psychology phd northwestern

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Clinical Psychology

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Learn more about the program by visiting the Department of Psychiatry & Behavioral Sciences

See related Interdisciplinary Clusters and Certificates

Degree Types: MA, PhD

The PhD Program in Clinical Psychology within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is one of only a handful of programs in the United States based in an academic medical center and housed in a psychiatry department. This unique setting provides opportunities for translational research and practice that span molecular to social models of disease, and epidemiologic to clinical and neuroimaging methodologies.

This scientist-practitioner program effectively balances clinical and research training to produce graduates who are competent in the science and practice of clinical psychology. The PhD program also provides opportunities for major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. Training is provided through core and emphasis-specific curricula, intensive research mentoring, and exceptional clinical practica. Major milestones include a research qualifying paper and master's thesis, a clinical qualifying exam, an empirical dissertation with original research, and an APA-accredited clinical internship.

Our mentor-based program prepares students to be competitive for careers as clinical psychologists in academic health centers, children's hospitals, VA medical centers, and related medical facilities.

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. 

The goals of the MA Program in Clinical Psychology are to:

• Develop foundational competencies in research design, analytics, and ethics within academic clinical psychology.
• Explore major areas of study within academic clinical psychology.
• Understand educational and career opportunities within academic clinical psychology.

Note: the MA Program in Clinical Psychology does not include clinical training and is not intended to prepare students for clinical practice. Given the academic and research focus of the MA Program, the degree will not lead to licensure for independent practice.  For those interested in master's level programs that prepare students for licensure and practice, please visit the  MA in Counseling website , the  MS in Marriage and Family Therapy website  and  The Family Institute website . 

The MA Program in Clinical Psychology was designed for a variety of students, including students who:

• Are not yet ready to apply to a PhD program, but are considering doing so in the future.
• Wish to improve their competitiveness for a PhD program.
• Are interested in exploring a career in academic clinical psychology.
• With interests in related fields for which a background in academic clinical psychology may be of value.

The MA Program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA Program are welcome to apply to Northwestern's PhD Program in Clinical Psychology, the MA Program is not intended to be a "gateway" into the PhD Program in Clinical Psychology at Northwestern University Feinberg School of Medicine.

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

Visit Master's Program Statistics and PhD Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

MA Degree Requirements

Total Units Required: 17

The MA program requires at least 17 units for graduation across five (5) quarters (15 months) of full-time enrollment; part-time and early graduation is not permitted. Students are required to take the Research Core, including Research Methods/Statistics (3 units), Advanced Research Methodology (1 unit), and Scientific and Professional Ethics in Psychology (1 unit). In addition to these required courses, students are expected to select between five to eight elective courses across the Summer I, Fall, Winter, Spring, and/or Summer II quarters. Elective courses can include Discipline Specific Knowledge and Profession Wide Competency courses, as well as courses in one or more Major Areas of Study. 

In addition to the Research Core and Elective courses, all MA students participate in the weekly Professional Development Seminar for the first four quarters of the MA Program. This Seminar orients students to the MA program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology, and prepares students for the next steps in their careers (e.g., developing applications for PhD programs; preparing for interviews). 

Other MA Degree Requirements

• Research/Projects:  In addition to completion of the coursework requirements, students engage in a Research Lab Experience for at least 10 hours a week.
• Master's Thesis :   Optional (see below)
• Master’s Culminating Academic Experience:  Through the Research Lab Experience, the student will work with her or his research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student’s research competencies. Examples of capstone projects include: Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal. First author submission of one or more peer-reviewed poster/oral presentations at regional, national, or international conferences. A comprehensive review paper that is submitted to and graded by the research mentor. A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor.  

Last Updated: September 12, 2023

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

• Examinations:  defense of a research paper and a clinical qualifying project serving as examination for admission to candidacy
• Research/Projects:  independent, empirical research study completed in fulfillment of the research qualifying paper
• PhD Dissertation:  original research following third year of coursework
• Final Evaluations:  oral defense of dissertation

Clinical Psychology PhD/MA

The Division of Psychology within the Department of Psychiatry and Behavioral Sciences offers a doctoral degree (PhD) in clinical psychology that has been continuously accredited by the American Psychological Association (APA) since 1972.

