are shaped by developmental programming. We will end the semester by discussing the major debates around these topics as well as their implications in real life and public policies. By covering these topics, students are expected to gain a better understanding of how our behavior is i) formed and shaped by gene-environment interactions over time, ii) influenced by the underlying physiological and epigenetic mechanisms, and iii) changed by developmental processes. With this information, the students are expected to view individual differences in behavior in a perspective that is highly interdisciplinary and dynamic.

INDEPENDENT STUDY PSYC3606X001 4 pts

Independent study psyc3606x002 4 pts.

This course can be worth 1 to 4 credits (each credit is equivalent to approximately three hours of work per week), and requires a Barnard faculty as a mentor. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits. The expectations for each of these options are as follows: 1 credit, 3h/week commitment, 5-10 page "Research Report" at the end of the term; 2 credits, 6h/week commitment, 5-10 page "Research Report" at the end of the term; 3 credits, 9h/week commitment, 15-20 page "Research Report" at the end of the term; 4 credits, 12h/week commitment, 15-20 page "Research Report" at the end of the term. "Research Report" is a document submitted to the person grading the student, the instructor of record for the section in which the student has enrolled. If a student is working off-site, then input from the off-site research mentor will inform the grading. The "Research Report" can take a variety of forms: progress reports on data collected, training received, papers read, skills learned, etc.; or organized notes for lab notebooks, lab meetings, etc.; or manuscript-like papers with Intro, Methods, Results, Discussion; or some combination thereof, depending on the maturity of the project.  Ultimately, this will take different forms for different students/labs.  

INDEPENDENT STUDY PSYC3606X004 4 pts

Independent study psyc3606x005 4 pts, independent study psyc3606x006 4 pts, independent study psyc3606x007 4 pts, independent study psyc3606x009 4 pts, independent study psyc3606x010 4 pts, independent study psyc3606x011 4 pts, independent study psyc3606x012 4 pts, independent study psyc3606x013 4 pts, independent study psyc3606x016 4 pts, independent study psyc3606x017 4 pts, independent study psyc3606x018 4 pts, independent study psyc3606x019 4 pts, independent study psyc3606x022 4 pts, children at risk psyc3615w001 4 pts, senior research thesis psyc3617x001 1 pts.

Discussions of the student's Independent Research project during the fall and spring terms that culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution. 

SEM-DEVELOPMNTL PSYCHOPATHOLGY PSYC3620W001 4 pts

Topics in clinical psychology psyc3623w001 4 pts.

Prerequisites: (PSYC UN1001) Instructor permission required. A seminar for advanced undergraduate students exploring different areas of clinical psychology. This course will provide you with a broad overview of the endeavors of clinical psychology, as well as discussion of its current social context, goals, and limitations.

TOPICS IN CLINICAL PSYCHOLOGY PSYC3623W002 4 pts

Adolescent mental health: causes, correlates, consequences psyc3624w001 4 pts, the science of well-being and human potential psyc3820w001 4 pts.

What does it mean to reach your full potential? Can science inform how you can live  your own  best life? The main mission of this seminar is to provide an up-to-date understanding of theoretical, empirical, and applied advances in the science of well-being and human potential. Consideration will be given to conflicting viewpoints and their respective empirical support. The course is grounded in the core principles of humanistic psychology, and will cover essential human needs, including security, growth, mindfulness, connection, self-esteem, love, creativity, character, resiliency, purpose, flow, gratitude, awe, and other forms of transcendence. We will also cover the latest science of human performance, including the development of intelligence, talent, and creativity. Throughout this seminar you will engage in experiential learning and practical exercises to further help you nurture what’s best within you— and become a  whole person — which will inform our theoretical and empirical understanding of the latest scientific findings. My hope is that in addition to enhancing your appreciation of how the scientific method can increase your understanding of human potential more generally, the exercises and readings in this course will also help you in your own personal journey to realize your greatest strengths and become more fully human— accepting and becoming flexible with the totality of who you are, so that you can become the person you most want to become.

