new york university phd counseling psychology

Counseling Psychology PhD

Doctor of philosophy in counseling psychology.

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

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

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

Doctoral students are expected to: 

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

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

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

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

Doctoral students are expected to demonstrate: 

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

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

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

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

Doctoral students are expected to demonstrate the following competencies: 

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

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

Doctoral students are expected to demonstrate the ability to: 

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

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

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

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

Strengths and highlights of our training program include:

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

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

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

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

The course of study includes:

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

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

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

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

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

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

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

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

Admissions Information

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

Doctor of Philosophy

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

Application Deadlines

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

Supplemental Application Requirements/Comments

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

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

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

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

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

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

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

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

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

Doctoral Certification

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

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

Practicum and Externship

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

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

The Dissertation

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

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Teachers College, Columbia University 428 Horace Mann

Contact Person: Jacob Holober

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

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

Our Counseling & Wellness Team

CWS counselors are psychologists, psychiatrists, social workers, mental health counselors, nurse practitioners, and advanced trainees in those professions. Our counselors are diverse in background and expertise. They are well equipped to work with students confronting a broad range of issues including, but not limited to, substance use, LGBTQ+ concerns, eating disorders, interpersonal conflicts, identity issues and a host of other concerns. We also have counselors embedded in various schools and programs across the University: CAS, Gallatin, Law, Dental, Social Work, Steinhardt, Tisch, Stern, Silver, CMEP, Islamic Center and Athletics.

Counseling Team

Zoe Ragouzeos, PhD She, her, hers Title: Vice President, Student Mental Health and Wellbeing Education: PhD, Social Work - 2011 Regine Bruny-Olawaiye, MD, MBA She, her, hers Title: Associate Director, Wellness Emergency Response Education: MD, MBA - 2003 Luis Ramirez, LCSW He, him, his Title: Director, Counseling & Wellness Education: MSW - 2000 Stefanie Allister, PsyD She, her, hers Title: Clinical Psychologist Education: PsyD CWS Team(s): ADHD, Eating Disorder, SAFE

Vinu Arunagiri, PhD She her, hers Education: PhD, Clinical Psychology - 2021

Marwa Assar, PsyD She, her, hers Title: Psychologist Education: PsyD, EdM Nicholas “Nick” Baitoo, LCSW He, him, his Title: Clinical Social Worker Education: MSW - 2017 Sanam Bamshad Alavi, PhD She, her, hers Title: Global Wellness Counselor /Clinical Psychologist Education: PhD, Psychology - 2015 CWS Team(s): CBT Amy Beleckas, LMSW She, her, hers Title: Care Management Specialist Education: MSW - 2016 Sofia Berne, LMSW Yatrika Bir, LCSW She, her, hers Title: Crisis Response Counselor Education: MSW - 2016

Andrea Bleichmar, Psy.D. She, her, hers Title: Global Wellness Counselor Education: PhD, Clinical Psychology - 1999

Gabriella Borba, LCSW She, her, hers Title: Clinical Social Worker Education: MSW - 2007

Crystal Bradley, LCSW She, her, hers Title: Clinical Social Worker Education: MSW - 2008 Sian Caisey, LMHC She, her, hers Title: Mental Health Counselor Education: MA, Mental Health Counseling - 2005

Amanda Casco, PhD She, her, hers Education: PhD, Counseling Psychology - 2022 CWS Team(s): Trauma

Moorea Colby, LMSW She, her, hers Title: Care Manager Education: MSW - 2020

Lauren Cona, LCSW She, her, hers Title: Global Wellness Counselor / Clinical Social Worker Education: MSW - 2010 Genny Cuocci, LCSW-R, CASAC She, her, hers Title: Assistant Director, Clinical Services and Group Programming – Team Leader Education: MSW - 2010 CWS Team(s): SAFE

Emily Daugherty, LMSW She, her, hers Title: Crisis Response Counselor Education: MSW - 2021 Theresa Decker Ounkar Dhami He, him, his Title: Wellness Counselor, NYU Abu Dhabi Education: MSW Gina DePalo, Psy.D. She, her, hers Title: Clinical Psychologist Education: PsyD - 2021 CWS Team(s): Eating Disorder, Gender Team

Elizabeth Duffield, LCSW She, her, hers Education: MSW - 2001

Fiona El Bassuni, MSc She, her, hers Title: Wellness Counselor, NYU Abu Dhabi Education: BA - 1990; LLB - 1992; Honorary BA - 2004; MSc - 2015 Danielle Elleman, LCSW She, her, hers Title: Associate Director of Sexual and Relationship Support Services Education: MSW - 2006 CWS Team(s): SPACE, Trauma Jude Elysée, PsyD He, him, his Title: Clinical Psychologist Education: PsyD CWS Team(s): DBT, Trauma

Dominique Eugene, PhD She, her, hers Education: BA, Psychology - 1991; MA, Counseling Psychology - 1993; MA, Clinical Psychology - 2014;  PhD, Clinical Psychology - 2018 CWS Team(s): Trauma Thiago Fernandes, Psicologo Psicoterapeuta He, him, his Title: Global Wellness Counselor, NYU Florence Education: BA/MA, Clinical Psychology - 2005; MA, Counseling Psychology - 2010 Silvia Fiammenghi, Psy.D She, her, hers Title: Global Wellness Counselor, NYU Florence Education: BA/MA, Psychology, PsyD

Natalie Francis, LCSW She, her, hers Title: Per Diem Clinician Education: MSW - 2014 Melissa Franklin, LCSW She, her, hers     Title: Social Worker Education: MSW - 2006 Lucía García-Giurgiu, MA, LCSW She, her, hers Education: MSW - 2016; MA, Child Development - 2016; MA, Psychology - 2013

Demian Glusberg He, him, his Title: Crisis Response Counselor Education: PsyD - 2022 Tara Gore, PhD She, her, hers Title: Clinical Psychologist Education: PhD, School Psychology - 2019

Liqun Hu, PhD She, her, hers Title: Psychologist, NYU Shanghai Education: PhD, Clinical Psychology Grace Hudson, LCSW-R She, her, hers Title: Clinical Social Worker Education: MSW CWS Team(s): Mindfulness Brooke Hunter, LCSW She, her, hers Title: Clinical Manager Education: MSW - 2008

Andrea Jackson, LCSW She, her, hers Title: Crisis Response Counselor Education: MSW - 2012 Veronica Jarrett, LCSW She, her, hers     Education: MSW - 2012 CWS Team(s): CBT

Ramya Jayanthi She, her, hers Education: PhD, Clinical Psychology

Aneeta Johnson, PsyD She, her, hers Title: Postdoctoral Fellow Education: Doctorate in Clinical Psychology CWS Team(s): Eating Disorders Marie Jules, LMSW She, her, hers Title: Crisis Response Counselor Education: MSW Sarah Kearney, LCSW She, her, hers Title: Clinical Social Worker Education: MSW - 2014 Meghan Kelley, LCSW-R She, her, hers Title: Global Wellness Counselor, NYU London Education: BA, Psychology - 1993; MSW - 1997 Bernadette “Bernie” Kerr, LCSW She, her, hers Title: Clinical Social Worker Education: MSW - 2013 CWS Team(s): ADHD, Mindfulness, Racial Justice