Our program has the advantage of our interdepartmental and interdisciplinary placement within Northwestern University to offer students a true balance of research and clinical training.”

Jason Washburn, PhD, ABPP Director of Graduate Studies

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

Program Length: 5-6 years

Program Size: 4-6 students per year

An MA program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA program are welcome to apply to the PhD program, the MA program is not intended to be a "gateway" into the PhD program. 

Visit PhD Program Site   Apply Visit MA Program Site Give to the Program

Eligibility and Program Requirements

Clinical Psychology MA

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry & Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including clinical adult psychology, clinical child psychology, clinical neuropsychology, forensic psychology, health psychology/behavioral medicine and policy.

The MA program is embedded in the   Clinical Psychology PhD Program , with coursework and lab work completed alongside PhD students. Although students in the MA program are welcome to apply to the PhD program, the MA program is not intended to be a "gateway" into the PhD program. 

This MA program does not include clinical training and is not intended to prepare students for clinical practice at this time. Given the academic and research focus of the MA program, the degree will not lead to licensure for independent practice. For those interested in master-level programs that prepare students for licensure and practice, please visit the  MA in Counseling Psychology  and the  MS in Marital and Family Therapy  through  The Family Institute  at Northwestern University.

We are proud of the outcomes of our graduating students. Most seek to ultimately pursue a doctoral program in clinical psychology. While some students are accepted into doctoral programs immediately upon graduation, a majority go onto research coordinator or research assistant positions, as they continue to build their CVs for doctoral applications. Nearly 70% of our graduates are accepted into doctoral programs within two to three years of graduation. 

About the Program

  goals.

The goals of the Clinical Psychology Master of Arts Program are to:

• Develop foundational competencies in research design, analytics and ethics within academic clinical psychology.
• Explore major areas of study within academic clinical psychology.
• Understand educational and career opportunities within academic clinical psychology.

  Prerequisites

The MA program was designed for a variety of students, including students who:

• Are not yet ready to apply to a PhD program, but are considering doing so in the future.
• Wish to improve their competitiveness for a PhD program.
• Are interested in exploring a career in academic clinical psychology.
• Have interests in related fields for which a background in academic clinical psychology may be of value.

The following criteria are most desired in MA applicants:

• Undergraduate GPA of 3.2 or above on a 4.0 scale
• An essay describing interests in and preparation for the MA program
• Three letters of recommendation
• For international students, Test of English as a Foreign Language scores
• Interest in exploring a career in academic clinical psychology

Please note that the above criteria are desired, but not required. The MA program will consider mitigating circumstances when conducting holistic reviews of applicants who may not meet all of these criteria.

  English Language Proficiency

For students to be successful in our MA program, it is necessary for them to have proficiency in understanding, reading, writing, and speaking in English. An English proficiency score is required for applicants whose first/primary language is not English. English proficiency scores may not be self-reported; these must be submitted officially via the appropriate testing organization as part of the application.

For admission into the MA program, you must certify your proficiency in the English language in one of the following three ways:

• Providing official scores for either the TOEFL or IELTS exam. The test must be taken no more than two years before the intended quarter of entry (e.g., if you are applying for fall 2023 entry, test scores must be no older than September 2020.) For the TOEFL, you must score 577 or higher on the paper-based test, 233 or higher on the computer-based test, 90 or higher on the internet based test. For the IELTS, you must receive a score of 7.0 or higher.
• Providing official transcripts verifying an undergraduate degree from an accredited four-year institution or equivalent, where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required. 
• Providing official transcripts verifying a graduate degree from an accredited institution where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required. 

For more information on English proficiency requirements, please see: https://www.tgs.northwestern.edu/services-support/international-student-services/language-testing-support.html

  Curriculum

View the Sample Course Schedule .