Psychology and the Internet PSYC3830W001 4 pts

Increasingly, human behavior takes place online. In this course, we will approach the intersection of psychology and the internet from two perspectives: the tools we use and the questions we ask. Each week of the course will focus on a different subset of psychology research about the internet. The first half of the course will focus on new tools to probe classic psychological phenomena, and the second half of the course will focus on new research questions native to online environments.  This is a discussion seminar for advanced undergraduates. Instructional methods include readings, in-person discussions, personal reflections, and two projects. The emphasis will be on psychology literature and psychological principles, but students from related disciplines, including neuroscience, computer science, data science, and information science, among others, are welcome in the course.

Psychology/Neuroscience Senior Thesis Advanced Research Seminar PSYC3930W001 3 pts

The seminar component of the Psych/Neuro Senior Thesis Advanced Research program. Students admitted to the research program should plan to take this seminar in the spring of their junior year and in the fall and spring semesters of their senior year. Students are expected to be working in a lab as part of their participation in this program. In addition to supporting students throughout their independent research project, this seminar will introduce students to some of the big questions in the field through its connection with the Psychology Department Colloquium and will train students in reading and evaluating scientific research and communicating their own research findings. 

SUPERVISED INDIVIDUAL RESEARCH PSYC3950W001 4 pts

1-4 points. May be repeated for credit. Prerequisites: the instructors permission. Except by special permission of the director of undergraduate studies, no more than 4 points of individual research may be taken in any one term. This includes both PSYC UN3950 and PSYC UN3920. No more than 8 points ofPSYC UN3950 may be applied toward the psychology major, and no more than 4 points toward the concentration. Readings, special laboratory projects, reports, and special seminars on contemporary issues in psychological research and theory.

SUPERVISED INDIVIDUAL RESEARCH PSYC3950W002 4 pts

Supervised individual research psyc3950w003 4 pts, supervised individual research psyc3950w004 4 pts, supervised individual research psyc3950w005 4 pts, supervised individual research psyc3950w006 4 pts, supervised individual research psyc3950w007 4 pts, supervised individual research psyc3950w008 4 pts, supervised individual research psyc3950w009 4 pts, supervised individual research psyc3950w010 4 pts, supervised individual research psyc3950w011 4 pts, supervised individual research psyc3950w012 4 pts, supervised individual research psyc3950w013 4 pts, supervised individual research psyc3950w014 4 pts, supervised individual research psyc3950w015 4 pts, supervised individual research psyc3950w016 4 pts, supervised individual research psyc3950w017 4 pts, supervised individual research psyc3950w018 4 pts, supervised individual research psyc3950w019 4 pts, supervised individual research psyc3950w020 4 pts, supervised individual research psyc3950w021 4 pts, supervised individual research psyc3950w022 4 pts, supervised individual research psyc3950w023 4 pts, supervised individual research psyc3950w024 4 pts, supervised individual research psyc3950w025 4 pts, supervised individual research psyc3950w026 4 pts, supervised individual research psyc3950w027 4 pts, supervised individual research psyc3950w028 4 pts, supervised individual research psyc3950w029 4 pts, supervised individual research psyc3950w030 4 pts, theories of change in human development psyc4202w001 4 pts.

What are the agents of developmental change in human childhood? How has the scientific community graduated from nature versus nurture, to nature and nurture? This course offers students an in-depth analysis of the fundamental theories in the study of cognitive and social development.

Mentalizing: How we read people PSYC4241W001 4 pts

Success in a social world requires understanding other people’s thoughts and feelings, a process typically referred to as mentalizing . Yet, other people’s mental states are not directly observable: you cannot see a thought or touch a feeling. Nonetheless, humans are quite proficient in inferring these invisible states of mind. How do we accomplish these mentalizing feats? In this course, we will answer this question from multiple angles, relying heavily on neuroscience and psychology research. The seminar will discuss recent and classic studies that reveal how humans effectively interpret the people around them, as well as when and why they make mistakes. 

