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Getting a Ph.D. in Psychology

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

Verywell / Evan Polenghi

Ph.D. vs. Psy.D.

Job opportunities, earning a degree, specialty areas, alternatives.

Getting a Ph.D. in psychology can open up a whole new world of career opportunities. For many careers paths in psychology-related career paths, a doctoral degree is necessary to obtain work and certification. A Ph.D. is one option, but it is not the only educational path that's available to reach some of these goals.

A Ph.D., or doctor of philosophy, is one of the highest level degrees you can earn in the field of psychology . If you're considering pursuing a graduate degree, you might be wondering how long it takes to earn a Ph.D. in psychology . Generally, a bachelor's degree takes four years of study. While a master's degree requires an additional two to three years of study beyond the bachelor's, a doctoral degree can take between four to six years of additional graduate study after earning your bachelor's degree.

Recently, a new degree option known as the Psy.D. , or doctor of psychology, has grown in popularity as an alternative to the Ph.D. The type of degree you decide to pursue depends on a variety of factors, including your own interests and your career aspirations.

Before deciding which is right for you, research your options and decide if graduate school in psychology is even the best choice for you. Depending on your career goals, you might need to earn a master's or doctoral degree in psychology in order to practice in your chosen field. In other instances, a degree in a similar subject such as counseling or social work may be more appropriate.

A doctorate in psychology is required if you want to open your own private practice.

If you want to become a licensed psychologist, you must earn either a Ph.D. or a Psy.D. in clinical or counseling psychology.

In most cases, you will also need a doctorate if you want to teach and conduct research at the college or university level. While there are some opportunities available for people with a master's degree in various specialty fields, such as industrial-organizational psychology and health psychology , those with a doctorate will generally find higher pay, greater job demand, and more opportunity for growth.

In order to earn a Ph.D. in psychology, you need to first begin by earning your bachelor's degree. While earning your undergraduate degree in psychology can be helpful, students with bachelor's degrees in other subjects can also apply their knowledge to psychology Ph.D. programs . Some students in doctorate programs may have a master's degree in psychology , but most doctorate programs do not require it.

After you’ve been admitted to a graduate program, it generally takes at least four years to earn a Ph.D. and another year to complete an internship. Once these requirements have been fulfilled, you can take state and national exams to become licensed to practice psychology in the state where you wish to work.

Once you enter the graduate level of psychology, you will need to choose an area of specialization, such as clinical psychology , counseling psychology, health psychology, or cognitive psychology . The American Psychological Association (APA) accredits graduate programs in three areas: clinical, counseling, and school psychology.   If you are interested in going into one of these specialty areas, it's important to choose a school that has received accreditation through the APA.

For many students, the choice may come down to a clinical psychology program versus a counseling psychology program. There are many similarities between these two Ph.D. options, but there are important distinctions that students should consider. Clinical programs may have more of a research focus while counseling programs tend to focus more on professional practice. The path you choose will depend largely on what you plan to do after you complete your degree.

Of course, the Ph.D. in psychology is not the only graduate degree option. The Psy.D. is a doctorate degree option that you might also want to consider. While there are many similarities between these two degrees, traditional Ph.D. programs tend to be more research-oriented while Psy.D. programs are often more practice-oriented.

The Ph.D. option may be your top choice if you want to mix professional practice with teaching and research, while the Psy.D. option may be preferred if you want to open your own private psychology practice.

In the book "An Insider's Guide to Graduate Programs in Clinical and Counseling Psychology," authors John C. Norcross and Michael A. Sayette suggest that one of the key differences between the two-degree options is that the Ph.D. programs train producers of research while Psy.D. programs train consumers of research. However, professional opportunities for practice are very similar with both degree types.

Research suggests that there are few discernible differences in terms of professional recognition, employment opportunities, or clinical skills between students trained in the Ph.D. or Psy.D. models. One of the few differences is that those with a Ph.D. degree are far more likely to be employed in academic settings and medical schools.

Social work, counseling, education, and the health sciences are other graduate options that you may want to consider if you decide that a doctorate degree is not the best fit for your interests and career goals.

A Word From Verywell

If you are considering a Ph.D. in psychology, spend some time carefully researching your options and thinking about your future goals. A doctoral degree is a major commitment of time, resources, and effort, so it is worth it to take time to consider the right option for your goals. The Ph.D. in psychology can be a great choice if you are interested in being a scientist-practitioner in the field and want to combine doing research with professional practice. It's also great training if you're interested in working at a university where you would teach classes and conduct research on psychological topics.

University of Pennsylvania; School of Arts and Sciences. Information for applicants .

American Psychological Association. Doctoral degrees in psychology: How are they different, or not so different?

U.S. Department of Labor.  Psychologists . Occupational Outlook Handbook .

Norcross JC, Sayette MA. An Insider's Guide to Graduate Programs in Clinical and Counseling Psychology (2020/2021 ed.) . New York, NY: The Guilford Press; 2020.

Davis SF, Giordano PJ, Licht CA. Your Career in Psychology: Putting Your Graduate Degree to Work . John Wiley & Sons; 2012. doi:10.1002/9781444315929

US Department of Education. Bachelor's, master's, and doctor's degrees conferred by postsecondary institutions, by sex of student and discipline division: 2016-17 .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Clinical Psychology PhD

Ph.d. in clinical psychology.

Welcome to the doctoral program in Clinical Psychology Program at Teachers College, Columbia University. The Clinical Psychology Program was founded in 1947-1948. It was APA-accredited in the first group of programs that were reviewed for accreditation in 1948 and that status has been uninterrupted. Our most recent site visit from the APA occurred in 2021, and we have been accredited until June 2031.

Our program operates according to a scientist-practitioner model. We are, thus, dedicated to training students to generate empirically-based knowledge in clinical psychology and to perform clinical work that is constantly informed by traditional and emerging scholarship in the field. We expect our students to learn to expertly produce, analyze, and discuss scientific material. We also expect our students to become proficient at providing clinical services to a diverse population. And, most importantly, we expect our students to learn to integrate these two goals. As our mission statement in the TC catalog notes, “The driving goal of our Clinical Psychology Program is to provide rigorous training in both contemporary clinical science and clinical assessment and intervention.”

A good deal of the training, especially that related to research, occurs through intensive participation in a research lab directed by a specific faculty mentor. It is this context, through this lab, that students develop their scientific skills and begin presenting their work at professional conferences and publishing in professional journals. Each student, of course, is also part of a cohort of doctoral students with whom they learn, collaborate, and socialize.

In recent years, graduates of our doctoral program have gained employment in tenure-track academic positions, as research scientists in medical schools, and as clinical researchers in a broad range of treatment settings. In addition, many of our graduates practice independently as well as in community settings for under-served populations.

The list of faculty reviewing and potentially accepting applicants for each cycle is listed on the application itself. Please check the application itself or email the admissions office at 

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors. Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations. Additionally, DHCEPS is committed to maintaining a liaison with community-based agencies and organizations such as schools, hospitals, and mental health clinics, among others.

Teachers College Resilience Center for Veterans and Families

The Resilience Center for Veterans & Families pairs groundbreaking research on human emotional resilience with clinical training of therapists to assist veterans and their families as they transition back to civilian life.

Dean Hope Center for Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors.  Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations.  DHCEPS also commits to maintaining a liaison with community-based agencies and organizations such as schools, hospitals and mental health clinics.

Admissions Information

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

Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

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 requires the following:

The completion of 95 points of academic credit during three to four years of residence at the College.

A full-time, twelve-month clinical internship during the fourth or fifth year of study.

An original piece of empirical research, which also serves as a qualifying paper, to be completed during the second year of study.

A passing grade on the certification examination (on Research Methods) during the third year of study.

A Clinical case presentation as well as a research presentation, during the third year, each demonstrating the student’s ability to integrate theory, research, and practice.

A doctoral dissertation, which must be completed no later than the seventh year after matriculation.