The Clinical Psychology Master of Arts Program is designed to be completed within five quarters (Summer I, Fall, Winter, Spring, Summer II). This 15-month program is timed to facilitate students' applications to doctoral programs in clinical psychology or related fields.

The MA program requires at least 17 units for graduation. Students are required to take the Research Core, including Research Methods/Statistics (three units), Advanced Research Methodology (one unit) and Scientific and Professional Ethics in Psychology (one unit).

In addition to these required courses, students are expected to select between five to eight elective courses across the Fall, Winter, Spring and/or Summer II quarters. Elective courses can include courses at the foundational, bases of behavior or clinical level, as well as courses in one or more of the emphases or major areas of study. MA students have the freedom to take any courses in the PhD program as long as they meet the prerequisites for the courses.

Finally, in addition to the graded courses, students are expected to register for at least one research unit for every quarter as part of their Research Lab Experience. The research core and elective courses can be reviewed in detail on the PhD Program Curriculum page . Please note that not all courses are offered every year, and therefore specific courses may not be available during a student's residency in the MA program.

All MA students participate in the weekly Career Development Proseminar for the first four quarters of the MA program. The Proseminar orients students to the program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology and prepares students for the next steps in their careers (e.g., developing applications for PhD programs or preparing for interviews).

Research Lab Experience

Students engage in a Research Lab Experience for at least 10 hours a week. Through the Research Lab Experience, the student will work with their research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student's research competencies. Examples of capstone projects include:

• Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal
• First author submission of one or more peer-reviewed poster/oral presentations at regional, national or international conferences
• A comprehensive review paper that is submitted to and graded by the research mentor
• A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor

For more information the curriculum and degree requirements for the PhD program, please review the MA Program Student Handbook .

  Tuition & Financial Aid

Information on tuition can be found at the   tuition and fees page   on The Graduate School’s website.

All students admitted to the MA program receive a Graduate Scholarship that provides a 45 percent tuition remission for each of the five quarters of the program. The Graduate Scholarship is provided in acknowledgement for MA students' time devoted to the Research Lab Experience.

Additional information on financial aid is provided through our   Chicago Office of Financial Aid   and through the   financial aid pages   of The Graduate School’s website.

How to Apply

Applications will be reviewed on a rolling basis until the final deadline of May 1. Offers will also be made on a rolling basis until the incoming cohort class is completely filled. Applicants may be asked to do a phone or video interview before an offer is made for admission. Onsite interviews will not be conducted, nor will individual tours of the program be provided to applicants; however, interested applicants are always welcome to visit the campus. 

To apply, complete the three steps listed below.

Our program eliminated the GRE General Test as an admissions requirement for the 2021-2022 class. In an effort to maximize holistic review and move toward greater equity and fairness in our admissions process, we will continue to NOT accept or consider GRE scores for applications. Applicants should NOT submit their GRE scores through ETS nor report their scores in the application portal or on their CVs or personal statements. We will revisit our GRE policy annually.

  1. Complete the online application form.

Online applications will open in September. Deadline for receipt of completed applications and supporting materials for the MA program is May 1, although applications will be reviewed on a rolling basis and offers of admissions will also be made on a rolling basis until the cohort is filled.

To begin the application process, read the instructions and complete the application on   The Graduate School website . In the Personal Information section on page one, choose “Clinical Psychology: MA (C30MA)” as your Academic Program from the pull-down menu (Select "Feinberg School of Medicine" to find it faster).

The nonrefundable application fee must be paid via credit card at the time of application submission; it will not be processed without payment. The application fee cannot be waived by the PhD program; however, eligible students can apply for a fee waiver .   See additional information regarding the application fee.

The online application program will ask you to identify a faculty member that you may be interested in working with during your Research Lab Experience. Identifying a faculty member may help us determine your alignment with the MA program; however, this is optional and you will not be held to working with this faculty member if admitted to the program. Further, specific faculty may not be available to provide a Research Lab Experience during your residency in the Program. Assignment to a lab for the Research Lab Experience will be determined in the first month of the program. Please make certain to review the faculty list on the page to see who may be available for your Research Lab Experience. We cannot guarantee an assignment to a specific lab for MA students.