Mentalizing: How we read people PSYC4241W002 4 pts

Language and mind psyc4244w001 4 pts, psych & neuropsych of language psyc4470g001 4 pts, neural plasticity psyc4482w001 4 pts.

This seminar provides an overview of the mechanisms and behaviors associated with neural plasticity. Students will obtain a basic working knowledge of the different types of neural plasticity, and how these affect cognition and behaviors.

The Parental Brain PSYC4491G001 4 pts

This course will provide an overview of the field of parental and social biology, with an emphasis on changes in the adult rodent brain surrounding childbirth and caretaking behavior. We will explore how the experience of parenthood prepares the brain for survival of offspring. We will also discuss the dynamic between caregivers and parents in order to provide the structure necessary to rear young. This course will illustrate the fortitude of molecular, behavioral and circuit level investigations in concert to unveil mechanisms of social learning.

BEHAVIORAL EPIGENETICS PSYC4498G001 4 pts

Psychology of religion psyc4625w001 4 pts.

Prerequisites: Two courses in psychology, including at least one course with a focus on research methods and/or statistics, and permission of the instructor. Review of theories and empirical research related to religious cognition and behavior. Topics include the foundations of religious belief and practice, people's concepts of religious ideas, and the lack of religious belief/identity (e.g., atheism), among others.

CULTR,MOTIVATN,PROSOCIAL BEHAV PSYC4645G001 4 pts

Faqs about life:appl of psyc rsch to eve psyc4682w001 4 pts, machine intelligence psyc4836g001 4 pts.

This seminar will survey historical and modern developments in machine intelligence from fields such as psychology, neuroscience, and computer science, and from approaches such as cybernetics, artificial intelligence, machine learning, robotics, connectionism, neural networks, and deep learning. The emphasis is on the conceptual understanding of topics. The course does not include, nor require a background in, computer programming and statistics. The overall goal is for students to become informed consumers of applications of artificial intelligence.

PSYCHOPHYSIOLGCL METH/ANALYSIS PSYC6050G001 4 pts

Practicum in teaching of psych psyc6200g001 3 pts.

Practical and theoretical issues relating to the teaching of psychology and the psychology of teaching.

SUPERVISED TEACHING ASSISTANCE PSYC6500G001 3 pts

Supervised individual research psyc6600g001 4 pts, research seminar in psychology psyc9998g001 0 pts.

Monday seminars are open to the public and take place in Schermerhorn Hall on alternate Mondays in room 200B Schermerhorn from 12:10-1:30pm. The seminar series semester schedule can be found here . 

DEPARTMENTAL COLLOQUIUM PSYC9999G001 0 pts

Clinical Psychology Graduate Programs in District of Columbia

1-6 of 6 results

GW School of Medicine and Health Sciences

Washington, DC •

George Washington University •

Graduate School

• • Rating 4.73 out of 5   11 reviews

Doctoral Student: GW selects an eclectic class. I noticed the diverse backgrounds, age groups, and interests among the students. Half the class are women. Students have a wide-variety of interests and talents outside of. medicine and bring this to the classroom and beyond. The location is amazing with major health organizations and hospitals nearby. The curriculum is focused on evidence-based care and cutting edge research. From day one. you dive in hands on. The pace is intense at times, but the faculty is supportive and available. ... Read 11 reviews

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George Washington University ,

Graduate School ,

WASHINGTON, DC ,

11 Niche users give it an average review of 4.7 stars.

Featured Review: Doctoral Student says GW selects an eclectic class. I noticed the diverse backgrounds, age groups, and interests among the students. Half the class are women. Students have a wide-variety of interests and talents outside... .

Read 11 reviews.