Eunsung Audrey Kim, LCSW She, her, hers Title: Social Worker Education: MSW

Naa-Adjeley “Ama” Kuma, PhD She, her, hers Title: Clinical Psychologist Education: PhD, Clinical Psychology - 2022 CWS Team(s): Eating Disorder

Priya Kundu, DO She, her, hers Education: Medical Doctor, Psychiatry - 2011

Helen Kwon, LMSW She, her, hers Education: MSW - 2002

Amera Labib, LMHC She, her, hers Title: Crisis Response Counselor Education: MA, Mental Health and Wellness - 2017

Talya Landau, LMSW She, her, hers Title: per diem Wellness Counselor Education: MSW - 2020

Jiyoon Lee, PhD She, her, hers Title: Team Leader / Clinical Psychologist Education: PhD - 2012 CWS Team(s): ADHD, Racial Justice, SAFE Jin Lee, PsyD He, him, his Title: Clinical Psychologist Education: PsyD - 2021 CWS Team(s): Trauma

Li Ting “Ada” Lin, PhD She, her, hers Title: Psychology Postdoctoral Fellow Education: PhD, Counseling/School Psychology - 2023 CWS Team(s): Trauma Tiffany Llewellyn DSW, LCSW She, her, hers     Title: Clinical Social Worker Education: BSSW, MSW, DSW CWS Teams(s): Mindfulness, Racial Justice Yang LU, LCSW She, her, hers Title: Global Wellness Counselor, NYU Sydney Education: MSW - 2011 Colleen MacPhee, LCSW She, her, hers Title: Social Worker II, Sexual Misconduct Support Services Education: MSW - 2015 CWS Team(s): CBT, SPACE, Trauma Talia Mandel Joseph Manera, PsyD He, him, his Title: Staff Psychologist Education: PsyD

Neena Mathew, Psy.D She, her, hers Title: Clinical Psychologist - Sports Education: Psy.D, Clinical Psychology - 2022 CWS Team(s): Eating Disorder Reji Mathew, PhD, LCSW She, her, hers Title: Senior Clinical Social Worker Education: BSW, MSW, PhD CWS Team(s): ADHD, CBT, Eating Disorder Paige McAdam, LCSW She, her, hers Title: Team Leader Education: MSW - 2013 CWS Team(s): DBT, Trauma Anne M. Slocum McEneaney, PhD, ABPP She, her, hers Title: Clinical Psychologist Team Leader Education: PhD, Clinical Psychology - 1990 CWS Team(s): DBT, Eating Disorder Lea Micic Education: MA, Counseling - 2017 CWS Team(s): CBT, DBT Vedrana Mladina, PhD She, her, hers Title: Associate Director of Counseling NYUAD Education: PhD - 2003 CWS Team(s): CBT

Michael Nakhla, MD He, him, his Title: Associate Director, Psychiatry Education: MD - 2017 CWS Team(s): ADHD

Giselle Naronzik, LCSW She, her, hers Title: Per diem Clinician Education: MSW - 2014 CWS Team(s): SRRS

Sarah Nayeem, MD She, they Title: Staff Psychiatrist Education: MD - 2004 CWS Team(s): Gender Team, Trauma

Yvonne Negron, LCSW-R She, her, hers Education: MSW - 2007 CWS Team(s): SAFE, Trauma

Mandy Newman, PhD She, her, hers Title: Postdoctoral Fellow Education: PhD, Clinical Psychology - 2023 CWS Team(s): SAFE

Charlean Norford, MA She, her, hers Education: MA, Psychological Counseling - 2018

Hussein Omar, MB Bch, MSc, FRCPsch, CCT He, him, his

Peggy Papathomas, CRNP, MSN She, her, hers Title: Psychiatric Mental Health Nurse Practitioner Education: BS - 2017, MSN - 2020

Tiffany Parris, PsyD Colleen Phillips, PhD She, her, hers Title: Clinical Psychologist Education: PhD, Psychology - 2016 CWS Team(s): ADHD, Mindfulness, SAFE, Trauma Sohamy Pinard, PMHNP She, her, hers Title: Psychiatric Mental Health Nurse Practitioner Education: Masters Siobhan Pokorney, LCSW She, her, hers Education: MSW; PhD Candidate

Julia Pressman, LCSW She, her, hers Title: Per Diem Clinician Education: BA - 2014; MSW, Clinical Social Work - 2019 Wanda Ramos Duchatellier, LCSW-R She, her, hers Title: Clinical Social Worker Education: MSW - 1990 CWS Team(s): Mindfulness, Trauma

Silvia Re, PhD, LMHC She, her, hers Title: Psychology Postdoctoral Fellow Education: PhD, Counseling Psychology - 2023 CWS Team(s): Eating Disorder Erika Richman, LCSW She, her, hers Title: Assistant Director, Counseling & Wellness Emergency Response Education: MSW - 2005 David Rust, LCSW Social Worker Hayley Schiller, LMSW Linda Sheehan, LCSW She, her, hers Education: MSW - 2006 CWS Team(s): Gender Team, Mindfulness, SAFE

Heidi Sommers, LMSW She, her, hers Education: MSW - 2020 Andrene Spencer-Lovejoy, PsyD, MATM She, her, hers Title: Clinical Psychologist Education: PsyD, Clinical Psychology - 2019; MA, Theology and Ministry - 2019 Lauren Stahl, DPsych She, her, hers Title: Wellness Counselor, NYU Sydney Education: BS, DPsych

Sarah Stephens, LCSW She, her, hers Education: MSW, Advanced Clinical Practice - 2007

Andrea Stopa, LMSW She, her, hers Title: Social Worker Education: MSW - 2020

Maria Tapia, LCSW She, her, hers Title: Crisis Response Counselor Education: MSW - 1998 Jingru Tan, LCSW Victorio “Vic” Tolentino Jr., JD, MPH, NP He, him, his Title: Psychiatric Mental Health Nurse Practitioner Education: JD - 2001; MPH - 2007; MSN - 2010 Teams: Psychiatry Varsha Vaidya MD Title: Staff Psychiatrist Education: MD Stephen Vivar, LCSW He, him, his Title: Crisis Response Counselor Education: MSW - 2012 Siobhan Walsh, LCSW She, her, hers     Title: Crisis Response Counselor Education: MSW

Deb  Weiss, LICSW She, her, hers Title: Wellness Counselor, NYU DC Education: BA - 1991, MSW -  1999 CWS Team(s): CBT, DBT

Christopher Wu, PMHNP-BC He, him, his/ They, them, theirs Title: Nurse Practitioner Education: PMHNP -  2022 CWS Team(s): ADHD, CBT, DBT, Gender Team, Mindfulness, Racial Justice          Wern How Yam, PhD He, him, his Title: Assistant Director, Psychology Training and Professional Development Education: PhD, Clinical Psychology - 2017 CWS Team(s): CBT, SAFE

Satin Zakar, DO She, her, hers Education: DO - 2018 CWS Team(s): SAFE

Sara Zeugmann, PhD She, her, hers Title: Wellness Counselor, NYU Berlin Education: BA/MA, Experimental Psychology; MS, Psychology; PhD, Psychiatry Jinzhao “Clare” Zhao, PhD She, her, hers Title: Licensed Psychologist Education: PhD, Counseling Psychology - 2019

Psychology Doctoral Programs in New York

As a place known for educating and fostering the pioneers and thought leaders of modern psychology, it stands to reason that there are a large number of psychology doctoral programs to be found in New York City and throughout the state.