During the first year of study, in addition to participating in a research lab, doctoral students typically take the following didactic courses: Ethical and professional issues in clinical psychology (CCPX 5030); Psychological measurement (HUDM 5059); courses on statistics and modeling; Research methods in social psychology (ORLJ 5040); Child psychopathology (CCPX 5034); Adult psychopathology (CCPX 5032); History and systems of psychology (CCPX 6020); and Dynamic psychotherapies (CCPX 5037). Students also take two semesters of psychological testing and diagnostic assessment (CCPX 5330, CCPX 5333) and a course in clinical interviewing (CCPX 5539).

Second Year

During their second year, students’ didactic courses include Brain and behavior (BBS 5068, 5069); Cognition, emotion, and culture (CCPX 5020); Psychotherapy with children (CCPX 5531); Cognitive, behavioral, and interpersonal therapies (CCPX 5038); Clinical work with diverse populations (CCPX 5036); and Seminar on life course development (HUDK 6520). In addition, students sign up for a full year of research practicum with a faculty member (culminating in an empirical second- year project), a full-year adult psychodynamic psychotherapy practicum (CCPX 6335), and an additional elective full-year clinical rotation (e.g., on child and adolescent psychotherapy; on neuropsychological assessment).

Third-year didactic courses include Group dynamics: A systems perspective (ORL 5362); and Dissertation seminar (CCPX 7500). There is also a full-year advanced psychodynamic clinical practicum (CCPX 6336) and a one-semester supervision and consultation practicum (CCPX 6333). Most students also elect a full-year family therapy practicum (CCPJ 6363).

Fourth and Fifth Year

The fourth year is typically focused on clinical externship (CCPX 5230) and extensive work on the dissertation. A full-year fourth year psychotherapy practicum (CCPX 6338) is recommended, though not required. Year five is usually spent on a full- year clinical internship (CCPX 6430).

The program allows only 12 points of graduate work from another institution to be transferred. No transfer credits are awarded for practica, workshops, or independent study.

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Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

Phone: (212) 678-3267 Fax: (212) 678-8235

Email: shulevitz@tc.columbia.edu

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The clinical program is accredited by the American Psychological Association and the Psychological Clinical Science Accreditation System.

Your program will typically be fully funded for five years thanks to stipend grant support and guaranteed teaching fellowships. Tuition support is also available for a six-year program. Funding is also available for research, travel, and conferences. You will have access to the latest technology at FAS Research Computing and the Neuroimaging Facility at the Center for Brain Science.

Examples of student dissertations and theses include “Childhood Anxiety Disorders: Developmental Risk Factors and Predictors of Treatment Response,” “Clarifying the Pathway to Suicide: An Examination of Subtypes of Suicidal Behavior and Their Association with Impulsiveness,” and “A Cognitive Neuroscience of Social Groups.”

Graduates have secured positions in academia at prestigious institutions such as Princeton University, Dartmouth College, and Columbia University. Others have embarked on careers with companies such as Facebook, BetterUp, and Apple.

Additional information on the graduate program is available from the Department of Psychology and requirements for the degree are detailed in Policies .

Areas of Study

Cognition, Brain, and Behavior | Experimental Psychopathology and Clinical | Developmental | Social Psychology

Admissions Requirements

Please review admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of Psychology .

Academic Background

While an undergraduate concentration in psychology is not required, some social science coursework is recommended. Because the program is heavily quantitatively oriented, college-level math and statistics are also advised. Research experience is extremely helpful; successful applicants have often worked for professors, done research projects as part of college courses, written an undergraduate thesis, or volunteered in a psychology research lab.

Please Note: Before making the decision to apply, the program in Psychology suggests checking individual faculty/lab websites or emailing faculty directly to inquire whether they plan to consider applicants for Fall 2024 admission. It’s important to note that while individual faculty members may have every intention of bringing in a new student this year, we cannot guarantee that they will all be able to do so. The total number of offers of admission to be extended by the graduate program is based on applicant preparedness and fit, availability of university advising and support resources, and target class size. Some of these factors are not able to be determined until after the applicant pool has been finalized.

Standardized Tests

GRE General: Optional

Theses & Dissertations

Theses & Dissertations for Psychology

See list of Psychology faculty

APPLICATION DEADLINE

Questions about the program.

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Ph.d. requirements.

Our program emphasizes research and scholarship. Our goal is for most students to finish within five years and get a job; students in the clinical program will need a 6 th year to complete an APA-approved clinical internship.

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PhD Requirements

The following requirements are in addition to, or further elaborate upon, those requirements outlined on the  The Graduate School website .

Coursework Requirements

• PSYCH 401-1 Psychology Proseminar: Biological and Cognitive Bases of Behavior
• PSYCH 401-2 Psychology Proseminar: Social and Personality Bases of Behavior
• PSYCH 519 Ethics: Responsible Conduct of Research
• PSYCH 450: Fundamentals of Statistics
• PSYCH 451: Statistics in Experimental Design
• PSYCH 453: Correlation and Regression
• PSYCH 405: Psychometric Theory
• The Graduate School requires a minimum of 27 courses

 (Additional and specific requirements differ for the five Program Areas. Consult Area Requirements.)

Other PhD Requirements

• Master’s Thesis
• Comprehensive Qualifying Examination
• PhD Dissertation Proposal Defense
• PhD Dissertation Defense
• Research Projects: in addition to master's project and PhD dissertation, students are expected to engage in supervised research projects
• Teaching experience (serving as a teaching assistant, and guest lecturing)

PhD Admission FAQ

General Information

When is the application due and how do i apply .

NOW CLOSED- The application is due on  November 30, 2023  at 11:59 PM Pacific Time. 

Apply using the  application portal .

How long does it take to get a PhD in Psychology at Stanford?

The PhD program is designed to be completed in five years of full-time study. Actual time will depend on students' prior background, progress, and research requirements. The minimum residency requirement for the PhD degree is 135 units of completed coursework and research units.

What are the requirements for the PhD degree in Psychology?

Please consult the  PhD Requirements page .

What are the different subfields within the graduate program in Psychology?

• Affective Science
• Cognitive Psychology
• Developmental Psychology
• Neuroscience
• Social Psychology

What is the Department's teaching requirement?

PhD students must complete at least five quarters of teaching assistantship (TA) under the supervision of a faculty member. Students are required to attend a TA training workshop in their second year. In addition, students are encouraged to take advantage of department and university teacher training programs. Students for whom English is a second language are expected to acquire sufficient fluency in English. All international students must be approved by  Stanford’s EFS department . 

How many students apply to the Stanford Psychology PhD? How many are admitted? What are the demographics?

Stanford provides public reports with summary data about graduate programs and graduate admissions. Please consult the public dashboards published by Stanford's office of Institutional Research & Decision Support on  doctoral admissions ,  doctoral enrollment and demographics , and  doctoral completion and time-to-degree . 

Is there a standalone Master of Arts program in Psychology?

The Department of Psychology does not offer a terminal Master’s degree program. Current doctoral students within the Department or in another Stanford graduate program may apply to be awarded a Master of Arts in Psychology during the course of their PhD program.

Does your department have a program in Clinical Psychology? Are you accredited by the APA?

No. Our department does not have a program in Clinical Psychology. As such, we are not accredited by the APA.

Do you have any advice about getting into grad school?

The Stanford School of Humanities and Sciences offers an online resource for prospective graduate school applicants:  Guide on Getting Into Grad School . We encourage applicants to take advantage of this resource.

Financial Support

What is the annual cost of attending your program.

All students admitted to the Psychology PhD program receive five years of 12-month funding. Financial support is provided through a combination of fellowship stipend and salary, and assistantship salary and tuition allowance. Information about the cost of attendance and funding options are available from the  Financial Aid Office .

What type of financial support do you offer?

All students admitted to the Psychology PhD program receive five years of 12-month funding. Financial support is provided through a combination of fellowship stipend and salary, and assistantship salary and tuition allowance. Funding is contingent upon satisfactory academic progress. Students are encouraged to pursue fellowships offered by the University and by national organizations, such as the National Science Foundation.

