We aim to train students who, by the time of graduation, demonstrate the competencies required by the profession and the program’s competencies research competencies (PDF), clinical work competencies (PDF), and teaching competencies (PDF), and who after graduation are able to engage in professional activities consistent with health service psychology and with the program's aims. Our data on student retention, years to degree completion, internship placement, postdoctoral fellowship/job placement after graduation, and licensure indicate that we are achieving this aim.
The Clinical Psychology Program, accredited by the American Psychological Association, is designed to develop competent psychologists who can function in applied, academic, and/or research positions. Our graduates have pursued career paths in clinical research, clinical work and teaching, and all possible combinations of those domains. We seek to produce “the full package” in a clinical psychologist who is trained to generate research, work with patients, and/or teach psychological material from a scientist-practitioner perspective.
Integration of Training
Our model of training stresses early and ongoing placement on a clinical practicum team, simultaneous research training relevant to clinical problems, rigorous course work, and selected teaching experiences. These experiences are designated to build on each other and to lead to a professional who is competent in multiple areas of psychology.
Mentor-Based Research Training Model
We are a mentor-based program, which means that incoming Ph.D. students apply to work with a specific faculty research mentor. During the admissions process, faculty members accepting students select the top applicants to interview based, in part, on a strong match between the applicant’s prior research experience and interests and the faculty member’s research area. After interviews, offers of admission are extended to the top applicants, with the intention that the student will work with the faculty member who recruited them throughout their time in the program. Therefore, it is very important that the student’s research interests are closely aligned with those of the faculty member with whom they would like to work. The mentor-based research model ensures that students begin work on relevant research during their first year with the support of a faculty member who is involved in helping them make career choices immediately upon graduate school entry. Occasionally students’ interests change as they progress through the program. If a student’s research interests change, options may be available to change research mentor, depending on a variety of factors, including the student’s source of funding and the availability of an alternative mentor.
Commitment to Funding
Along with the General/Experimental PhD Program, the Clinical Training PhD Program is committed to funding every PhD student in our department each year that he or she is in the program and on campus. We have been successful in doing so every year since 1969. We work to ensure that students from all socioeconomic backgrounds apply to the PhD programs in our department, and also that funded placements provide meaningful training in teaching, research, or clinical work.
Faculty Accepting Clinical PhD Program Students
Find the directory of faculty accepting students on our Application Process page.