Psychology has evolved over the last century into an established social science that seeks to better understand why individuals act, react, and make decisions in certain ways. At the highest level, psychology PhD and PsyD programs in New York give students the skills they need to conduct scholarly research, break new ground in psychological treatment and diagnosis, and even acquire the skills they need to seek jobs in academia, educating a new generation of psychologists

Whether you already know exactly what university program you want to attend or you’re still debating the merits of a PsyD vs PhD , you can be sure the doctoral programs here in New York will provide you with an opportunity to learn, discuss, reflect, grow and even contribute your own original research.

In fact, doctorate in psychology requirements almost always involve extensive research, but also include all the theoretical and applied training you need to qualify for New York state licensure and serve clients and patients in need of everything from counseling to more intensive clinical interventions.

What you do with a PhD in psychology has a lot to do with the types of clients you work with. Doctoral students may specialize in specific practice areas, everything from child psychology to sports psychology, often going into  private practice  to work with the clients and communities they feel compelled to help.

Home to the nation’s leading schools in the field of psychology, doctoral students enrolling in New York’s psychology programs will be following in the footsteps of great minds who have contributed to the research and literature that informs modern clinical practices and even the textbooks you’ll be learning from.

Psychology Doctoral Programs: New York (A – Z)

Adelphi university.

Adelphi University began as a private preparatory school in Brooklyn in 1863. It quickly became known for innovative curriculum in the areas of physical culture and early childhood education. In 1893, Charles H. Levermore, Ph.D., who was the head of the Academy, recognized the need for a liberal arts college, and succeeded in achieving a charter, one of the earliest in New York. In 1929, Adelphi College became the first private, coeducational higher education institution on Long Island, and earned university status in 1963. Today, there are more than 12,000 students enrolled at Adelphi, studying both full- and part-time.

Gordon F. Derner Institute of Advanced Psychological Studies

The Gordon F. Derner Institute of Advanced Psychological Studies became the first university-based psychology school in 1972. The school is recognized as a leader in the field of psychology studies, as students engage in both traditional classroom learning and clinical practice. The institute is named for its founding dean, Gordon F. Derner, who began the clinical training program at Adelphi. He was a respected clinical psychology, and Adelphi honored him by naming the institute a year after he passed.

Doctoral Program in Clinical Psychology

The doctoral program at the Derner Institute prepares students for careers in research and teaching by offering a curriculum that includes core psychology classes, clinical theory and supervised clinical practice. During the first year of study, students begin with clinical training in the diagnostic psychological testing labs. The second year has students placed in an eight-hour externship with an option to begin psychotherapy training in the school’s clinic. It is during the second year that participation in an ongoing case conference begins. Students in their third year complete a 16-hour externship as well as continued case conference and psychotherapy training. The final year includes continued clinic training while students begin to apply for a full-time internship which starts during the fifth year of the program.

Accreditation

• Middle States Association of Colleges and Schools
• New York State Education Department
• American Psychological Association

Adelphi University 1 South Avenue PO Box 701 Garden City, NY 11530-0701 Telephone: 516-877-3050 Email: [email protected]

Alfred University

Alfred University was founded in 1836, and is the second oldest coeducational college in the United States. It was one of the earliest colleges to admit African and Native American students, continuing the tradition of the liberal, independent thinkers who created the institution originally. Today, Alfred University has approximately 2,300 students enrolled in their undergraduate and graduate degree programs who attend the 232-acre campus in Alfred, New York.

College of Professional Studies

The College of Professional Studies at Alfred University offers students a diverse education in a wide variety of degree programs to help prepare them for careers in a global market. Education is obtained through traditional classroom studies and real-world experiences. Faculty consists of individuals with outstanding credentials in their professions, bringing on-the-job experience into the classroom to better provide insight to students about what their chosen profession will bring.

Graduate School: School Psychology

The Doctor of Psychology in School Psychology (Psy.D.) follows a practioner-scientist model designed to provide students with the advanced skills they need for positions in child and family settings. It is a three-year program that also includes a one-year full-time doctoral internship and the completion of a doctoral dissertation. Completion of the program enables students to apply for licensure as a psychologist, as well as a school psychologist at the national and state level. After the first two years of study, students are awarded a Master’s Degree. Students must have earned a Bachelor’s Degree or higher in an area of psychology. Students that already have a Master’s degree in School Psychology from universities other than Alfred University must contact the school regarding admission. All requirements must be completed within seven years.

• Middle States Commission on Higher Education
• American Psychological Association, Commission on Accreditation

Alfred University Admissions Coordinator Jane Atlas, Ph.D. Professor of School Psychology 1 Saxon Drive Alfred, NY 14802 Telephone: 607-871-2212 Email: [email protected] Program Website

Binghamton University/State University of New York

Binghamton University began as Triple Cities College in 1946 with the goal of serving veterans who were returning from service in World War II. Originally, the campus was located in Endicott and was a branch of Syracuse University. In 1950, the school was incorporated into the State University of New York and was renamed Harpur College in honor of a Colonial teacher, patriot and pioneer, Robert Harpur. At the time, it was one of only two public liberal arts colleges in New York. In 1961, the campus moved across the Susquehanna River to Vestal, and in 1965, the campus was officially named State University of New York at Binghamton, while the informal name Binghamton University was adopted in 1992. Today, the 930-acre campus sits on a wooded hillside and consistently receives the “green rating” from The Princeton Review. The layout of the campus is modeled after Oxford University, and there are 190 acres of protected forest and wetlands on the grounds.

The Graduate School

Students who attend The Graduate School at Binghamton develop the skills necessary to advance their careers and excel in their chosen profession. The combination of fresh, dynamic research with highly professional faculty provides students with traditional classroom learning as well as real-world knowledge to help them develop advanced skills in their career choice.

Clinical Psychology

Students in the Clinical Psychology program are trained as sensitive and caring psychologists who are not only empathetic, but have the scientific background to respond to complex assessment and treatment of human mental-health issues. The program combines classwork, research training and clinical skills that increase the student’s independence, responsibility and determination. Students are treated as “junior colleagues,” collaborating fully with productive professionals. They gain real-world experience through attending and presenting at conferences, as well as publishing research, reviewing manuscripts, writing grants, and consulting on cases. Students must have a bachelor’s degree or equivalent from an accredited college or university, a minimum 3.0 GPA in undergraduate coursework and provide transcripts from any college or university attended. In addition, students must submit three letters of recommendation, a personal statement, resume and official GRE scores to be admitted to the program.

• Commission on Accreditation

Binghamton University State University of New York 4400 Vestal Parkway East Binghamton, NY 13902 Telephone: 607-777-2000 Email: [email protected]

The City College of New York, City University of New York

The City College of New York was originally founded in 1847 by wealthy businessmen and Townsend Harris, the president of the Board of Education. It was known then as the Free Academy of the City of New York and was established to provide education to the poor and to children of immigrants based on their academic merit. The school became one of the country’s greatest democratic achievements by showing tolerance for diversity. In 1866, the Free Academy, which was a men only school, was renamed the College of the City of New York. Women were admitted, but only for graduate programs, in 1930, but by 1951, the entire campus was coeducational. No college, even today, has had more students who went on to win Nobel Prizes, earning the university the names “Harvard of the Proletariat,” “the poor man’s Harvard,” and “Harvard-on-the-Hudson.”