Stanford University also offers the  Knight-Hennessy Scholars  program, designed to build a multidisciplinary community of Stanford graduate students dedicated to finding creative solutions to the world's greatest challenges. The program awards up to 100 high-achieving students every year with full funding to pursue graduate education at Stanford, including the PhD in Psychology. To be considered, you must apply to Knight-Hennessy Scholars and separately apply to the Psychology Department. Note that the Knight-Hennessy Scholars program application deadline is in the spring  before  the autumn application cycle.

Do you offer support for the summer months?

Yes, funding is offered for 12 months a year for 5 full years, including 5 summers.

Preparing for Admission

Am i eligible to apply if my undergraduate major is not in psychology.

An undergraduate major in Psychology is not required; applicants from other backgrounds can apply and be admitted. All applicants should have sufficient foundational knowledge and research experience prior to the program to allow them to go straight into graduate-level coursework and conduct research.

My undergraduate degree was completed outside the United States. Is my degree eligible? 

Please refer to the Stanford Graduate Admission Office's table of  minimum level requirements for international academic credentials . These credential requirements are set by the University and nonnegotiable.

If I have prior graduate work, can it be transferred to the PhD program?

No, the Department of Psychology does not allow the transfer of unit credits from your previous program.

How competitive is admission to the PhD program?

Admission to our program is highly competitive. About 10-15 admits enter the program each year and are chosen from a pool of over 600 applicants. These students are selected on the basis of a strong academic background as demonstrated by previous coursework, research experience, and letters of recommendation. Please be assured that the Department reviews each application very carefully and makes decisions on an individual basis.

The Application Process

How do i apply.

Please visit the  PhD Admissions page  for instructions on how to apply to the Psychology PhD Program, graduate application requirements, and the link to the online application. 

Is there an application fee? If so, can I apply for a fee waiver?

The fee to apply for graduate study at Stanford is $125, see  Application Fee . Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

Can I submit another application to a different department within the University?

You may only apply to one degree program per academic year. However, you may apply concurrently to one departmental program and to a professional school program (law, medicine, or business).

I'm interested in the joint JD/PhD in Law and Psychology - how does it work?

Students interested in the JD/Ph.D. joint degree must apply and gain entrance separately to the School of Law and the Psychology Ph.D. program. Additionally, students must secure permission from each degree program to pursue the joint degree. Interest in both degrees should be noted on the student’s admissions applications and may be considered by the admissions committee of each program. Alternatively, an enrolled student in either the Law School or the Psychology department may apply to add the other degree and undertake the joint degree program, preferably during their first year of study. Students participating in the JD/Ph.D. joint degree program are not eligible to transfer and receive credit for a masters, or other degree, towards the Psychology Ph.D.

Students interested in the MPP/Ph.D. joint degree must apply and gain entrance to the Public Policy program’s MPP degree and the Psychology Ph.D. program. Students should note their interest in both degrees on their graduate admissions applications. Additionally, students must secure permission from each degree program to pursue the joint degree

Which faculty are accepting new students this year?

All active faculty are potentially accepting new students each year. In your application, we ask you to list the top 3 faculty you are most interested in working with. Multiple readers will review your application in full regardless of who you list. 

My institution does not report GPAs on a 4.0 grading scale. How should I report my GPA on the application?

Please do not convert your GPA to a 4.0 grading scale. You should enter “0.00” for the GPA and use the “Unconverted GPA” and “Unconverted GPA System” fields instead. A link to detailed instructions for reporting GPA is located near these fields on the application.

I attended multiple undergraduate institutions. In what order should I list them on the application?

The institution where you earned or expect to earn your Bachelor's degree should be listed as "Post-Secondary Institution 1." The remaining institutions don’t have to follow a particular order. List all institutions that were attended for at least one full academic year. Please note that you must submit a transcript for all courses taken towards your undergraduate degree, including those from your nonprimary institutions.

When should I submit my transcripts if my degree will still be in progress at the time of the application deadline?

The most current version of your unofficial transcript must be submitted as part of your electronic application, even if the grades from your fall term are not available. The absence of these grades will have no impact on the review of your application. If you are admitted and enrolled, we will ask you to submit your final transcript showing all grades and proof of degree conferral.

Should I submit official transcripts?

At the time of your initial application, please only submit your unofficial transcripts. Submit the unofficial transcripts as part of your electronic application, per the instructions in the application portal. A short list of applicants who move forward to the next stage of the review process will be contacted with instructions for submitting official transcripts at a later stage. 

It may be helpful to understand the difference.  Unofficial transcripts  are transcripts issued by your college or university directly to you, the student, which you then submit to Stanford for review. Official transcripts  are transcripts issued by your college or university directly to Stanford University, usually by secure electronic transfer and sometimes in hard copy in signed and sealed envelopes. The key difference is that an  official transcript  has never been directly handled by the applicant.

Do you have a minimum GPA score?

We do not require applicants to have a minimum GPA for consideration, and we do not release information about the average GPAs of accepted students. As a guideline, successful applicants typically earn undergraduate cumulative GPAs among the top of their class. However, please keep in mind that admission to our graduate program depends on a combination of factors, and all areas of a student’s application are weighed similarly when applications are reviewed. If our research areas meet your educational goals, we encourage you to submit an application. 

May I contact the faculty directly during the application process?

Applicants are not prohibited from reaching out to faculty directly during the application cycle. However, please understand that our faculty are extremely busy, and it is quite possible that you will receive either a very short response or no response at all. This does not mean the faculty are not interested in your application. All applications will be read and reviewed in full during the formal review process. Note that per Department policy, all faculty are potentially accepting graduate students in any given cycle, so you do not need to contact faculty in advance to see if that specific mentor is accepting students for the coming year.

Can I meet with Department staff either by phone or email before I apply to discuss my application materials or ask general questions about the program?

No, the Department staff do not have meetings with or provide individualized advising for prospective applicants. Please understand that this is a matter of bandwidth and equity. We do not have the ability to offer personalized service to all interested applicants, so we do not offer them at all. By Department policy, our staff do not provide any evaluative feedback on prospective applicants' materials, so please do not contact us with CVs, academic histories, etc to request feedback or ask about odds for acceptance. For support in crafting your application, we recommend that you turn to your existing network of mentors (e.g., your letter writers) and/or the resources offered by your current or prior academic institution(s).

TOEFL and GRE

Is the general gre required is the subject gre required.

No, the Stanford Psychology PhD program does not require the general GRE or the subject GRE. We will not be collecting any information related to GRE exam scores on the application. Please do not submit GRE scores to Stanford for our program.

What is the TOEFL exam, and am I required to take it?

The TOEFL is a standardized test of English language proficiency. Per University policy, the TOEFL exam is required for international, non-native English speakers who apply to any Stanford graduate program. 

The TOEFL score requirements are waived for international non-native English speakers who have received a Bachelor’s or Master’s degree from an institution in the United States or another English-speaking country. Therefore, applicants with these degrees from the U.S., Australia, Canada (except Quebec), New Zealand, Singapore, Ireland, and the United Kingdom (England, Scotland, Northern Ireland, Wales) are exempt from taking the TOEFL and do not need to submit the TOEFL waiver request form.

When should I take the TOEFL?

The TOEFL must be taken by the published application deadline. 

What is the minimum TOEFL score required for admission?

Please visit the website of  Stanford's Office of Graduate Admissions  for more information on the University’s minimum requirements.

If my TOEFL score falls below the University’s minimum, am I still eligible to apply?

Yes, you may still apply. If your TOEFL scores fall below the University's minimum requirements and you are admitted, Stanford may require you to take an English placement exam and/or English classes.

May I submit the IELTS instead of the TOEFL to demonstrate English proficiency?

The IELTS is not accepted at Stanford University; only the TOEFL is accepted to provide proof of proficiency in English.

How do I request a TOEFL exemption or waiver?

For all questions related to TOEFL exemptions or waivers please refer to the website of  Stanford’s Office of Graduate Admissions . Please note that the central office makes all final decisions regarding TOEFL waivers; the Department of Psychology is not involved in the approval of TOEFL waivers.

How do I check the status of my TOEFL scores?