College of Arts and Sciences - American University

American University •

American University ,

School of Arts and Sciences - The Catholic University of America

The Catholic University of America •

The Catholic University of America ,

Rowan University Graduate

Graduate School •

GLASSBORO, NJ

• • Rating 4.38 out of 5   29

College of Human Sciences and Humanities - University of Houston - Clear Lake

University of Houston - Clear Lake •

HOUSTON, TX

• • Rating 1 out of 5   1

WASHINGTON, DC

Gallaudet University

• • Rating 4.57 out of 5   47 reviews

Doctoral Student: The best part of the Doctor of Audiology program at Gallaudet University is the opportunity to be enveloped in the Deaf community, which is unique for audiology programs in the United States. They provide a different perspective of hearing loss while educating the students in an exceptional manner with clinical and classroom studies. Some things that the program could improve on is communication between the department and students. At times, there are delays in sharing information about deadlines and opportunities. Students can feel rushed and "not in-the-loop" on what is happening in the program which can cause anxiety and uncertainty. ... Read 47 reviews

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

Featured Review: Doctoral Student says The best part of the Doctor of Audiology program at Gallaudet University is the opportunity to be enveloped in the Deaf community, which is unique for audiology programs in the United States. They... Some things that the program could improve on is communication between the department and students. At times, there are delays in sharing information about deadlines and opportunities. Students can... .

Read 47 reviews.

College of Arts and Sciences - University of the District of Columbia

University of the District of Columbia •

University of the District of Columbia ,

The Chicago School of Professional Psychology - Washington D.C.

• • Rating 4.34 out of 5   32 reviews

Doctoral Student: I wanted to take a moment to express my sincere appreciation for the exceptional experience I've had in the program so far. The way the program has been structured and the level of support and guidance provided has truly made a significant difference. The thorough explanations about the program and coursework have been immensely helpful in navigating my academic journey effectively. I've felt well-informed and confident in my studies, thanks to this clarity. Moreover, the assistance extended towards my dissertation has been invaluable. It's comforting to know that there's a dedicated support system in place to help me succeed in this critical aspect of my academic pursuit. ... Read 32 reviews

32 Niche users give it an average review of 4.3 stars.

Featured Review: Doctoral Student says I wanted to take a moment to express my sincere appreciation for the exceptional experience I've had in the program so far. The way the program has been structured and the level of support and... The thorough explanations about the program and coursework have been immensely helpful in navigating my academic journey effectively. I've felt well-informed and confident in my studies, thanks to... Moreover, the assistance extended towards my dissertation has been invaluable. It's comforting to know that there's a dedicated support system in place to help me succeed in this critical aspect of... .

Read 32 reviews.

• Find college scholarships

College of Health and Human Services - IUP

Indiana University of Pennsylvania •

INDIANA, PA

College of Arts and Sciences - Suffolk University

Suffolk University •

University of Texas - Rio Grande Valley

EDINBURG, TX

• • Rating 4.6 out of 5   114

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Gain the knowledge and skills to help advance clinical psychological science.

As a clinical science program, we value research efforts and practice directed toward:

• the promotion of adaptive functioning
• assessment, understanding, amelioration, and prevention of human problems in behaviour, affect, cognition or health
• the application of knowledge in ways consistent with scientific evidence
• social justice advocacy as it relates to the field of clinical psychology.

We strive to incorporate core values of equity, diversity, and inclusion into all aspects of our work including research, teaching, practice, and the environment in which faculty and students work. As a program, we are dedicated to promoting mutual respect, understanding, fairness, and inclusion through constructive dialogue and equitable policies and procedures. We seek to respect and value visible and invisible differences that include identities such as race, ethnicity, heritage, culture, age, religion, sexual and gender diversity, disability status, social class, or language. Finally, we view our responsibility as clinical psychologists to include actively challenging the societal structures and barriers that perpetuate mental health disparities and inequities to services.

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Equity, Diversity, and Inclusion

Our Office of Equity, Diversity, and Inclusion works to create an inclusive environment that values diversity in academic medicine.

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Columbia Psychiatry is teaching the next generation of clinicians and researchers through our residency, fellowship, and training programs.

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Would you like to help support our research? Learn about how to participate in clinical trials or research studies here at Columbia Psychiatry.

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Read about the world of psychiatric research, education, and patient care—and see what's happening here at Columbia Pyschiatry.