Department of Psychology

The Department of Psychology at the City College of New York trains leaders in the science and practice of psychology. Students learn through fieldwork, independent study and traditional classroom experiences that focus on social, cultural, clinical and other influences of behavior. Through the Psychology Advisement Support System (PASS), students receive guidance throughout their academic experience and there are several organizations available for students to provide additional background in the field of psychology.

PhD Program in Clinical Psychology

The Ph.D. program in Clinical Psychology at the City College of New York encourages students to become thoughtful, productive scholars. Students develop an understanding of psychology as a science and the skills necessary to promote human welfare. Students are prepared to serve professionally in the field of psychology in areas of research, teaching and practice. Students may choose to specialize in specific areas of the industry as well. The faculty and labs are located on several campuses throughout the CUNY system and all faculty at the doctoral level are top scholars in their field.

• Commission on Higher Education
• New York State Department of Education

Maureen O’Connor Executive Officer Graduate Center Psychology 365 Fifth Avenue New York, NY 10016-4309 Telephone: 212-817-8705 Email: [email protected]

Fordham University

Fordham University was founded in 1841 as St. John’s College by the Right Reverend John Hughes. The Jesuit University began in Rose Hill Manor and was the first Catholic Institution of higher education in the northeastern United States. It is located in the town of Fordham, which is derived from two Anglo-Saxon words, “ford” and “ham.” The word translates to wading place or ford by a settlement, and the college officially changed their name to Fordham in 1907. Today, the college draws students from around the world who choose from more than 60 majors in a wide variety of curriculums.

Graduate School of Arts and Sciences

The Graduate School of Arts and Sciences at Fordham University offers rigorous curriculum taught by faculty members that are accomplished in their professions, yet approachable. Students learn in classroom and lab settings while being encouraged to contribute to their chosen field and make it unique to them. Students make professional presentations in scholarly societies and many students have received external funding awards.

Ph.D. in Applied Developmental Psychology

The Ph.D. in Applied Developmental Psychology has received national recognition for the excellence of their research and leadership in establishing national guidelines for graduate education in the field. The program focuses on rigorous research in both the laboratory and hands-on settings, helping students acquire the skills of basic, applied and prevention science necessary to succeed in the industry. Students gain knowledge and skills in cognitive and social development related to family, school and neighborhood influences.

Ph.D. in Clinical Psychology

For more than half a century, Fordham had been training clinical psychologists, preparing students for practice, research and teaching in the field. The faculty is diverse and the program admits students whose backgrounds are equally diverse. The goal is to prepare students for many different careers in the psychology industry. Students are admitted to the program within the department rather than to a faculty member’s lab, but students who have a desire to work with a particular faculty member may indicate that interest on their admission materials. Students are free to work with any faculty on their doctoral dissertation should their research interests change during their course of study.

Ph.D. in Psychometrics and Quantitative Psychology

The Psychometrics and Quantitative Psychology doctorate program at Fordham focuses on research-oriented aspects pertaining to behavioral sciences. Students learn statistical, psychometric and other research techniques with a strong computer focus. Completion of the program qualifies students to obtain positions in academic and industry positions such as teaching, consulting, program evaluation, and academic research. Students must have a background in general psychology.

• National Association of School Psychologists

Psychology Department Rose Hill Office 226 Dealy Hall Bronx, NY 10458 Telephone: 718-817-3775 Email: [email protected]

Hofstra University

Hofstra University was founded in 1935 as an extension of New York University. It was founded on the estate of wealthy Dutch immigrant, William S. Hofstra and his second wife, Kate Mason. Mrs. Hofstra had provided the bulk of her property and estate to be used for a charitable, scientific or humanitarian purpose and be named in honor of her husband. Two friends of the couple, Howard Brower and James Barnard were left with the task of deciding what to do with the estate. They were approached by Truesdale Peck Calkins who had been seeking a location for an institute of higher learning, and an agreement was reached with New York University to begin a coeducational, commuter institution. In 1939, the campus separated from NYU and was granted its own charter in 1940.

College of Liberal Arts and Sciences

The College of Liberal Arts and Sciences allows students to explore new talents while preparing for many career options. Skills that are valued in every industry, such as communication, critical thinking and analysis, are part of the curriculum at Hofstra. In addition, students are provided with lectures, seminars, performances and other special events that increase their knowledge base. Professors are committed to finding multiple research opportunities designed to challenge students.

The Ph.D. program in Clinical Psychology at Hofstra is designed to provide students with the skills necessary to build a solid scientific foundation in the psychopathology field. Graduates have found employment in a wide variety of mental health clinics, group practices and other agencies dedicated to mental health. Students learn through lectures, readings, discussions and role plays, as well as through practicum in the Psychological Evaluation, Research & Counseling clinic. All students are required to take a year-long research design course and complete an original project, many of which are reported at annual meetings and conventions.

• American Psychological Society

Joan Connors Hofstra University Hempstead, NY 11549-1000 Telephone: 516-463-6600 Email: [email protected]

Long Island University, Brooklyn Campus

Long Island University, Brooklyn Campus has deep historic roots beginning in 1926 when the founders of the college committed to admitting students based on merit rather than sex, race, religion or national origin at a time when higher education was often defined by quotas and discrimination. Originally, the campus was located at 300 Pearl Street, and the original student body was comprised of immigrants and their children seeking to better themselves through higher education. The Great Depression and World War II put the university under severe financial restraints, and the 300 Pearl Street building was sold, scattering classes to other locations. The GI Bill improved enrollment, and the college began to add more programs. Today, the Brooklyn campus of Long Island University has more than 11,200 students in over 200 academic programs.

Richard L. Conolly College of Liberal Arts and Sciences

The Richard L. Conolly College of Liberal Arts and Sciences is named for a United States Navy Admiral who served in both World War I and II, who was president of Long Island University from 1953 until 1962. Mr. Conolly and his wife, Helen, were killed when American Airlines Flight 1 crashed into Jamaica Bay after taking off from Idlewild Airport in New York on March 1, 1962. The college provides educational foundation for many academic and professional programs. The college offers an outstanding faculty who provide supportive assistance to students throughout their education at the university.

Ph.D. in Psychology

Students in the doctoral program in psychology at Conolly College has a dedicated suite of research labs and seminars, and visitors often comment on the comfortable appearance of the department. The program emphasizes sophisticated skills in assessment, intervention and research. Students learn to diagnose, treat and study a broad range of psychological phenomena. The program is influenced by psychodynamic approaches with an emphasis on integrating differing theoretical points of view. Students must complete 90 credits of graduate courses, three-years of practicum training, presentation of an independent research project, and a full-time 12-month clinical internship. Students must have a score of 302 under the new system or 1100 under the old system on the verbal and quantitative sections of the GRE and a 550 on the Psychology portion of the examination. Students must have a grade point average of 3.2 with no less than 15 credits in psychology.