Log in to your application account. It may take up to two weeks after submitting your application or sending the scores (whichever occurs later) for your official scores to show as received. Processing may be delayed or halted if the name or birthdate on the score report does not exactly match the information on your application.

Why does my TOEFL status show as “Not Applicable” even though I submitted a TOEFL score?

This may be because you listed English as your first language in the application. Please note that “first language” refers to your native language.

Is there a department code for ETS to use in order to send in my scores?

No, there are no individual department code. Use the Stanford University score recipient code  4704  to send your TOEFL scores.

Statements of Purpose

How long should my statement of purpose be.

We strongly recommend that your statement of purpose be around two pages in length.

What should I include in my statement of purpose?

Please consult the Stanford Graduate Admissions  FAQ page  for more information on the Statement of Purpose.

Letters of Recommendation

When are the letters of recommendation due.

The letters of recommendation have the same deadline as the rest of the application. This year, the deadline is  November 30, 2023.

How many recommendations do I need, and who should I ask to be my recommenders?

Applicants need three recommendations from faculty or others qualified to evaluate your potential for graduate study. At least one evaluation and letter should be from a faculty member at the last school you attended as a full-time student (unless you have been out of school for more than five years). Substitutions for faculty recommendations may include work associates or others who can comment on your academic potential for graduate work.

My recommender will not be able to submit his/her letter by the application deadline. Will my application still be considered?

Letters of recommendation must be submitted by the application deadline. As such, we strongly encourage you to contact your recommenders directly to remind them of our deadline. If your recommender misses the deadline, please contact  psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Depending on the circumstances, Department staff may collect the letter via email and forward it to the faculty to add to your file. That said, the program expects applicants to do everything possible to ensure that letters are submitted on time via the secure online system.

Can my recommenders submit their letters via email, fax, or postal service?

No. Recommenders must submit their letters via Stanford’s online recommender system.

My recommenders are having technical difficulties with the online letters of recommendation process. Who should they contact?

Should any of your recommenders experience technical difficulties with the online letters of recommendation process, please refer them to our application database provider's letters of recommendation help page or have them submit a Help Request Form directly to our application database provider.

Additional Materials and Updates

I realized i made a mistake on my application and/or uploaded the wrong version of my documents. what do i do.

Depending on the timing and the nature of the error, our staff may be able to correct your application. Please send an email to  psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Include your full name, a complete description of the error, and attach the correct version of the file (if applicable). The Department reserves the right to decline to update your application after the deadline has passed. Requests will be reviewed on a case-by-case basis.

If you need to change your recommenders, please use the Activity Status Page. Note: The order of recommenders cannot be changed.

May I submit a resume/CV, list of publications, etc. as part of my application?

Applicants are permitted to upload one additional document to the online application, under the “Document Uploads” section.

Is there an interview process? 

Yes, our faculty interview prospective students before making final admission decisions. 

When are the interviews?

The interviews for the current admissions cycle are likely to be in February 2021. We anticipate that all interviews will take place virtually.

When can I expect to find out the decision on my application?

The Department of Psychology aims to issue all offers of admission to PhD degree applicants by the end of March.

I applied in a prior cycle and was not admitted. Can I apply again?

Applicants who applied in prior cycles and were previously not admitted are welcome to reapply if they can demonstrate significant progress made since they last applied. We encourage you to use your Statement of Purpose to explain this progress.

All documents must be resubmitted with a new application. We do not keep records from past applications.

I still have questions!

If you have questions that are not answered on this page or the Stanford Graduate Admissions  FAQ page , please email  psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . If your questions are already covered on this page, your email may not receive a response.

Note that our Department staff are experts on the logistics and administration of the application, but do not answer questions related to research topics or faculty fit. Per Department policy, Department staff will not offer any evaluative feedback on application materials or applicants' academic background. Unfortunately, due to the extremely high volume of inquiries, we cannot provide individual status updates for applicants at any point in the process.

Department of Psychological & Brain Sciences

• PhD Requirements

• Financial Support
• Graduate Courses
• Facilities and University Resources
• Training Programs and Grants
• Graduate Awards

The PhD will typically be completed in five years, with each student’s progress and time to degree evaluated each semester during their first year of the PhD program, and annually thereafter. Satisfactory progress toward the PhD is required for continued stipend funding and tuition remission.

Each graduate student will identify an area in which to concentrate: biopsychology, developmental psychology, or cognitive psychology. The student will develop intensive knowledge and understanding of the area of concentration through advanced seminars, topical seminars, and research experience.

A brief summary of the requirements of the PhD in Psychological and Brain Sciences follows. Complete information for current PhD students and faculty advisers is available in the Graduate Student Handbook.

Courses and Seminars

All courses must be passed with a grade of B- or better (B- is passing, but unsatisfactory).

Fundamentals & Core Topics in Psychology

AS.200.613 Fundamentals of Psychological & Brain Sciences, AS.200.654 Psychological & Brain Sciences Core Topics A, and AS.200.655 Psychological & Brain Sciences Core Topics B will offer an introduction to the fundamental principles of cognitive and physiological psychology and psychological and brain sciences. Students will read seminal and contemporary papers in topics that cover the breadth of the field.

A thorough understanding of statistics is useful in virtually all research settings. Two statistics courses are required during the first year of graduate training. The normal sequence is 200.657 Advanced Statistical Methods in the fall, followed by 200.658 Advanced Research Design and Analysis in the spring. Students with exceptional statistical training may take two more advanced courses by arrangement with the Director of Graduate Studies and their faculty advisor. Students are encouraged to take more statistics, as appropriate.

Topical Seminars

One or more faculty members lead seminars on topics of special interest, such as cognitive processes, developmental psycholinguistics, neuro-physiological aspects of behavior, mathematical psychology, and information processing. Through these seminars a student gets intensive knowledge in particular specialties. Topics vary from semester to semester and are determined by the interests of both faculty and graduate students. The format of the seminar is optional, and the course may or may not require formal tests of knowledge. Students are urged to complete topical seminars as appropriate.

Research Seminars

Students and faculty engaged or interested in research in particular areas organize these seminars. Participants discuss their own research and other current research in the area.

PhD Milestones

First-year research proposal & project.

During the first year, the student, together with the faculty advisor, chooses a research project that will provide extended research experience. Normally, the student designs a study as a larger ongoing project. A project proposal must be submitted by April 15 of the first year; this presents the nature of the problem, reviews the relevant literature, and describes the study in detail, together with the anticipated data, means of analysis, and interpretations. A final report must be submitted by December 15 of the second year; this includes all the information appropriate for published work.

Master of Arts in Psychology

A student who has been admitted into the PhD program can earn a Master of Arts degree in partial fulfillment of the requirements for the PhD degree. Normally, candidates for the PhD degree in psychology will qualify for the MA degree at the end of their second year, after having completed two area seminars and at least two courses in psychological research design and/or advanced statistics, provided that their performance is of the quality judged satisfactory for the MA level. There is no terminal master’s program.

Further information about the Master of Arts degree requirements .

Advanced Examination

The Advanced Examination is designed to assess expertise in the student’s area of concentration. The examining committee will consist of the advisor and two additional faculty members.

The exam must be successfully completed before the fall semester of the third year and will include a multiday written portion and an oral portion. The Advanced Examination is broad; e.g., cognitive psychology, not just attention; psychobiology, not just motivation.

Literature Review

The literature review should be modeled on articles appearing in the Psychological Bulletin or another high-quality journal of reviews, and it should be suitable for publication in such a journal.

Ordinarily, it will provide a background for the thesis plan, but students may prepare a literature review on a topic other than the one selected for their thesis. In either case, the literature review should be a separate document.

The literature review will be evaluated by the same committee of at least three faculty members from the department who evaluate the student’s thesis plan. The literature review should be submitted to the committee prior to or simultaneously with the thesis plan, by April 15 of the fourth year.

Thesis Plan

The thesis plan is a detailed document stating the issue the student wishes to address in a dissertation, the experimental design to be used, and the way the student will interpret the various possible results. In essence, it is a proposal for a research project with predictions and preliminary data, rather than results. The outline of the experiments should be sufficiently clear that the readers will fully understand the procedures; the plan should also include a timeline.