  2. Please DO NOT request that ETS submit official GRE scores!

  3. toefl or ielts scores.

• Providing official scores for either the TOEFL or IELTS exam. The test must be taken no more than two years before the intended quarter of entry (e.g., if you are applying for summer 2024 entry, test scores must be no older than June 2021.) For the TOEFL, you must score 577 or higher on the paper-based test, 233 or higher on the computer-based test, 90 or higher on the internet based test. For the IELTS, you must receive a score of 7.0 or higher.
• Providing transcripts verifying an undergraduate degree from an accredited four-year institution or equivalent, where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required.

  4. Submit all supporting documents.

You will also need to submit the following supporting materials to complete your application. All of the supporting documents must be submitted online; paper or "hard" copies will not be accepted for the application. Please include the following supporting documents in your online application:

Letters of Recommendation

Transcripts.

Transcripts from each postsecondary institution you attended are required for your application to be complete. You must   upload scanned versions of your official transcripts online . We no longer will accept paper copies in the mail.

If you are accepted into the program, TGS will require that you submit official paper copies of your transcripts (including degree awarding transcripts) directly to its admission office. TGS will compare the official transcripts received via mail to the versions uploaded during the application process to ensure that no tampering/fraud occurred. Any student found to have submitted false documentation during the application process will be immediately dismissed. Registration holds will be placed on any student’s account if their official transcripts are not received by the end of the first quarter of enrollment.

Academic Statement

Please include the following information in the Academic Statement you complete as part of   your online application :

• Discuss how your background, life experiences, educational preparation, research experience and clinical exposure have contributed to your decision to pursue this degree at this point in your life.
• Indicate what you hope to obtain from your MA degree, and what you ultimately want to do after graduating from our program.
• Discuss your specific areas of interests in clinical psychology. You are welcome to discuss your alignment with specific research or clinical emphasis offered in our program and, if applicable, specific faculty members.

You are encouraged to submit abstracts or reprints as supplementary uploads. Please write succinctly (one to two pages, single-spaced, in a 12-point font).

Personal Statement

You are welcome to complete the optional Personal Statement according to the instructions provided on the online application. 

For more information on the differences between the Academic and Personal Statements, see  https://www.tgs.northwestern.edu/admission/application-procedures/application-requirements/essays.html  

Recruiting Faculty

The MA program includes 98 faculty members who provide instruction, research mentorship and professional development in both the Clinical Psychology MA and PhD programs. We plan to recruit a class of approximately 10 students for the academic year 2024-2025 (beginning in summer 2024).

The labs recruiting for the upcoming academic year (to begin Summer 2024) will be posted to this page in late summer to early fall.

Please refrain from contacting faculty to ask them if they will be recruiting.

  Dr. Rinad Beidas

Dr. Beidas   is looking for applicants with an interest in implementation science, suicide prevention, youth mental health, and mixed methods. 

  Dr. Tina Boisseau

  dr. michael brook & dr. robert hanlon,   dr. diana chirinos.

The Cardiovascular Health Disparities (CHI) Lab is looking to recruit a master’s student for the 24-25 academic year. Applicants interested in broadly in cardiovascular behavioral medicine, sleep disturbance and bereavement are welcome to apply. Previous experience with psychological research and quantitative data analysis is preferred but not required.

  Dr. Sarah Helseth

  dr. lisa johnson,   dr. neil jordan, dr. cassie kisiel, & dr. richard epstein,   dr. allison letkiewicz and dr. stew shankman.

Dr. Allison Letkiewicz and Dr. Stew Shankman in the NEAR Lab are  looking for a student who is interested in depression and other internalizing disorders, as well as clinical affective neuroscience. Ideally, this student will have an interest in learning about fMRI/neuroimaging and in opportunities for hands-on (introductory) training in fMRI data processing. Previous experience/familiarity with coding and R are preferred, but not required. Previous experience with psychological research and quantitative data analysis are required.