• American Psychology Association

LIU Brooklyn 1 University Plaza Brooklyn, NY 11201 Telephone: 718-488-1011 Email: [email protected]

Long Island University, C.W. Post Campus

The Long Island University C.W. Post Campus, commonly known as LIU Post, is located on a 307-acre campus on the north shore of Long Island. The community where the college is located, the Village of Brookville, is ranked among the most desirable areas in the country. The college began in 1955 with no accredited degree programs, classrooms that were created from converted barns, garages and servant bedrooms, no sports teams or no traditions. The campus is named for cereal magnate, Charles William Post, the father of Marjorie Merriweather Post. LIU purchased the 177-acre estate of Ms. Post for $200,000 to establish a liberal arts college in the area.

The College of Liberal Arts and Sciences is the oldest, largest and most diverse college at LIU Post. Students learn through comprehensive programs gaining knowledge, as well as creative thinking and intense intellectual exchange skills. The faculty at the college consists of many highly accomplished scholars, researchers and artists. Classes are small and offer a personalized learning experience.

Doctor of Psychology (Psy.D.)

The Doctor of Psychology program at LIU Post trains students to become clinical psychologists with a strong focus on underserved populations. Students gain competencies in one of three areas:

• Applied Child
• Family Violence
• Serious Mental Illness

After the first year, students balance traditional classroom training with clinical training with externships in approved patient-care facilities. Second year students train at the LIU Post Psychological Services Center, which is a low-cost preventative and clinical health service that provides assistance to members of the surrounding community. Third and fourth-year students complete closely supervised externships in the New York-New Jersey area. The program requires a five-year, full-time commitment. Applicants must have a bachelor’s degree in psychology with a competitive GPA and a minimum of 18 credit hours of psychology. Students must have taken courses in statistics, research design or methods, personality and abnormal psychology. Students must have a competitive GRE score and fieldwork in the area of clinical psychology.

• Commission of Higher Education of the Middle States Association of Colleges and Secondary Schools

Clinical Psychology Doctoral Program LIU Post 720 Northern Boulevard Brookville, NY 11548-1300 Telephone: 516-299-2090 Email: [email protected]

The New School

The New School was founded in New York City by a small group of American intellectuals and educators. They were frustrated by the intellectual abilities of traditional colleges, envisioning one where faculty and students could address problems facing society in an honest way. In 1919, Charles Beard, John Dewey, James Harvey Robinson and Thorstein Veblen opened The New School for Social Research. Over the years, the name of the school was shortened to The New School, but the mission of the school did not. Originally, the college offered courses in areas that interested the founders, such as international affairs, social sciences and philosophy. Eventually, drama, literature, writing, performing arts and others were added to the curriculum. Today, there are over 10,000 students enrolled at The New School, working toward degrees or diplomas in 135 programs.

The New School for Social Research

The New School for Social Research addresses issues of political, cultural and economic concerns. Students who choose to attend the New School for Social Research are intellectually curious, motivated and committed to affecting change in their chosen professions. With its location in New York City, students are able to gain access to many resources uncommon in the university setting.

Psychology (PhD)

Students who enter the graduate psychology program at The New School are encouraged to research areas that are sensitive to social, cultural and political influences that affect individuals and communities. Students may choose from the Cognitive, Social and Developmental Psychology (CSD) or the PhD in Clinical Psychology. The school focuses on an interdisciplinary approach that fosters interaction between the two advanced degrees. Students must successfully complete the Graduate Record Examination (GRE) and submit scores to the admissions office.

Department of Psychology The New School for Social Research 80 Fifth Avenue, 7th Floor New York, NY 10011 Telephone: 212-229-5727 Email: [email protected]

New York University

New York University began more than 175 years ago when Albert Gallatin who served as Secretary of the Treasury under both Thomas Jefferson and James Madison, announced his desire to establish a system of education “fitting for all.” In 1831, New York University brought that dream to reality, and it is the largest private university in the country. Today, more than 40,000 students are enrolled at NYU, in stark contrast to the 158 enrollees during NYU’s first semester. The staff of 14 has grown to 3,100 full-time members. The center of the university is in the heart of Greenwich Village, with no walls or gates, keeping the students deeply intertwined with the heart of New York City.

The Graduate School of Arts and Sciences at NYU offers 54 programs in 200 fields of study that cover a wide variety of disciplines. They were the second university to offer an earned doctorate in the country, which is why they put great value in tradition in addition to the innovation and research they are renowned for. The college understands that graduate work is for the future, whether the future of ideas, natural worlds or community needs.

Cognition & Perception Doctoral Program in Psychology

Students who enter the Cognition & Perception doctoral program at NYU investigate the manner in which people perceive, think and act. The program has a strong research component and students are exposed to a broad range of cognition and perception education. Students and faculty work closely with other departments to examine mental processes such as memory, language, emotion, motor control and others related to cognition and perception.

Doctoral Program in Social Psychology

The social psychology program at NYU trains students in theories, principles and research related to understanding behavior. The program includes studies in:

• Social cognition and attitudes
• Motivation, emotion and self-regulation
• Relationships, personality and social development
• Groups, organizations and societies

Students hare well-equipped labs and promote an open door relationship between students and faculty. Although students work closely with one member of faculty, the university requires that they work in at least one other lab to promote breadth of training.

Department of Psychology New York University 6 Washington Place New York, NY 10003 Telephone: 212-998-7900 Email: [email protected]

As society continues to evolve, doctoral programs in psychology in New York will become increasingly important, and students who choose to enter these programs are uniquely qualified to deal with issues facing individuals, groups and communities.

Pace University

Dyson college of arts and sciences.

The Dyson College of Arts and Sciences is a leading educator of those who pursue degrees in the liberal arts and social sciences, and it maintains one of the largest and most active psychology programs in the country at the graduate level. The school’s signature offering is its combined degree in both school psychology and clinical psychology. Those who complete this combined program typically receive both a PsyD degree for general practice and an M.Ed. degree for the practice of psychology in an academic setting. Particular emphasis is placed on a professional code of ethics in combination with treatment methods, counseling procedures, and scholarly research alongside established industry experts and professors.

School-Clinical Child Psychology, PsyD

In the state of New York, those who wish to practice general psychology in a private practice, hospital setting or within a government or public setting must be recommended for licensure by a state board. The New York State Licensing Examination can only be undertaken by those who have completed either a PhD or PsyD doctoral program, and that’s exactly what this combined degree offers.

In acquiring that particular degree, candidates will take a combination of practical courses and research opportunities over the course of several years. The combined program will also result in a Master’s in Education, with a focus on school psychology. Supervised counseling experiences are required as part of that degree, and will be arranged with both private and public schools throughout New York City and the surrounding areas.

Accreditations:  American Psychological Association Commission on Accreditation (CoA), Middle States Commission on Higher Education

Pace University Dyson College of Arts and Sciences 1 Pace Plaza New York, NY 10038 Phone: (914) 773-3648

St. John’s University

St. John’s has always maintained one of the best liberal arts departments in the country among private universities, and its psychology programs have been highly ranked both at the undergraduate and post-graduate levels. For those pursuing their doctorate and the ability to sit for the New York State Licensing Examination, the coursework and eventual degree offered at SJU will fulfill all requirements will exposing students to professional experience, scholarly research, and essential classroom instruction time with industry experts.

Clinical Psychology, Ph.D.

One of the most unique things about the PhD in clinical psychology at St. John’s University is that it’s actually two programs under a singular title. At the time of their admission, students will choose one of two tracks. The first, and by far the most popular track, is the generalist psychology course load. This PhD program gives students a broad array of topics to cover during their stay in residence at St. John’s, preparing them for work in settings ranging from hospitals and public service to private practice and even school settings. A specialty degree track gives students the alternative option of focusing solely on clinical psychology. This particular degree will focus more heavily on early intervention, diagnosis, treatment, and the pharmaceutical remedies that blur the lines between psychiatry and psychology.