This plan should be completed as soon as possible, but no later than June 30 following the fourth year. Dissertation research cannot proceed until the Thesis Plan has formally been approved. Three or more full-time faculty from this department constitutes the student’s thesis plan committee. This committee is chosen by your advisor.

Dissertation

The dissertation should be your finest and most independent piece of scholarly work to date. It often establishes the pattern for a research career and the basis for post-doctoral study and/or employment.

Faculty members have different styles of working with students on dissertations, but in general you should initially present a detailed outline of the dissertation to your advisor, and then work closely with your advisor until the dissertation is completed.

Graduate Board Oral Examination

The final requirement for the PhD is the Graduate Board Oral Examination, at which you defend your thesis orally before a faculty committee consisting of three faculty members of the Department of Psychological and Brain Sciences and at least two members of the Hopkins faculty outside the department. Typically, the committee involved in your Thesis Plan will also serve on the Final Oral Exam/Dissertation Defense committee, as selected by your advisor and approved by the Department Chair and Graduate Board.

Learn more about the Graduate Board Oral Exam Process , degree requirements , degree deadlines , and all other Graduate Board information.

Teaching Assistantships

Please see the Graduate Handbook for more information about teaching requirements.

Advanced students may apply for a Dean’s Teaching Fellowship . This prestigious fellowship provides graduate students an opportunity to grow both as educators and scholars by allowing them to propose, design, and offer an undergraduate seminar course.

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Psychology Graduate Program

• Psychology Department

The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science.  We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets requirements for licensure in Massachusetts, and is accredited by the Psychological Clinical Science Accreditation System (PCSAS) and by the American Psychological Association (APA).  PCSAS re-accredited the program on December 15, 2022 for a 10-year term. APA most recently accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays. 

Requirements

Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs.  In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).

Students in the clinical psychology program are required to take the following courses:

• PSY 3900 Professional Ethics
• PSY 2445 Psychotherapy Research
• PSY 2070 Psychometric Theory and Method Using R
• PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
• PSY 3250 Psychological Testing
• PSY 2050 History of Psychology
• PSY 1951 Intermediate Quantitative Methods
• PSY 1952 Multivariate Analysis in Psychology
• PSY 2040 Contemporary Topics in Psychopathology
• PSY 2460 Diagnostic Interviewing
• PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders

Clinical students must also take one course in each of the following substantive areas: biological bases of behavior (e.g., PSY 1202 Modern Neuroanatomy; PSY 1325 The Emotional, Social Brain; PSY 1355 The Adolescent Brain; PSY 1702 The Emotional Mind); social bases of behavior (e.g., PSY 2500 Proseminar in Social Psychology); cognitive-affective bases of behavior (e.g., PSY 2400 Cognitive Psychology and Emotional Disorders); and individual differences (Required course PSY 2040 Contemporary Topics in Psychopathology fulfills the individual differences requirement for Massachusetts licensure). In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project:  Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project:  Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam:  A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus:  A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense:  Ordinarily this would be completed by the end of the fourth year. Clinical internship:  Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.

Credit for Prior Graduate Work

 A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available  online .

No more than the equivalent of eight half-courses may be so counted for the PhD.

An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted. 

Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.

Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.

Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.

Student Admissions, Outcomes, and other data  

1. Time to Completion

Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.

2. Program Costs

3. Internships 

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023  

The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.    

Year 1 (2023-24) and Year 2 (2024- 25)  Tuition & Health Fees:                             Paid in Full  Academic Year Stipend:                           $35,700 (10 months)  Summer Research Award:                       $7,140 (2 months)

Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees:                             Paid in Full Living Expenses:                                       $35,700 (Teaching Fellowship plus supplement, if eligible)  Summer Research Award:                       $7,140 (2 months)

Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees:                             Paid in Full

Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees:                             Paid in Full  Stipend for Living Expenses:                    $35,700  

The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.

In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.

The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.

GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.

For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).

Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.

Psychology students are eligible to apply for generous research and travel grants from the Department.

The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.

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

The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via e-mail at:  [email protected] . 

• Clinical Internship Allowance

Harvard Clinical Psychology Student Handbook

Psychology, PhD

Zanvyl krieger school of arts and sciences, program requirements .

The Department of Psychological and Brain Sciences emphasizes training and experience in the research methods essential to the development of new knowledge in the various sub-fields of psychology. Our core program for doctoral students emphasizes scientific methodology and provides rigorous research training. Each doctoral candidate is expected to become familiar with both a relatively narrowly defined area and a broad spectrum of knowledge related to the student’s topic of specialization.

In addition to general university requirements, the Department of Psychological and Brain Sciences has the following regulations:

A thorough understanding of statistics is useful in virtually all research settings.  Two statistics courses are required during the first year of graduate training.  The normal sequence is AS.200.657 Advanced Statistical Methods during the first semester and AS.200.658 Advanced Research Design and Analysis during the second semester. Students with exceptional statistical training should take two more advanced courses by arrangement with the Director of Graduate Studies.  Students are encouraged to take more statistics, as appropriate.

Fundamentals and Core Topics in PBS

AS.200.613 Fundamentals of Biopsychology , AS.200.617 Fundamentals of Cognitive Psychology ,  AS.200.654 Psychological & Brain Sciences Core Topics A , and AS.200.655 Psychological & Brain Sciences Core Topics B  offer an introduction to the fundamental principles and methods of the psychological & brain sciences. Students will read seminal and contemporary papers in topics that cover the breadth of the field. In addition, students become versed in the careful consideration of data and in formulating written and oral arguments.

First-Year Research Report

During the first year, the student, together with the faculty advisor, identifies a research project that will provide extended research experience. Normally, the student designs a study as part of a larger ongoing project. A project proposal must be submitted by April 15 of the first year; this proposal introduces the nature of the scientific problem, reviews the relevant literature, and describes the proposed study in detail, together with the anticipated data, means of analysis, and interpretations. A final written version of this report must be submitted by December 15 of the student's second year; ideally, this "first year project" report includes all the information that would be appropriate for submission to a scientific journal.

Advanced Examination

The Advanced Examination is designed to assess expertise in the student’s area of concentration. This examination, which includes both a written and oral part, is graded by a committee of at least two faculty members. The written and oral portions of the advanced examination offer the student an opportunity to demonstrate both in-depth, focused knowledge in their specialty area of study, and also a breadth of knowledge outside of their area of expertise. The student must pass the advanced examination by the beginning of the third year of study.

Advanced Seminars

Advanced seminars are more specialized in content than a Core Topics course, but are still geared to students with interests both inside and outside the area.  Students are required to complete one advanced seminar outside their concentration area.  Completion of an additional advanced seminar is strongly recommended.

Topical Seminars

The Department of Psychological and Brain Sciences offers topical seminars in which one or more faculty members leads seminars on topics of special interest, such as cognitive processes, developmental psycholinguistics, neuro-physiological aspects of behavior, mathematical psychology, and information processing. Through participation in these seminars, students are exposed to findings in subfields of psychology. Topics vary from semester to semester and are determined by the interests of both faculty and graduate students.  The format of the seminar is optional, and the course may or may not require formal tests of knowledge.  Students are urged to complete topical seminars as appropriate.

Research Seminars

Students and faculty engaged or interested in research in particular areas organize these seminars. Participants discuss their own research and other current research in the area.

Teaching Assistantships

Teaching requirements are fulfilled by graduate students serving as teaching assistants to members of the department's faculty, in courses taught in the School of Arts and Sciences.  All graduate students are expected to TA a total of four semesters, beginning in the first semester of their second year, continuing consecutively through the second semester of the third year.  The Department Chair, Director of Graduate Studies, Department Administrator, and Academic Program Administrator collaborate to assess the instructional support needs of the department and assign these teaching duties.

Advanced students may apply for a Dean’s Teaching Fellowship . This prestigious fellowship provides graduate students an opportunity to grow both as educators and scholars by allowing them to propose, design, and offer an undergraduate seminar course.