  Dr. Jonah Meyerhoff

  dr. heather risser,   dr. kelli scott.

Dr. Scott is looking to recruit students who are interested in gaining broad experience in implementation science methods and community engaged research, and specifically in the implementation of evidence-based practices (such as measurement-based care) in community substance use treatment settings. Dr. Scott's lab provides opportunities for students to build skills in collecting and analyzing mixed methods data, conducting research with community partners in the Chicagoland area, and disseminating research findings via presentations and publications. Students will also have the opportunity to engage with the broader research team at the Center for Dissemination and Implementation Science . Prior experience working/volunteering in community healthcare settings and with mixed methods data collection and analysis preferred, but not required. More details about Dr. Scott's research and the Center for Dissemination and Implementation Science can be found here:  https://www.feinberg.northwestern.edu/sites/cdis/research/index.html .

  Dr. Darius Tandon

  dr. cindy veldhuis,   is the ma program in clinical psychology a stem program.

The MA Program in Clinical Psychology is not identified as a Science, Technology, Engineering, or Mathematics (STEM) program. 

  Can I apply to the MA program separate from the PhD Program

Yes! The MA program is a separate program from the PhD program. Although the current MA program is embedded within the PhD program in that MA students take courses alongside PhD students, it is a separate program with separate admissions process, requirements, and degree types (Master of Arts). 

  Is the MA program funded?

Yes, all students in the MA program receive a 45% tuition scholarship.  See 'Tuition and Financial Aid" above. Students are responsible for the remaining 55% tuition expense.  The MA program does not provide a stipend. MA students, however, are allowed to have employment outside of the MA program (either within or outside of Northwestern).  

  Are there specific prerequisites for the MA program?

  can i transfer credits from another university,   does the program accept 3-year international undergraduate degrees must the degree be wes evaluated,   does the program provide a waiver for the application fee.

Application fee waivers are not provided by the University or the MA Program. You can learn more about the application fee here:  https://www.tgs.northwestern.edu/admission/application-procedures/application-requirements/fee.html  

Please do not contact the MA program to request a waiver of the application fee. 

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Academic Catalog

2023-2024 Edition

Psychology PhD

Degree requirements.

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

The department offers no terminal master's degree, but students must earn a master's degree as one of the requirements for the PhD degree. To obtain the MA or MS degree, students take the courses required for the specialized field and complete a master's thesis.

Total Units Required: 27

  See Department Guide for more Information

Other PhD Requirements

• Examinations: For admission to candidacy, written examination or paper.
• Research/Projects:  In addition to master's project and PhD dissertation, students are expected to engage in supervised research projects
• PhD Dissertation:  Result of independent research in specialized field
• Final Evaluations:  Oral examination on dissertation
• Other:  Teaching assignment ( see department guide )

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• information INIS 100%
• Infant Psychology 87%
• infants INIS 86%
• probes INIS 54%
• stimuli INIS 54%
• learning INIS 53%
• Research Psychology 51%
• Groups Psychology 48%

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Michael Bailey

• Psychology - Professor

Person: Academic

• School of Education and Social Policy - Professor
• Native American and Indigenous Studies Center - Director (Academic)
• Learning Sciences PhD Program

Mark Beeman

• Northwestern University Interdepartmental Neuroscience PhD Program (NUIN)

Research Output

• 1 Foreword/postscript
• 1 Comment/debate
• 1 Review article

Research Output per year

Can a computer think like a baby?