St. John’s University Office of Graduate Admission 8000 Utopia Parkway Queens, NY 11439 Phone: (718) 990-2790 Email: [email protected]

Stony Brook University (State University of New York)

Stony Brook University is part of the massive State University of New York system, which gives in-state residents the opportunity to pursue their doctoral degree at affordable, public tuition rates. The Department of Psychology maintains a PhD in clinical psychology for those who are looking to cover a broad array of general topics and build on undergraduate or graduate-level coursework in the field. As part of the liberal arts and social sciences division on campus, those who study psychology may seek teaching assistantships with professors, participate in scholarly research into cutting-edge psychological treatments, and participate in supervised clinical experience throughout their time as a degree candidate.

Stony Brook has a long-established history as one of the best psychology schools in the state of New York, and for good reason: Students in the doctoral program benefit from on-campus laboratories and research projects, off-campus affiliations and professional networks, and the type of rigorous instruction that has long led to graduation of the best psychologists in the country. Though the program is a clinical one, students are exposed to a large range of topics across age groups, demographic cohorts, and socioeconomic levels. This prepares them for intervention, diagnosis, and treatment in a truly limitless number of settings after they graduate from the program.

SUNY Stony Brook Department of Psychology Stony Brook, NY 11790 Phone: (631) 632-7855

Syracuse University

At Syracuse University, emphasis has been placed on not only the quality of professors in the doctoral program, but also their contributions to the advancement of psychology as both a practical and academic subject. For this reason, it’s not uncommon to see professors earn multimillion-dollar grants for continued scholarly research. It’s also not uncommon to see those same professors giving free and open lectures to the entire campus community on the most pressing psychological and behavioral issues of the day. As an added benefit the city of Syracuse contains numerous businesses and private practices that maintain an exclusive relationship with the university for supervised practicum experience, job placement, research, and more.

School Psychology, PhD

School psychology is perhaps the fastest growing of the disciplines within the broader industry. The reasons for this are numerous: Much research in the past few decades has been focused on developmental concerns and considerations, since these developmental quirks affect the learning process and they are directly related to how well students adjust and mature during their time in school. School psychologists have also been instrumental in preventing or addressing bullying issues, and their services are almost always required after a traumatic incident. With a combination of developmental psychology coursework, supervised school psychology experience, and on-campus research, graduates of this program will be able to easily help today’s students overcome their challenges through high school graduation.

Clinical Psychology, PhD

The clinical program on-campus at Syracuse University is a bit broader than the PhD in school psychology. In this track, degree candidates learn how clinical services are administered to people with different backgrounds, unique mental illnesses or psychological disorders, and in unique circumstances. They’ll be required to pursue off-campus supervised experience with an existing industry professional, and many will seek on-campus roles either as a research assistant, a teaching assistant in undergraduate courses, or through a fellowship that combines coursework and research on an ongoing basis.

Syracuse University Psychology Department 430 Huntington Hall Syracuse, NY 13244 Phone: (315) 443-2354 Email: [email protected] Program Website

Teachers College, Columbia University

Counseling and clinical psychology department.

Columbia University’s status as an Ivy League institution means that it offers students some of the best professional networking after graduation when compared to any other New York university with a psychology program. The school’s long history and prestigious list of alumni also means that it enjoys expanded funding, wider degree program choices, and the ability to land some of the best clinical training placements anywhere in the city of New York. Department faculty are among the most celebrated in their field, and a number of them have achieved a great deal of fame via their own experiments, hypotheses, and media appearances to explain new developments in psychological assessment, intervention, and treatment.

In the clinical psychology program, students will take a core of psychology courses that focus on diagnosis and treatment of common psychological disorders in a number of different settings. They’ll learn the impacts of geography, economy, and other influencing factors on those disorders and how to best compensate for each of those factors in patients that they’ll treat after graduation. To help them learn more about these unique considerations, students will be required to complete at least a single off-campus, supervised clinical placement with an existing professional. Many students also opt for on-campus assistantships in research or teaching as well.

Counseling Psychology, PhD

Counseling presents a few concerns that are unique when compared to clinical services. In counseling, the focus is much more on treatment and less on a mere diagnosis. For this reason, students who opt for this particular program at Columbia will be taught the current methods of proper counseling and self-actualization through psychological help. They’ll still learn all about today’s psychological disorders, their impacts and unique circumstances, and they’ll also seek out a counseling internship to gain a greater degree of clarity. Students in this program, like their clinical counterparts, often find assistantships on campus to further boost their understanding of these concepts.

Through a partnership with numerous public and private schools in the greater New York metropolitan area, Columbia University prepares students to face the unique challenges that await today’s elementary, middle, and high school students. Thanks to on-campus lectures and research concerning bullying, abuse at home, and the developmental issues facing today’s kids, graduates will be given a set of tools to help mitigate those issues and promote healthy outcomes. Near the conclusion of the program, students will be paired with partnered school for a supervised counseling observation and internship that will help boost their professional quality even more.

Teachers College, Columbia University Clinical Psychology 525 W 120th St. New York, NY 10027 Phone: (212) 678-3267 Email: [email protected]

University at Albany (State University of New York)

Psychology department.

The University at Albany, which is part of the public SUNY system in New York, maintains an extensive psychology department. Degrees are offered at both the undergraduate and doctoral levels, with many professors crossing over between the two programs. A large majority of the school’s psychology professors maintain their own labs and conduct their own experiments, several of which have won lucrative awards for continued research and refinement of established findings. The school maintains a center for autism and related disabilities, actively studying these unique psychological disorders and their causes, potential treatments, and how they affect those diagnosed.

The clinical setting is among the most important in psychology, since it’s often the first place where a new or deepened disorder is detected. At the University of Albany, students learn how to diagnose both serious and mild disorders, and they learn the importance of early intervention, diagnosis, and treatment. The school’s autism center contributes to enhanced coursework relating to early autism detection, potential treatments and mitigating activities, and how to discuss this particular disorder with new parents.

University at Albany State University of New York 1400 Washington Ave. Albany, NY 12222 Phone: (518) 442-3300 Email: [email protected] Program Website

University at Buffalo (State University of New York)

SUNY’s University at Buffalo is considered one of the most prestigious schools in New York’s public university system, especially as it concerns the Department of Psychology. The department is very research oriented, and currently is looking into the psychology of everything from women in the workplace to the impact of childbirth on both short-term and long-term psychological health. In the classroom, the department offers a clinical program and a combined degree that focuses on both counseling and school psychology scenarios. Graduates from both programs are eligible for New York’s state licensing examination and, courtesy of professional internships, will graduate with a robust network available to them during the job application process.

As with virtually all clinical psychology programs, the PhD in clinical psychology at the University at Buffalo is concerned primarily with early diagnosis and intervention. Students will become masters of the DSM-5 diagnosis manual, and they’ll learn about today’s most common psychological disorders, treatments, and more. All students in the clinical program will engage in at least one professional, supervised job placement with a current clinical specialist. On campus, students will typically be required to engage either in academic research or in a teaching assistantship that places them in undergraduate psychology courses.