Literature Review

Students complete a written literature review in preparation of the completion of their dissertation. The literature review is modeled on articles appearing in professional journals, and it should be suitable for publication in such a journal. Typically, the review provides a background for the thesis plan, but for some students it may be prepared on a topic other than the one selected for the thesis. The literature review is evaluated by the same committee that will evaluate the thesis plan.

Thesis Plan

At least one calendar year before receiving the Ph.D. degree, each doctoral candidate must develop a plan for the dissertation research and present the plan before a departmental committee.  The thesis plan is a detailed document stating the issue the student wishes to address in a dissertation, the experimental design to be used, and the way the student will interpret the various possible results.  In essence, it is a proposal for a research project with predictions and preliminary data, rather than results.  The outline of the experiments should be sufficiently clear that the readers will fully understand the procedures; the plan should also include a timeline.

This plan should be completed as soon as possible, but no later than the end of the fourth year.  Dissertation research cannot proceed until the Thesis Plan has formally been approved.  With the committee’s approval, the student then prepares a dissertation.

Dissertation

The dissertation represents the student’s culminating piece of scholarly work. It establishes the start of a research career and the basis for postgraduate employment. The Graduate Board of the University administers the final oral examination, a defense of the thesis. The doctoral dissertation must be in a form suitable for and worthy of publication.

Financial Support

Support for graduate students comes from many different sources. Domestic and international students in good standing can expect to receive tuition remission and a stipend.

Stipend support is competitive with that at other institutions and provides sufficient funds to live modestly. Stipends may come from research grants held by faculty members, allowing students to collaborate and be paid as research assistants. The university also provides funds for teaching assistants, as well as special fellowships.

All students are encouraged to apply for national awards, fellowships, and scholarships (e.g., NSF Graduate Fellowships). Our students have been remarkably successful at winning these honors.

The Department of Psychological and Brain Sciences is also affiliated with two diverse training programs supported by the Center for Hearing and Balance and the National Institute on Aging , including the NIA-supported training grant titled “Research Training in Age-Related Cognitive Disorders.” Qualified graduate students are encouraged to discuss relevant and appropriate training grant applications with their advisors. Stipend and tuition remission may be provided to accepted applicants through these and other training programs.

For further information on graduate study in psychology, contact the Academic Program Administrator for the Department of Psychological and Brain Sciences .

Master of Arts in Psychology

A student who has been admitted into the Ph.D. program can earn a Master of Arts degree in partial fulfillment of the requirements for the Ph.D. degree. Normally, candidates for the Ph.D. degree in psychology will qualify for the M.A. degree at the end of their second year, after having completed two area seminars and at least two courses in psychological research design and/or advanced statistics, provided that their performance is of the quality judged satisfactory for the M.A. level. There is no terminal master’s program.

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School of Psychology

College of sciences, search form, college of sciences announces new minors, ph.d. program and curriculum additions.

This fall, the College of Sciences will debut three new minors, a new Ph.D. program, and a new “4+1” B.S./M.S. degree program. 

The announcement follows curriculum updates for the 2023-24 academic year, including the launch of the Minor in the Science of Mental Health and Well-Being in the School of Psychology and the creation of three new bachelor of science degrees in the School of Earth and Atmospheric Sciences. 

“We are excited to announce these additions to the College’s portfolio of academic opportunities for our students,” says David M. Collard , senior associate dean in the College of Sciences and professor in the School of Chemistry and Biochemistry . “The updates reflect our College’s growth and respond to our students’ interest in pursuing advanced study.”

The additions for the 2024-2025 academic year include: 

“4+1” B.S./M.S. Degree Program

The College offers several options for undergraduate students to earn both a bachelor of science degree and a master of science degree as a part of a “4+1” program. Students may apply to the B.S./M.S Degree Program after being at Georgia Tech for about one year. This allows them to tailor their undergraduate and graduate academic requirements to complete both degrees in a timely manner. 

Computing and Cognition Minor 

The Minor in Computation and Cognition is a highly interdisciplinary program that combines advanced computational training with the study of human cognition. Students will learn about the computational mechanisms underlying human cognition and use computational methods to better understand human cognition. Established by the School of Psychology in collaboration with the College of Computing and with support from the Schools of Physics and Mathematics , the minor is open to all students starting this fall.

There are several new courses in the School of Psychology supporting this minor, including PSYC 4690 (Sensation and Perception: A Computational Perspective) and PSYC/PHYS 4745 (Physics of Cognition). These two classes are offered as special topics this fall but will have permanent course numbers in Spring 2025. More new courses in computation and cognition are planned for the next year and beyond.  

Neuroscience and Neurotechnology Ph.D. Program, Neuroscience Minor

The new Ph.D. and minor offerings build on the recently launched Neuro Next Initiative in Research and the Undergraduate Program in Neuroscience , respectively. 

The new Neuroscience and Neurotechnology Ph.D. Program is a joint effort across the Colleges of Science, Computing and Engineering. It is focused on educating students to advance the field of neuroscience through an interdisciplinary approach, with scientists and engineers of diverse backgrounds — ultimately integrating neuroscience research and technological development to study all levels of nervous system function. The program expects to enroll its first graduate students in Fall 2025.

Approved by the Board of Regents in 2017, the interdisciplinary B.S. in Neuroscience degree enrolled more than 400 undergraduate students in 2022, and has been the fastest growing undergraduate major at Georgia Tech. The Minor in Neuroscience is set to become available during the 2024-25 academic year.  

Quantum Sciences and Technology Minor

In response to the explosion of research, development, investment, and hiring in quantum information science taking place across academia, national labs, and private industry, the School of Physics is now hosting a new Minor in Quantum Sciences . 

Available starting this fall, the program is open to all students, regardless of major, who are interested in learning more about quantum information theory, applications of quantum information to measurement, quantum materials, quantum computation, quantum algorithms, quantum communication, or any other quantum science related topics. The coursework includes basic training in quantum mechanics and quantum information, and a choice of quantum-related electives in physics, math, chemistry, computer science, and electrical engineering. 

The minor was established by the School of Physics in partnership with the School of Mathematics and the School of Chemistry and Biochemistry in addition to the Colleges of Computing and Engineering.

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• Georgia Tech to Offer Ph.D. in Neuroscience and Neurotechnology, New Minor
• School of Earth and Atmospheric Sciences to Offer Three New Undergraduate Degrees — Including Interdisciplinary Environmental Science Major
• New Minor in the Science of Mental Health and Well-Being Launches in the School of Psychology
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Doctoral Program

Human Factors (HF) is the scientific discipline concerned with the understanding of interactions among humans and other elements of a system and the application of theories, principles, data and other methods of design in order to optimize human well-being and overall system performance. We take that as our charge, and note that we are especially concerned with the interaction of humans with computer systems, a domain generally known as Human-Computer Interaction (HCI). Our program focuses on cognitive aspects of interaction (e.g., design of displays, procedures, and information) as opposed to physical aspects (e.g., design of keyboards and work stations).

Mike Byrne Jing Chen Patricia DeLucia Philip Kortum Eduardo Salas

Primary contact: Mike Byrne

Master's Course Requirements

Please visit the Forms page to access the required paperwork to establish candidacy.

Required Core Courses

• PSYC 502 - Advanced Psychological Statistics I
• PSYC 503 - Advanced Psychological Statistics II

2 of the Following Courses are Required

• PSYC 520 - Foundations of Cognitive Psychology
• PSYC 540 - Foundations of Human Factors/Engineering Psychology
• PSYC 541 - Human Computer Interaction
• PSYC 609 - Methods in Human-Computer Interaction

Course Requirements for Provisional Admission to Master's Candidacy

Required before you can defend your Master's thesis:

• The 2 core courses.
• At least 2 of the 4 additional courses listed above.