Diversity and Inclusion Alliance

Patrice malone, md.

Patrice Malone, MD PhD  Assistant Professor of Psychiatry, Columbia University Irving Medical Center; Assistant Director, Columbia Division of Child & Adolescent Psychiatry; Diversity, Equity, and Inclusion Clinical Director, Columbia Department of Psychiatry; and Director of the Dr. June Jackson Christmas Medical Student Program.   Dr. Malone received her PhD in Molecular Cellular and Developmental Biology from the University of Michigan and medical degree from Albert Einstein College of Medicine. She completed her general psychiatry residency at Columbia University and her child and adolescent psychiatry training at the New York-Presbyterian Child and Adolescent Psychiatry Residency Training Program as a public psychiatry track fellow.  Dr. Malone founded and is the Director of the Dr. June Jackson Christmas Medical Student Program (JJC), which exposes medical students from historically underrepresented groups to the breadth of what a career in psychiatry has to offer in hopes that they too will become psychiatrists.  She is also co-chair of the Diversity and Inclusion Alliance committee and a faculty member of CopeColumbia where she leads the Bold Conversations for Healing and Reshaping Our Medical Center series.  Dr. Malone is a member of AACAPs Substance Use committee and treats young people suffering from substance use disorders at the Smithers Center as part of Columbia’s Faculty Practice Organization. 

Alexandra Canetti, MD

Alexandra Canetti, MD, is an Associate Professor of Psychiatry and a board-certified child and adolescent and adult psychiatrist with expertise in psychosomatic disorders, depression, attention-deficit/hyperactivity disorder, and anxiety disorders. Her areas of interest include community psychiatry and culturally humble family-based care to children and youth with medical illnesses. She serves as the Program Medical Director of the Special Needs Clinic, where she treats the mental health needs of individuals and families affected by medical illness and is also the Director of Student Medical Education within the Columbia University Division of Child and Adolescent Psychiatry.  

Laila Abdel-Salam, PhD

Laila Abdel-Salam, PhD (she/her), is a Licensed Clinical Psychologist in the Faculty Practice at Columbia University Irving Medical Center. Dr. Abdel-Salam specializes in psychotherapy for adults and emerging adults who have experienced trauma, mood disorders, and personality disorders. She also has had extensive training in multicultural and relational psychotherapy, which she implements with all her patients.

Dr. Abdel-Salam believes that integrating various treatment approaches to best fit each individual's needs is essential. She is extensively trained in psychodynamic, relational, Dialectical Behavioral (DBT), and Cognitive Behavioral (DBT) treatment modalities. Dr. Abdel-Salam believes in the importance of exploring how past relationships and early experiences, including cultural factors and family dynamics, influence one's understanding – and subsequently reactions – of oneself and the world. She aims to work with individuals to obtain their most actualized and integrated sense of self.

Dr. Abdel-Salam completed her master's and doctoral degree at Columbia University. She completed her predoctoral internship at Harvard Medical School, where she received focused psychodynamic and trauma training within the Victims of Violence (VoV) clinic co-founded by Dr. Judith Hermann. She completed her postdoctoral fellowship at Columbia University Medical Center. Dr. Abdel-Salam has worked in various settings within New York, including college counseling centers, community centers, and outpatient and inpatient hospital settings.

Laurence Chan, PhD

Laurence Chan, PhD, is a licensed psychologist located at Columbia Doctors Midtown. He serves on the faculty as an Instructor of Medical Psychology (In Psychiatry) and provides services for individuals with substance use and co-occurring mental health conditions. His clinical duties involve conducting diagnostic and substance use level of care assessments, maintaining an individual therapy caseload, facilitating substance abuse groups within the Columbia Co-occurring Recovery Program (CCRP), and the supervision of psychology externs. Dr. Chan received his doctorate in Counseling Psychology and certificate training in College Teaching at the University of Iowa. He completed his internship at the Atlanta VA Health Care System and his postdoctoral residency at Hazelden Betty Ford Foundation.