University at Buffalo (SUNY) Department of Psychology Park Hall Room 204 Buffalo, NY 14260-4110 Phone: (716) 645-3651 Email: [email protected] Program Website

University of Rochester

Department of clinical and social sciences in psychology.

The University of Rochester is easily one of the best institutions in Western New York when it comes to virtually all programs, but especially psychology. The school’s program as long been APA-accredited and has typically been home to award-winning, grant-earning professors who have broken new ground in diagnosis and treatment of today’s most serious psychological disorders. The department maintains on-campus labs, with most doctoral students acting as research assistants. The university’s commitment to the latest technology enhances the ability to engage in research while learning key concepts in the classroom as well.

PhD in Clinical Psychology

Students at the U of R undergo a clinical psychology program at the doctoral level that teaches them how to identify common disorders, how to understand the causes and best treatments of rare or very serious disorders, and the importance of early intervention, referral, and treatment of all psychological problems. Through a supervised internship and on-campus research, students will learn how to put these skills to use almost as soon as they learn them, and they’ll develop their own slate of research credits, professional networking links, and post-graduation job opportunities.

University of Rochester Department of Clinical and Social Sciences in Psychology Meliora Hall P.O. Box 270266 Rochester, NY 14627 Phone: (585) 273-3264

Yeshiva University

Ferkauf graduate school of psychology.

Among private and faith-based universities, few names in psychology are more prestigious than the Ferkauf Graduate School of Psychology. With three distinct programs and a history of producing some of today’s most seasoned experts in the field, those who attend Yeshiva for any doctoral program will find that they have virtually limitless opportunities after graduation. Dozens of on-campus labs play host to both shorter and long-form psychological studies, while professional networks in the New York community make for thrilling internship placements and job experiences that will benefit graduates over the long-term.

Clinical Psychology Health Emphasis, PhD

The Health Emphasis program at Yeshiva is unique among all programs in the state of New York, since its primary emphasis is on how today’s clinical psychologists contribute to healthcare settings and the general health of today’s professionals. This track is certainly concerned with diagnosis and intervention, but it also examines the link between disease and psychological disorder, mental well being and long-term health, and other causal relationships. Research, a full-time internship, and numerous observed experiences are required within this program.

Clinical Psychology, PsyD

The 114-hour program in clinical psychology is one of the most extensive in the state of New York. Its focus is on general psychological health, well being, and treatment. Students will engage in routine on-campus research early in the program, and advance soon thereafter to part-time internships, observations, and clinical experiences. During the program’s fifth and final year of study, all students will complete a required, full-time internship that will see them not only observe and practice while under supervision, but also take on a great deal of responsibility and professional initiative as well.

Clinical and School Psychology, PsyD

Many programs blend counseling and school psychology, but Yeshiva is one of the two to combine school psychology with clinical knowledge and experience. For this reason, the combined degree focuses on identification of major psychological programs, identification of the root cause of common developmental problems, and an understanding of the origins of things like bullying, poor academic performance, and other unusual behaviors in the classroom. Supervised experiences, even those at a full-time level, typically take place in schools or similar academic settings during the final year of this program.

Yeshiva University Ferkauf Graduate School of Psychology 500 West 185th Street New York, NY 10033 Phone: (212) 960-5400 Email: [email protected]

Great Choices for Doctoral Psychology Students in New York

With a number of great doctoral programs in psychology in New York, students local to these outstanding universities will acquire the skills they need to grow as professionals and even teach up-and-coming psychologists all they need to know in order to succeed in the field.

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The most up-to-date Covid-19 Information for the upcoming semester

Department of Psychology

Undergraduate, master's, study abroad, prospective student faq's, attend an information session, info for current students, psych central, application requirements, ph.d. in cognition and perception, psychology in the news, jan. 03, 2024, one of our adjunct faculty, dr. anna marie valerio, was recently elected as a fellow in the society of industrial-organizational psychology (siop)., feb. 01, 2024, dr. alec marantz was inducted as a fellow of the linguistics society of america at its 100 anniversary meeting in january., feb. 28, 2024, the american academy of political and social science (aapss) has elected dr. john jost as their 2024 james s. jackson fellow, in recognition of their contributions to the advancement of social science., mar. 11, 2024, emily balcetis was just awarded an arts and science teaching innovation award., view all psychology news and awards, nyu psychology events this semester.

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MPCAC-Accredited Online Master’s Degrees in Counseling from NYU Steinhardt MPCAC-Accredited Online Master’s Degrees in Counseling from NYU Steinhardt MPCAC-Accredited Online Master’s Degrees in Counseling from NYU Steinhardt

Request more information.

NYU Steinhardt offers two online counseling master’s programs through Counseling@NYU: one in  school counseling  and one in  mental health counseling . These programs are both accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC) and equip you with the skills and field training to pursue certification as a counselor in your community.

Full-time and part-time study options are available  for both the master’s in school counseling and the master’s in mental health counseling.

School Counseling and Mental Health Counseling

Online Master’s in School Counseling

The online master’s in School Counseling program prepares you to guide pre-K–12 students toward success by becoming a school counselor. After graduating, you will be able to:

• Create school programming that promotes the wellbeing of students, families, and communities.
• Facilitate the social, cultural, and academic development of pre-K–12 students.
• Develop approaches that foster cultural inclusiveness.
• Use relationship-building skills to help close achievement and opportunity gaps.

The master’s in school counseling offers an  optional concentration in bilingual school counseling , in which you will focus on bilingual and multicultural theory and learn how to approach challenges facing students who speak English as a second language. Ask an admissions counselor about the School Counseling or Bilingual School Counseling Dual Degree option.

Learn more about the school counseling curriculum.

Online Master’s in Mental Health Counseling

The online master’s in Counseling for Mental Health and Wellness program prepares you to become a counselor who works with culturally diverse populations across the life span. After graduating, you will be able to:

• Help clients of all ages and backgrounds craft lives of health, wellness, and meaning.
• Apply critical counseling skills, including case conceptualization, practice, and advocacy.
• Conduct assessments and interventions with children, adolescents, and adults.

The master’s in mental health counseling allows you to tailor your program by choosing from a variety of elective courses on topics like cognitive behavioral therapy, substance-related disorders, marriage and family counseling, adolescent sexual decision-making, responses to trauma, and immigrant-origin youth.

Learn more about the mental health counseling curriculum.

Join Our Next Cohort of Aspiring Counselors

Take the next step toward serving your community as a school counselor or mental health counselor.

Admissions Deadlines and Requirements

Counseling@NYU admits students on a rolling basis, and we are currently accepting applications for both our school counseling and mental health counseling programs.

GRE scores are not required for admission.

Review the application requirements and upcoming cohort deadlines.

The master’s in school counseling and master’s in mental health counseling programs are designed to help you  promote social justice in your community by helping people of all backgrounds realize and reach their potential.

A Curriculum That Empowers You to Empower Others

Through courses that develop your expertise in areas such as counseling theory and practice, cross-cultural counseling, and research methods, you will:

• Use evidence-based and data-informed practices.
• Prepare for real-world practice with a wide range of populations.
• Strengthen your commitment to cultural inclusion, diversity, and innovation.

Explore the course catalog for Counseling@NYU.