Doctoral Course Requirements

Required Core Courses 1. PSYC 502 - Advanced Psychological Statistics I 2. PSYC 503 - Advanced Psychological Statistics II 3. PSYC 520 - Foundations of Cognitive Psychology 4. PSYC 531 - Weekly HCIHF Research Seminar (every semester) 5. PSYC 540 - Foundations of Human Factors/Engineering Psychology 6. PSYC 541 - Human-Computer Interaction 7. PSYC 609 - Methods in Human-Computer Interaction 8. PSYC 660 - Professional Issues

5 of the Following Courses are Required 1. PSYC 504 - Computer Applications in Psychology (or other approved programming experience) 2. PSYC 521 - Psychology of Perception 3. PSYC 522 - Information Processing & Attention 4. PSYC 524 - Memory 5. PSYC 525 - Psycholinguistics 6. PSYC 527 - Reasoning, Decision Making, Problem Solving 7. PSYC 530 - Foundations of I-O Psychology 8. PSYC 535 - Human Factors/Ergonomics 9. PSYC 543 - Computational Modeling 10. PSYC 581 - Vision Science 11. PSYC 601 - Multivariate Statistics 12. PSYC 602 - Psychometrics 13. PSYC 630 - Advanced Topics in I-O Psychology 14. PSYC 634 - Personnel Psychology 15. PSYC 640 - Topics in HCIHF (can be repeated for credit) 16. PSYC 662 - Non-Traditional Interfaces 17. PSYC 663 - Medical Human Factors 18. PSYC 664 - Usability Assessment 19. PSYC 667 - Cyber Security Human Factors 20. PSYC 668 - Human Factors of A.I.

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• Capella University Blog

Which psychology field is right for me?

May 15, 2024

Reading time: 4 minutes

Are you interested in using theory, analysis and evidence-based approaches to understand how people think, learn, develop and behave and to help them thrive? If you want to explore new ways to make a difference, the options for discovering your professional path in psychology may seem endless – and you may have found that you need advanced knowledge and skills to take the next step.

What skills can I develop with a psychology degree?

The specific skills that can be useful in the field of psychology will vary depending on the area of study you pursue and your degree level. Some of the broad skills that are important to develop include:

• Communication: Strong communication skills are an asset for helping individuals, groups or organizations, conveying research findings or working with colleagues.
• Ethical awareness: You may be required to handle sensitive information, which means respecting confidentiality.
• Analysis and critical thinking: When you conduct research or work with your stakeholders, you should be able to interpret data and understand how to apply what you know to different situations.
• Patience: Making progress toward specific goals takes time, whether it’s discussing solutions with a patient or conducting research on a study.
• Empathy and active listening: Understanding and recognizing the feelings of others starts with giving your full attention and knowing how to recognize verbal and nonverbal cues.
• Inclusivity: Recognizing the diverse perspectives of people and their communities and examining your own biases can help you adapt your approach to different needs.

Which area of psychology is right for me?

As you explore areas of psychology, these questions may help you figure out your interests:

• Who do you want to help?
• Are you more interested in clinical or applied areas of psychology?
• What issues do you want to focus on?

Your answers to these questions can help you find paths to explore, including degree options that could help you pursue your professional goals. You will need to conduct your own research to understand what opportunities may be available to you. Note that some professional paths may require you to have previous experience, licensure,* certifications or other designations along with a degree.

While Capella cannot guarantee that a graduate will secure any specific career outcome – such as a job title, promotion, salary increase or other career outcome – we encourage you to research requirements for your job target and career goals.

*It is important to understand all educational and individual requirements for licensing. Capella University cannot guarantee licensure, certification or endorsement. State regulations vary regarding professional licensure. It is your responsibility to understand and comply with requirements for your state.

What can you do with a psychology degree?

Based on where your interests lie, explore some fields of psychology and degree options offered by Capella.

Clinical psychology:  Study human behavior and help people build wellness and emotional resilience.

• BS in Psychology Pre-Counseling & Therapy
• MS in Clinical Psychology
• PsyD in Clinical Psychology

Behavioral health:  Treat populations in distress to improve emotional, social and mental health.

• BS in Psychology, Applied Behavior Analysis
• MS in Applied Behavioral Analysis
• PhD in Behavior Analysis

Developmental psychology:  Promote positive development, social growth and emotional changes throughout all stages of life.

• MS in Psychology, Child & Adolescent Development
• PhD in Psychology, Developmental Psychology

Educational psychology: Study how people learn and retain knowledge.

• MS in Psychology, Educational Psychology
• PhD in Psychology, Educational Psychology

School psychology:  Apply principles of educational and developmental psychology to meet behavior and educational needs in a learning environment.

• MS in School Psychology
• EdS in School Psychology
• PsyD in School Psychology

Industrial/organizational psychology:  Support leaders and organizations through an understanding of human behavior to help create efficiencies and advance team performance.

• MS in Psychology, Industrial/Organizational Psychology
• PhD in Psychology, Industrial/Organizational Psychology  

Learn more about Capella’s  bachelor’s, master’s and doctoral psychology programs and graduate certificates.

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What can you do with a bachelor’s in psychology?

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Get started on your journey now by connecting with an enrollment counselor. See how Capella may be a good fit for you, and start the application process.

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• School Psychology - FAQs
• Department Directory
• Department of Counseling, Educational Leadership, and School Psychology
• School Psychology

RIC School Psychology Graduate Program FAQs

School psychology program faqs - printable version, about the field of school psychology.

School Psychologists are experts in learning, behavior, mental health, and school systems.

They Provide

• academic and behavioral interventions
• mental health supports
• evaluation, assessment, and data analysis
• consultation with teachers and families
• culturally responsive services
• crisis prevention and response

They Support

• struggling and diverse learners
• academic achievement
• positive behavior and mental health
• safe and supportive learning environments
• school-family-community partnerships
• school-wide data-based decision-making

They Serve In

• public and private schools
• early childhood centers
• universities
• juvenile justice facilities
• clinics and hospitals
• independent practice

The vast majority of school psychologists work in K-12 public schools. School psychologists can make a positive, lasting difference in children’s lives. They are a vital part of the effort to unlock each child’s potential for success. School psychology is an ideal career for individuals that are interested in:

• Working directly with children and adolescents
• Supporting students with mental health needs by providing counseling, skill instruction, and learning and support plans
• Assessing and evaluating individual differences to identify intervention strategies
• Working collaboratively with parents and teachers to support children’s success
• Changing practices and policies to improve school outcomes
• Engaging in challenging and diverse activities that change from day to day
• Using research to inform practices
• Developing strong team member and leadership skills
• Promoting appreciation and support for human diversity
• Demonstrating the highest standards for ethical and professional behavior
• Helping students thrive at home, in school, and in life

(NASP, 2023)

The U.S. Bureau of Labor Statistics (2022) reports that the national average annual salary for School Psychologists is $87,550. The average salary for school psychologists in Rhode Island is $84,230, and the average salary in Massachusetts is $92,730.

National Wage Estimates for School Psychologists U.S. Bureau of Labor Statistics (2022)

We recommend visiting the National Association of School Psychologists (NASP) website for an overview of the field. Our program courses and training experiences align closely with NASP Standards and the 2020 NASP Practice Model.

About the RIC School Psychology Program

Yes, our program remains fully accredited by the National Association of School Psychologists (NASP) through 2030. Graduates of NASP-approved and NASP-accredited programs receive quality preparation across all domains of practice and can have a streamlined process for applying for the Nationally Certified School Psychologist (NCSP) credential.

Yes, our program was “Approved with Distinction” by the Rhode Island Department of Education (RIDE) in 2016 and again in 2023.

The employment rate is 100% for graduates of the RIC School Psychology program.

Contact the program’s graduate assistant at [email protected] or the program director, Shannon Dowd-Eagle, at [email protected] . If interested, you can ask to be connected with a current student (via email or phone) to learn more about the program from a student’s perspective. Information sessions are held during the Fall semester. Check the program website for dates and locations ( www.ric.edu/schoolpsychology ).

Our RIC School Psychology Instagram account is run by current students and includes photos and information about our program from the perspective of current students: @ricschoolpsychology, https://www.instagram.com/ricschoolpsychology/

Classes & Schedule

Classes are scheduled once per week in the evenings (4pm - 6:50pm or 7pm - 9:50pm) during the Fall and Spring semesters. Summer 1 and Summer 2 session classes are scheduled twice per week (3pm - 6:35pm or 7pm - 10:35pm).

