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Overview

Accreditation

The College of Psychology's Doctor of Philosophy (Ph.D.) program in Clinical Psychology is accredited by the Commission on Accreditation of the American Psychological Association. Questions related to the accredited status of the program should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: 202-336-5979 / E-mail: apaaccred@apa.org
Web: www.apa.org/ed/accreditation

Overview

The Ph.D. program in Clinical Psychology is based on a scientist-practitioner training model. Thus, the program adheres firmly to the principle that psychology is an empirically based discipline. The clinical psychology program will contribute most to the society that supports it if the education provides for the acquisition of the roles of the scientist and the practitioner. The focus of this program is on the empirical analysis of current topics and problems in health service psychology. The development of sophistication in applied clinical research is emphasized. It is believed that only through the investigation of the psychological problems confronting contemporary society can solutions be found. Accordingly, the overarching aim of the Ph.D. Clinical Psychology program is to prepare students to demonstrate understanding of the breadth of scientific psychology and produce clinically relevant scientific research and scholarship while training them to enter careers as health service psychologists who can work effectively in scientist-practitioner professional roles.

Students will develop proficiencies in the Profession-Wide Competencies and Discipline-Specific Knowledge areas outlined by the Standards of Accreditation (SoA) of the American Psychological Association through the lens of the scientist-practitioner training model. We aim to train future Health Service psychologists who a) understand the core science areas of the discipline (i.e., discipline-specific knowledge), b) contribute to the knowledge base through active scholarship and research that focuses on evaluating, developing, and scientifically examining theories and methods of assessment, intervention, and other applied aspects of professional practice, c) understand foundations for the practice of clinical psychology, and d) employ skills in evidence based assessment and intervention techniques for effective and meaningful service to diverse individuals, groups, and communities.

The program prepares students for entry-level practice as health service psychologists who will contribute to and advance the evidence base of the field as well as engage in a wide-range of professional activities relevant to health promotion, prevention, consultation, assessment, and treatment for psychological and other health-related disorders. Following degree conferral, our graduates will not only be competent researchers but will also be eligible for licensure as doctoral-level psychologists. We expect they will be well-prepared to practice in a wide-range of scientific and clinical settings, including academic, research, medical, government and community institutions and agencies, and they will be committed to engage in evidence-based practice with diverse clients in accordance with the highest ethical and professional standards.

The program curriculum is anchored in the cumulative body of psychological knowledge and provides a firm basis in statistics, research design, and experimental research methodology. Through a sequence of formal clinical courses, and through exposure to clinical populations in supervised practica, the program develops the knowledge and skill required for the student to assume the role of a research‑oriented health service psychologist.

There are some required courses (e.g., Diversity in Assessment & Intervention) that may require some personal disclosures by the student as part of the course requirements. Other elective courses (e.g., Group Theory and Process) may require a higher level of ongoing self-disclosure as part of the class process.

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