Christine Dufresne, MSEd

Christine Dufresne is passionate about increasing diversity and inclusion in the workplace.  She earned a Diversity and Inclusion certification from eCornell.  Along with being a member of DIA, Christine is one of the Columbia University Division of Child and Adolescent Psychiatry Program Coordinators for Inclusion and leads the NYPH Pediatric Psychiatry Volunteer Practicum Program. Christine is a dual certified special education teacher with expertise in remedial reading instruction and educational advocacy.  She has a demonstrated history of working with students, schools, families and communities to provide a system of support for students who struggle academically as well as socially to become successful learners, leaders, or change agents themselves.

Elisabeth D. Huh, LMSW

Aaron malark, psyd.

Dr. Aaron Malark is a clinical psychologist who specializes in the intersections of gender, sexuality, and mental health. He is currently a psychologist at NewYork Presbyterian Hospital and an Assistant Clinical Professor of Medical Psychology with the Columbia University Department of Psychiatry. Previously, Dr. Malark was the assistant clinical director of the Program for the Study of LGBT Health at Columbia University Irving Medical Center. Dr. Malark leads the Gender, Sexuality, and Substance Use consult group at NewYork Presbyterian Hospital’s Adult Outpatient Psychiatry Department. Dr. Malark is also part of the leadership team of the psychology training program at NYP, where he supervises and coordinates the training of psychologists, focusing on training that addresses mental health disparities and the needs of underserved communities.  

Kareen M. Matouk, PhD

Dr. Kareen Matouk is a Licensed Clinical Psychologist and the Assistant Program Director at the Columbia Gender and Sexuality Program, where she also completed her postdoctoral fellowship. Prior to that, she received extensive training in LGBTQ+ and gender-affirming healthcare from various institutions, including NYU Child Study Center's Gender and Sexuality Service, Mount Sinai Adolescent Health Center, and the Ackerman Institute's Gender and Family Project. Dr. Matouk's clinical work includes comprehensive evaluations for gender dysphoria, individual and group therapy with children, adolescents, and adults, as well as support for families and parents of gender expansive folx. She is dedicated to providing consultation and trainings related to gender-affirming care across other departments and clinics. Dr. Matouk believes that integrating various treatment approaches and shaping her clinical practice to fit with the needs of each individual is fundamental. She values the importance of exploring how past relationships and experiences, as well as family dynamics and cultural factors, influence and shape one’s understanding of themselves and others. In this way, psychotherapy can help one evolve and deepen their sense of identity and establish an integrated and genuine sense of self as they move forward. Dr. Matouk has also been invested in understanding the intersectionality between culture, religion, sexuality, and gender, particularly for the Middle Eastern and North African queer communities. She can provide psychological services and support to Arabic-speaking clients and their families.

Megan Mroczkowski, MD

Dr. Megan Mroczkowski is the Program Medical Director of the Pediatric Psychiatry Emergency Service at NewYork-Presbyterian/Morgan Stanley Children's Hospital. She is an Associate Professor of Psychiatry at Columbia University Irving Medical Center and an Attending Psychiatrist at NewYork-Presbyterian Hospital. Dr. Mroczkowski completed residency training in General Psychiatry at the Johns Hopkins School of Medicine and fellowship training in Child and Adolescent Psychiatry at the NewYork-Presbyterian Hospital of Columbia and Cornell Universities. She served as Chief Resident from 2012 to 2013. She completed fellowship training in Forensic Psychiatry at the New York University Grossman School of Medicine. Dr. Mroczkowski is Board Certified in Psychiatry, Child and Adolescent Psychiatry, and Forensic Psychiatry. She has served an expert witness in both Psychiatry and Forensic Psychiatry in Criminal Courts across the country. She has an interest in international mental health and has worked in South East Asia, Central and South America, and Africa. She was awarded the prestigious Barbara Ann Liskin Award in 2013.