Research output : Contribution to journal › Comment/debate › peer-review

No evidence for language benefits in infant relational learning

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

• learning 100%
• infants 100%
• Infant 100%
• children 36%
• Children 36%

Integration of thought and action continued: Scale errors and categorization in toddlers

• Categorisation 100%
• Toddlers 100%
• errors 100%
• Children 75%

Supplemental Figure, Dean_FigureS1 – Motor Clusters Reveal Differences in Risk for Psychosis, Cognitive Functioning, and Thalamocortical Connectivity: Evidence for Vulnerability Subtypes

Dean, D. J. (Creator), Walther, S. (Creator), Bernard, J. A. (Creator) & Mittal, V. A. (Creator), SAGE Journals, 2018

DOI : 10.25384/sage.6400952 , https://sage.figshare.com/articles/Supplemental_Figure_Dean_FigureS1_Motor_Clusters_Reveal_Differences_in_Risk_for_Psychosis_Cognitive_Functioning_and_Thalamocortical_Connectivity_Evidence_for_Vulnerability_Subtypes/6400952

Differentiating Kinds of Systemic Stressors With Relation to Psychotic-Like Experiences in Late Childhood and Early Adolescence: The Stimulation, Discrepancy, and Deprivation Model of Psychosis

Vargas, T. (Creator), Damme, K. S. F. (Creator), Osborne, K. J. (Creator) & Mittal, V. A. (Creator), SAGE Journals, 2021

DOI : 10.25384/sage.c.5444006 , https://sage.figshare.com/collections/Differentiating_Kinds_of_Systemic_Stressors_With_Relation_to_Psychotic-Like_Experiences_in_Late_Childhood_and_Early_Adolescence_The_Stimulation_Discrepancy_and_Deprivation_Model_of_Psychosis/5444006

Decoupling Personality and Acute Psychiatric Symptoms in a Depressed and a Community Sample

Fournier, J. C. (Creator), Wright, A. G. C. (Creator), Tackett, J. (Creator), Uliaszek, A. A. (Creator), Pilkonis, P. A. (Creator), Manuck, S. B. (Creator), Bagby, R. M. (Contributor) & Wright, A. G. C. (Creator), figshare, 2019

DOI : 10.25384/sage.c.4374431 , https://sage.figshare.com/collections/Decoupling_Personality_and_Acute_Psychiatric_Symptoms_in_a_Depressed_and_a_Community_Sample/4374431

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Established in 1970, the Division of Psychology supports innovative psychological research, world-class graduate, internship, and postdoctoral training, and high quality, science-based clinical services. The Division includes approximately 50 primary faculty members within Psychiatry and Behavioral Sciences, as well as 45 faculty at Lurie Children’s Hospital and the Shirley Ryan Ability Lab, 35 faculty members with primary appointments in other departments, and 90 faculty members who contribute as clinicians, supervisors, lecturers, adjuncts, and in a myriad of other ways to the mission of the Division.  The division aims to integrate clinical psychological research, education, and clinical services to foster overall health and well-being in our patients and their communities.

Division Leadership

Jason J. Washburn, PhD, ABPP

Chief, Division of Psychology

Meet all our Faculty

About Our Division

  education.

The Division of Psychology houses or is affiliated with a wide range of educational programs:

Graduate & Internship Programs

Clinical Psychology Master of Arts (MA) Program The MA program in Clinical Psychology provides students with a foundation in academic clinical psychology, while also allowing students to explore major areas of study within clinical psychology, including clinical adult psychology, clinical child psychology, clinical neuropsychology, forensic psychology, and health psychology/behavioral medicine. Visit the Clinical Psychology MA page.

Clinical Psychology PhD This APA-accredited program is unique in that it is one of only a few programs rooted within an academic healthcare system. The interdepartmental structure of the program provides an invaluable opportunity for students to receive a true balance of research and clinical training. Visit the Clinical Psychology PhD page to learn more and apply.

Clinical Psychology Internship Also APA-accredited, this residency focuses on the reciprocal and complementary relationship between clinical practice and research. The program is designed for those who wish to pursue careers in clinical practice, teaching and research. Learn more on our internship page.

Postdoctoral Training Programs

Clinical Neuropsychology Fellowship In this two-year fellowship offered by the Department of Psychiatry, fellows can expect to receive residency training in the science and practice of clinical neuropsychology. More information is available on the fellowship page.