Most of the required classes are 100% in-person (once per week 3-hour classes). However, some courses are also offered in a “Hybrid” format (half in-person, and half online).

Full-time graduate study is a significant investment of both time and money. We expect it to be the primary focus of our students in order to get the most out of the education and training experience. That said, many students are able to continue their work during Year 1 of the program consistent with the flexibility of their work hours and time needed to fully engage in graduate study. Year 2 students are required to spend two full days at their practicum site in a school, in addition to evening courses, so most students are not able to work full-time. In Year 3 students complete a full-time internship in a school (5 days per week) and receive a stipend of $10,000.

Most students enroll full-time across three years, and we prefer students to enroll full-time. Part-time enrollment is possible during Year 1 of the program, but full-time enrollment is required during Practicum and Internship.

Below is a sample based on 2023-2024 courses. The schedule is subject to change.'

YEAR 1, Foundational Courses

Fall Semester (September – December)

• CEP 532 – Monday, 4–7 pm
• CEP 534 – Wednesday, 4–7 pm
• CEP 601 – Thursday, 4–7 pm
• CEP 603 – Thursday, 7–10 pm

Spring Semester (January – May)

• TESL 539 – Tuesday, 4–7 pm
• CEP 604 – Wednesday, 4–7 pm
• CEP 533 – Wednesday, 7–10 pm
• CEP 551 – Thursday, 4–7 pm

Summer I Semester (May – June)

• CEP 536 – Monday, Wednesday, 3–6:35 pm
• CEP 538 – Monday, Wednesday, 6:35–9:48 pm

Summer II Semester (July – August)

• CEP 531 – Tuesday, Thursday, 3–6:35 pm
• CEP 537 – Tuesday, Thursday, 6:35–9:48 pm

YEAR 2, Practicum Year

• CEP 651 – Wednesday, 4–7 pm
• CEP 675 – Wednesday, 7–10 pm
• CEP 605 – Thursday, 4–7 pm
• SPED 534 – Monday, 4–7 pm
• CEP 554 – Tuesday, 7–10 pm
• CEP 602 – Thursday, 4–7 pm
• CEP 605 – Thursday, 7–10 pm

(No Summer Courses in Year 2)

YEAR 3, Internship Year

YEAR 3 Fall Semester (September – December)

• Full-time internship in a school setting, during school hours
• CEP 629 – Friday, 1–3 pm

YEAR 3 Spring Semester (January – June)

We allow non-matriculating students to enroll in the following courses: CEP 532 Theories and Methods of Counseling, and CEP 531 Human Development across Cultures. Completing these courses does not ensure acceptance into the program. Once accepted into the program, these course credits would apply to the M.A. in Counseling /C.A.G.S. in School Psychology.

No. Non-matriculated students are not eligible to enroll in any of the following core school psychology courses: CEP 601, CEP 603, CEP 551, CEP 604, CEP 533, CEP 651, CEP 605, CEP 675, CEP 602, and CEP 629. These courses are designed to be taken sequentially over the course of three years of training (this applies to both M.A/C.A.G.S.. and C.A.G.S.-only applicants).

Financial Questions

Link to RIC Graduate Tuition and Fees information: Graduate Tuition and Fees 2023-2024 | Rhode Island College (ric.edu)

2023-2024 Tuition

The In-State Tuition cost per credit is $533, Northeast Neighbor cost per credit is $781, and the Out-of-State cost per credit is $1002. Applicants from MA, CT, ME, VT, and parts of NY, NJ, and PA can attend RIC at a 40% discount. As a leader in social mobility, RIC extends this offer of more than $10,000 off of out-of-state tuition to our Northeast Neighbors . Note that the table above does not include the $10,000 stipend that students receive during Fall/Spring of Year 3 (internship year).

For information about applying for financial aid, please contact the Financial Aid Office   401-456-8033 .

Yes. Applicants are eligible to apply for Graduate and Teaching Assistantships in various RIC programs and departments. To learn more about available assistantships and to apply see here . The application deadline for assistantships is March 15th. To be considered for an assistantship, applicants are encouraged to apply prior to acceptance into the program.

Full-time Graduate and Teaching Assistants receive an annual stipend of $3,150. Half-time GA’s receive $1,575. Full-time positions are accompanied by a waiver of all tuition for courses at Rhode Island College for the academic year and for one summer (the summer previous to or following the appointment). Students with half-time positions receive a waiver of half tuition for courses at Rhode Island College for the academic year and one summer.

Application Requirements

As stated on our program webpage , the following must be provided by February 1st:

• A completed application form accompanied by a $50 nonrefundable application fee.
• Official transcripts of all undergraduate and graduate records.
• A résumé or curriculum vitae.
• A professional goals essay.
• Three letters of recommendation accompanied by candidate rating forms.
• Performance based evaluation.

After you submit the email addresses for each of your references, they will receive an email prompt to submit their letters of recommendation. Within the system they will be prompted to complete a candidate rating form (you do not provide this to them, they will see it when they submit your letter online).

The performance-based evaluation could be a review from an employer, supervisor, or professor regarding the quality of your work. A performance-based evaluation measures your ability to perform a task or series of tasks in real time. It can be a work evaluation or applied task from a class such as service learning or a research project presentation.

No. As of 2022, the GRE and/or MAT are no longer required.

No, the Psychology GRE is not required.

Transfer Credits

Applicants can transfer up to 13 credits, with the approval of program faculty. With the 13 credits that can be transferred towards the C.A.G.S degree, the courses must have been taken within 6 years. The RIC Graduate Studies Manual (2022, p. 8) states:

E. Transfer Credits A candidate may request credit for work taken at other regionally accredited institutions of higher learning. Candidates must successfully complete a residency requirement of a minimum of 4/5 of the credit hours of the graduate degree program at Rhode Island College. In considering a request for transfer credit, the student’s advisor will review the program of study, carefully evaluate the relevance of the proposed courses to the Plan of Study, and consider the availability of courses to fulfill credit requirements. Transfer credit is granted only when approved by the student's adviser, the Program Director and Academic Dean. In order to qualify for transfer credit, the following conditions must be satisfied: 1. The student must have earned a grade of B or better for graduate-level coursework. 2. The graduate-level coursework approved to be included in a Plan of Study may be from a candidate’s previously completed graduate degree. 3. Transfer credit for courses taken more than six years prior to awarding of the Master's degree need to be approved by the Program Director and Academic Dean. 4. The work must have clear and unquestioned relevance to the student's Plan of Study. 5. A student enrolled at Rhode Island College may receive transfer credit for work subsequently taken at another institution under the provisions cited above only if approval is obtained in writing from the appropriate Academic Dean before the student enrolls for the course. 6. Any credits transferred from another institution of higher learning will be so indicated on the student's transcript. However, the grade earned at that institution would not be recorded or used in computing the student's GPA. (edits approved by Graduate Committee April 2019) To determine 4/5 of transfer credits refer to Form A-20 here .

Questions Specific to Applicants Who Already Have a M.A. in Counseling

Note: The following questions are specific to applicants applying with a M.A. in Counseling degree, who wish to complete the C.A.G.S. in the school psychology program.

For applicants with a M.A. in Counseling, the program faculty will review previous transcripts and degree(s). The following courses comprise the M.A. in Counseling with a concentration in Educational Psychology: CEP 531, CEP 532, CEP 534, CEP 536, CEP 537, CEP 538, CEP 554, CEP 533, CEP 551, and CEP 602. Program faculty will review the applicant’s transcript to identify missing courses. CEP 533, CEP 551, and CEP 602 are not typically completed as part of a M.A. in Counseling Degree, so C.A.G.S-only students must take these courses upon acceptance to the program.

No. This is not required for applicants who have successfully completed a M.A. in Counseling.

No. C.A.G.S-only students take fewer courses than M.A./C.A.G.S students, but the timeline remains three years to program completion. Courses and training experiences are developmentally sequenced over a three-year period within a cohort model.

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