Jared K. O’Garro-Moore, PhD

Jared K. O’Garro-Moore, PhD, is an Assistant Professor of Medical Psychology (in Psychiatry) at CUIMC. Dr. O’Garro-Moore specializes in the treatment of adults with mood and anxiety disorders as well as personality disorders. Integrating his advanced training in Cognitive Behavioral Therapy (CBT), Dialectical Behavioral Therapy (DBT), and Acceptance and Commitment Therapy (ACT), Dr. O’Garro-Moore is able to tailor his treatment to fit each individual’s needs. He also serves as the Assistant Clinical Director of the Columbia Day Program, an intensive outpatient group psychotherapy program for adults struggling with a range of psychological issues. 

Dr. O’Garro-Moore completed his undergraduate degree in Psychology at the University of North Carolina at Chapel Hill. This was followed by a Master’s degree and Doctorate in Clinical Psychology from Temple University. His predoctoral psychology internship was at the Corporal Michael J. Crescenz Veteran’s Affairs Medical Center. There, he honed skills in the treatment of adults with trauma, mood disorders, anxiety disorders, as well as serious mental illnesses (Bipolar Disorder, Schizophrenia, Schizoaffective Disorder, etc.). In graduate school, Dr. O’Garro-Moore’s research was focused on the process by which manic/hypomanic episodes initiate and remit; as well as the extent to which comorbid anxiety disorders effect the course of bipolar spectrum disorders. He has also been an author and co-author on several papers on the mechanisms that contribute to the onset of mood disorders, providing him with expertise in addressing issues related to depression and bipolar spectrum disorders.

Adriana Rego, MD

Dr. Rego is an assistant professor of psychiatry in the Division of Child and Adolescent Psychiatry at Columbia University Medical Center and adjunct assistant professor at New York University (NYU) Child Study Center (CSC). She completed her general psychiatry residency training at Montefiore Medical Center/Albert Einstein College of Medicine. She served as the inpatient chief resident in her fourth year and completed an administrative psychiatry fellowship/Senior chief year after that. She completed her child and adolescent specialization at the NYU CSC. While in the program she co-created an undergraduate course called  Sex Matters: Identity, Behavior and Development  for the Child and Adolescent Mental Health Studies Minor at the College of Arts and Sciences at NYU which she continues to teach to this day. Dr. Rego is a graduate of the New York Psychoanalytic Society and Institute having trained in child, adolescent, and adult psychoanalysis. She previously worked at NYU’s Student Health Center. Her first role at Columbia/New York Presbyterian was in the child outpatient clinic, emergency room, consult services, and in the school based health center (SBHC) program for the department of pediatrics. Apart from her continued work in the SBHC she is also currently the medical director of the Columbia University Center for Anxiety and Related Disorders in Westchester and Midtown as well as the medical director of the Anxiety Day Program.  She currently serves on the Department of Psychiatry’s Diversity and Inclusion Alliance (DIA) Committee.

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Be a Leader in Community Health

Gain the experience you need to help improve psycho-social mental health understanding and treatment.

Clinical-Community Psychology

Our program provides doctoral-level training in psychological science and health service psychology. You’ll study health at the individual, family and community levels to build an understanding of psychological well-being and the intervention strategies necessary to promote more positive health.   

Program Vision

Integrating the fields of Clinical and Community Psychology, we Use Science to promote positive Change for people and society.

Focus on Community Wellness  

Our program places a particular emphasis on understanding the role of environmental influences on psychological well-being, in part because of our area’s focus on the social causes of stress. You'll learn how to integrate cultural factors into your research and applied practice as a critical contributor to the future of our nation’s health.  

Engage with Your Community  

A fundamental aspect of your training will be community-based engagement as a means of addressing societal problems. This research style will prepare you for a career in clinical science research, service organizations, policy leadership positions, nonprofit work, federal government projects or independent practice, among many others.  

Other Program Values

We emphasize:

• High quality, federally funded research
• Applied interventions that improve wellbeing
• Prevention science
• Diversity, equity and inclusiveness
• Community-based participatory research and intellectual humility with our partners

Work with Outstanding Faculty  

Our faculty members are nationally and internationally recognized for excellence in research, editor roles in professional journals and leadership roles in national organizations. You’ll work with faculty mentors in clinical and community settings to help improve mental health throughout South Carolina and beyond.   