NU-MHE T32 Fellowship The department also supports the Northwestern University – Mental Health Earlier T32 (NU-MHE T32) Post-Doctoral Fellowship, which is funded by the National Institute of Mental Health and housed within the Institute for Innovations in Developmental Science (DevSci) at Northwestern. Visit the T32 website .

See all psychiatry training & education opportunities

  Research

Research labs and programs within the Division of Psychology study human behavior and brain function across multiple psychiatric and developmental disorders. The primary goal of our research is to inform early identification, prevention and treatment of these disorders. Also central to our division is collaboration – both within the department and outside it, with other renowned departments and institutions. Our research groups conduct innovative studies with cutting-edge methods as well as translate our science into practice to improve the standard of care for the millions affected by psychological difficulties. Learn more about our research and labs here .

  Patient Care

The clinicians in the Division of Psychology have a broad range of clinical backgrounds but all share a commitment to providing exceptional science-based psychological assessment and intervention services. Besides general outpatient clinical services, we have numerous specialty clinical programs including clinical neuropsychology, OCD and anxiety-related disorders, and women's mental health. Visit our Patient Care page for more information.

Our clinicians also recognize that the stigma of psychological difficulties can sometimes impede individuals from seeking services, even as stigma fortunately diminishes in many communities. With this in mind, we strive to compassionately help individuals and families feel comfortable to seek psychological services with our clinicians and to work tirelessly with our clients to improve whatever is bringing them to our clinics.

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This month’s new research from our faculty experts investigates adolescent experiences and wellbeing the pandemic and the connection between abortion access and selective high schools. It also explores how parents talked to their children about Black Lives Matter and a Chicago community violence intervention program. 

Health Inequalities

Adolescent experiences and wellbeing during the pandemic.

Adolescents’ wellbeing and development are influenced by the context they develop in, everyday stressors they experience, and support from loved ones, among other factors. Beginning in 2020, adolescents were affected by a new factor: the COVID-19 pandemic. Teenage mental health was an increasing concern prior to the pandemic, and many feared that the pandemic would exacerbate the issue. In Current Opinion in Psychology, Northwestern postdoctoral fellows Tierney McMahon and Sarah Collier Villaume and IPR developmental psychobiologist Emma Adam investigat e how pandemic policies affected teenage stress, support, coping mechanisms, and wellbeing. They analyze teenagers’ diary entries in various longitudinal studies conducted during the pandemic.  Applying their Contexts, Histories, and Everyday Stressors and Supports (CHESS) Model of Adolescent Affective Wellbeing, the researchers consider how policies relating to the pandemic interact with teenage developmental contexts and histories to alter their everyday experiences of stressors and supports. They conclude that the unprecedented nature of the pandemic increased depression and anxiety symptoms and those with mental health issues prior to the pandemic, or fewer socioeconomic resources, experienced worse symptoms during the pandemic. Several helpful supports, including coping and positive health behaviors, were also identified. Based on these conclusions, the researchers suggest that public health and economic policy makers should consider mental health risks for adolescents, focusing on policies supporting family economic resources, access to mental healthcare, and social connection. Emma Adam is Edwina S. Tarry Professor of Human Development and Social Policy.

Education & Human Development

The Relationship Between Abortion Access and Selective High Schools  

​​Are the benefits of attending a selective school larger or smaller when access to abortion is restricted? IPR economist Ofer Malamud and his colleagues explore this potential interaction between family and school environments in Romania in The Journal of Human Resources. Using administrative, census, and survey data, the researchers compared children born just before Romania lifted its abortion ban in 1990 to those born in 1991, just after the ban was lifted. They used data from high school admission exams to compare students who just barely got admitted or rejected from selective schools. They measured causal effects on students’ educational success with the high-stakes Baccalaureate exam which is taken after high school and determines university acceptance. The survey provided information about parent and student behaviors. The researchers’ findings provide strong evidence that both abortion access and access to selective high schools improved children’s educational outcomes, but the two factors did not appear to reinforce each other. It appeared that the benefits of attending more selective schools was larger among students who were born into less advantaged family environments associated with abortion restrictions. Survey evidence suggests that family behavior, such as students in disadvantaged households doing more homework or getting more help with homework from parents, may have served to reverse any positive interaction between family and school environments. This suggests that later schooling interventions may deliver larger benefits even when they are targeted at more disadvantaged children.