Accreditation  

The Clinical-Community Program in the Department of Psychology in the College of Arts and Sciences at the University of South Carolina is accredited as a program in Clinical Psychology by the American Psychological Association (APA)'s Commission on Accreditation. * The program had a site visit in November 2019 and was awarded full accreditation for the longest period possible based upon this review. The next site visit will be in 2029.     This document contains the APA required Student Admissions, Outcome and Other Data (PDF) for the Clinical Community Program.  

Questions related to the program's accredited status should be directed to the APA's Commission on Accreditation:  

* American Psychological Association , Office of Program Consultation and Accreditation, 750 First Street NE, Washington, DC 20002-4242. Phone: 202.336.5979  

Challenge the conventional. Create the exceptional. No Limits.

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Psy.D. In Clinical Psychology

Welcome to the Clinical Psychology Psy.D. Program at Florida Institute of Technology. The program at Florida Tech that leads to a Psy.D. in clinical psychology is accredited by the American Psychological Association* and offers students training based on a practitioner-scholar model that prepares students for entry-level positions as clinical psychologists.  To achieve that goal, we are committed to training students with strong and continually developing clinical competencies, whose clinical work is informed by the scientific and theoretical knowledge base of the discipline of psychology, and whose graduates respect and value cultural and individual difference, and who maintain the highest professional principles and standards.

What Makes Florida Tech's Psy.D. in Clinical Psychology Stand Out?

• Accredited by the American Psychological Association* since 1983
• Opportunities for advanced coursework and practica in emphasis areas: Neuropsychology, Child/Family, Integrated Behavioral Health, and Forensic.
• In-depth training in psychological assessment and integrated psychodiagnostics
• Curriculum that addresses current trends in psychology including Integrated Behavioral Health Care, Clinical Neuropsychology, Assessment, Trauma and Child Psychology
• On-site practicum training facility
• A large network of community-based practicum sites offering many different training opportunities
• Good student-to-faculty ratio, with annual cohorts of approximately 20
• Colleague-in-training atmosphere
• Excellent internship match rate
• Flat-rate tuition program
• Warm climate, great location, close to beaches
• Relatively low cost of living, ample and reasonably priced housing available off campus

Our program leading to a Psy.D in Clinical Psychology trains students to become practicing clinical psychologists with core competencies in relational/clinical skills, comprehensive psychological assessment, clinical treatment interventions, research and evaluation skills, consultation and education, management and supervision, and diversity issues.

We have several opportunities for advanced course work. These areas are:  

• Family/Child Psychology
• Forensic Psychology
• Clinical Neuropsychology
• Integrated Behavioral Healthcare/Health Psychology  

Admission Requirements

An applicant must possess a bachelor's degree from an accredited institution of higher learning. Although it is not necessary for the major area to have been psychology, it is required that those entering without a previous degree in psychology will have completed at least 18 credit hours of psychology coursework at the time of application. These courses must have been taken in a department of psychology, and should include statistics, personality theory, abnormal psychology, learning, physiological psychology and social psychology.

All application materials must be received by December 1 of each year.

Visit the graduate admissions information page for all the information you need to apply to the program. Admissions applications must include transcripts, GRE general test scores, a personal statement, two letters of recommendation, and a resume or CV.

Students we will consider for admission will receive an invitation approximately two weeks prior to our Interview Day, typically held in February. Attendance at Interview Day is VERY strongly recommended.

*Questions related to the program's accredited status should be directed to the Commission on Accreditation:

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

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

Clinical Program

Clinical Psychology, Psy.D

APA Student Data

Student Admissions, Outcomes, and Other Data

Clinical Psychology Information

Info Session: Funding a Clinical Doctoral Degree

2023-2024 PsyD Program Addendum

2023-2024 SOP Grad Handbook