Race, Poverty, and Inequality

How Did Parents Talk to Their Children About Black Lives Matter? 

In summer 2020 following the death of George Floyd and subsequent widespread racial protests, discussions of race came to dominate the national conversation. In Developmental Psychology , IPR developmental psychologist Onnie Rogers investigates whether and how U.S. parents, both Black and White, discussed the Black Lives Matter (BLM) movement with their children during this period of heightened racial tensions. Rogers and her team conducted an online survey between November 2020 and January 2021 among 725 Black and White parents of children aged 8–11. The survey inquired whether parents had discussed BLM with their children, and if so, what they had discussed. These open-ended responses were then coded, categorized, and analyzed, revealing that 84% of Black parents and 76% of white parents had spoken to their children about BLM within the year following Floyd’s murder. Additionally, 78% of Black parents affirmed Black lives and acknowledged systemic racism, while only 35% of White parents reported similar messaging. According to Rogers and her team, these results underscore that encouraging parents to speak with their children about race, while necessary, is not enough. Rogers said that it is crucial to encourage in-depth, substantial conversations.

Neighborhoods and Community Safety 

Chicago CVI Program Proves Effective  

Given the national increase in gun violence, interest in Community Violence Intervention (CVI) programs, which address gun violence by utilizing local experts and circumventing interactions with the criminal justice system, has risen in recent years. IPR director and sociologist Andrew Papachristos , and CORNERS ’ Marisa Ross and Erin Ochoa, recently conducted a study, published in Proceedings of the National Academy of Sciences, to determine the effect of the Chicago Create Real Economic Destiny (CRED) program on the participants’ experience with violence. This study compared 324 arrested men who participated in the CRED program between 2016 and 2021 to 2,500 arrested men, who also lived in CRED’s service areas, but did not participate in its program. Researchers compared data to determine CRED’s effect on individual violence-related outcomes of participants, such as violent crimes, shootings, or other gun-related violence, including those who completed the entire CRED program and those who only completed parts of the program. Results indicated that those who completed the entire program were over 73% less likely to be arrested for a violent crime in the two years post-completion, as compared to the individuals who did not complete the program. CRED participants were also significantly less likely to engage in assaults, robberies, shootings, and other gun-related violence. Based on these results, researchers suggest addressing obstacles to CVI program participation, scaling up CVI programs, and integrating CVI programs with other efforts in the community. Papachristos is   John G. Searle Professor of Sociology.  

Photo credits: iStock

Published: March 27, 2024.

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DEPARTMENT OF PSYCHOLOGY

• Undergraduate
• Requirements and Procedures

Petition to Graduate

A year before you graduate, generally spring quarter of your junior year, you need to complete a Graduation Petition and submit it to the Registrar's Office. The petition must be reviewed and then signed by an adviser in each major and minor you are completing. You can download the Graduation Petition form from the registrar's website. There are separate forms for students in each of Northwestern's undergraduate schools.

You can meet with any undergraduate adviser in the psychology department to complete the psychology section of your petition. Schedule an appointment by contacting the Undergraduate Program Assistant in the Psychology main office at 847-491-5190, stopping by the office in 102 Swift Hall, or emailing [email protected]

Completing your Graduation Petition and carefully reviewing the feedback you receive from the Registrar's Office is important for making sure that you haven't overlooked or misunderstood any graduation requirements. Reviewing the feedback allows you to find out if you and the degree auditors in the Registrar's Office agree on how your courses fit department, college, and university requirements. Completing the Graduation Petition also provides a good opportunity to think about how you would like to spend your final year as an undergraduate student at Northwestern and to discuss your plans with a department adviser.