Taught by Award-Winning Practitioners

The counseling master’s programs are led by faculty members who hold professional licenses, have served on editorial review boards, and have received numerous awards and honors, such as the  Outstanding Contribution Award in  The Counseling Psychologist  External link   from the Society of Counseling Psychology.

Our faculty support your development as a counselor by applying real-world experiences and case examples in the online classroom and in-person field training.

They are experienced, active practitioners and researchers with clinical expertise in areas such as trauma counseling, LGBTQ+ counseling, stress management, strategic career planning, cognitive rehabilitation, bilingual education, cross-cultural diversity, and career and college readiness.

Start Collaborating with Experienced Faculty

Join the dedicated, compassionate community that defines NYU Steinhardt. Learn more about our online counseling master’s programs.

Online and In-Person Training for the Master’s in Counseling

Counseling@NYU provides an  intimate and collaborative learning experience  that prepares you for a successful counseling career.

Our three-pronged approach to counselor education includes live class sessions, an on-campus immersion, and in-person field practicums to help you build relationships with peers and faculty.

Live Classes and Course Content

In real-time, discussion-based classes,  you will learn key concepts and form relationships with professors and fellow students who share your passion for changing lives .

Self-paced course content on the interactive virtual campus informs class discussion on topics such as cognitive behavior therapy, behavioral research methods, and counseling ethics.

You can also meet with your professor one-on-one during live office hours.

On-Campus Immersion

As a student in the online counseling master’s program, you will  attend an immersion experience on the NYU campus in New York City ,  where you will engage in experiential activities focused on learning the group therapy process.

During the immersion, you will deepen your connections with faculty and peers, become better acquainted with the NYU Steinhardt community, and practice the counseling skills you have developed in class.

Extensive Field Training

You will receive the real-world training and field preparation to succeed as a school counselor or mental health counselor through the following experiences:

Online counseling lab

Role-play various counseling scenarios with a classmate to prepare for your work with real clients or students.

Complete 100 hours under the direct supervision of a licensed school counselor or mental health counselor. You will complete 40 hours of direct practice.

Internships

Complete three internships at 200 hours each at the same site under the direct supervision of a counselor. Each internship requires 80 hours of direct practice.

Note: School Counseling students will be placed in two different sites simultaneously to comply with K-8 and 9-12 requirements.

You will work with a dedicated placement team to secure an appropriate field placement within a 75-mile radius of your preferred address . Counseling@NYU welcomes your insight and suggestions so that placements are relevant and appropriate to your interests and the needs of your community.

Learn more about field training for the online counseling master’s program.

Take the Next Step toward Change

Start making a greater impact on your community. Pursue your counseling master’s online from NYU Steinhardt.

Counseling Career Preparation

In the Counseling@NYU program, you will develop as a counselor in stages: beginning with classroom learning, progressing to practicing in secure virtual settings, and ultimately helping real clients in practicums and internships.

Online and on-campus students have access to the resources and services provided by the NYU Wasserman Center for Career Development , which includes one-on-one coaching, webinars, virtual career fairs, and access to staff who can help guide you toward internships and counseling careers.

Once you graduate, you will be prepared to pursue counselor licensure and employment in settings nationwide.

Careers in School Counseling

Upon passing a licensure exam and meeting additional state-specific requirements, as needed, graduates of the school counseling master’s program are prepared for positions in elementary schools, middle schools, and high schools. School counselors may also pursue leadership positions that enable them to oversee programming and resources within a school district.

Careers in Mental Health Counseling

Graduates of the mental health counseling master’s program may serve as counselors in public and private agencies, community mental health programs, university counseling centers, hospitals, outreach programs, substance use treatment centers, outpatient care centers, and family service centers.

Counseling Career Outlook

The US job market for both pre-K–12 school counselors and mental health counselors is expected to grow, with the demand for school counselors projected to rise 8 percent between 2018 and 2028 1  and the demand for mental health counselors to rise 22 percent. 2

Opportunities in LA, DC, and Other Major Cities

Learn more about professional counselor career opportunities in cities across the country: Los Angeles; Washington, DC; Chicago; San Francisco; Orlando; Houston; Seattle; Raleigh-Durham; Buffalo; and Phoenix.

Read about opportunities for counselors in each selected area.

school counselors

mental health counselors

About NYU Steinhardt and the Department of Applied Psychology

The NYU Steinhardt School of Culture, Education, and Human Development offers graduate and undergraduate degrees in fields ranging from applied psychology to education, the arts, and media. NYU Steinhardt is dedicated to educating people from all backgrounds for social change, inspiring the pursuit of knowledge, creativity, and innovation.

The  Department of Applied Psychology  prepares you to work effectively with people across a wide range of contexts and cultures. After graduating, you will be able to employ psychological theory and research in the school, home, classroom, community, and other real-world settings.

Ready to Take the Next Step?

Our online counseling master’s programs feature the same curricula as the on-campus programs and are taught by our distinguished faculty in applied psychology. Make a difference in the lives of people in your own community by earning a master’s in counseling online from NYU Steinhardt.

1   Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, School and Career Counselors (accessed September 13, 2019) arrow_upward Return to footnote reference

2   Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Substance Abuse, Behavioral Disorder, and Mental Health Counselors (accessed September 13, 2019) arrow_upward Return to footnote reference

Educational Psychology: Counseling Psychology PhD

UWM’s PhD specialization in Counseling Psychology follows a scientist-practitioner model that integrates theory, practice and research to give you the scientific knowledge and skills needed to work with multicultural populations across diverse settings.

Our program sets up students for success. Placement rates for our graduates is 100%, and 87% of our graduates are licensed psychologists in various states.

Program Type

Program format, why choose our program.

• Commitment to diversity: In 2013, the Department of Educational Psychology won the American Psychological Association’s prestigious Bersoff Presidential Cultural Award for its success in recruiting and graduating doctoral students from racial/ethnic minorities as well as other countries.
• Location: We’re located in the state’s economic, cultural and career capital, just 10 minutes from downtown Milwaukee and 90 minutes from Chicago.
• Career prep: Since 2008, 88% of our counseling students were matched in internships, compared with the national average of 80%. Most years, it’s 100%.
• Research: Work alongside internationally known faculty as an integral member of their research teams. You may have the opportunity to present your work at national conferences.

Our PhD students are expected to conduct research and to advance the science of counseling psychology through scholarly inquiry. You’ll learn how to apply your scientific knowledge using qualitative and quantitative methodologies. Our program, which is accredited by the American Psychological Association through 2029, will prepare you to work as a counseling psychologist in a variety of settings, including universities, hospitals, mental health clinics and private practice.

Note: Due to pending and recent retirements, and funding restrictions that prevent post baccalaureate students from serving as teaching assistants, most faculty will not consider admitting students for 2024 and into the Fall 2024 semester who do not already have a master’s degree.

Counseling Psychology Handbook

For additional information about the program, see the  Counseling Psychology PhD Program Handbook (PDF) .

Student Data

Student Admissions, Outcomes, and Other Data (PDF)

We will assign you a temporary advisor when you are admitted to the program. Once you enter the program, you are free to choose a new advisor who will be the chair of your dissertation committee, or continue with your assigned advisor.

Stipends for teaching or research assistantships at or above 33% time include tuition remission. Stipend salaries vary according to type of assistantship (e.g. teaching, research) and type of student (doctoral, dissertator). For an academic year (nine month) appointment for 2023, stipends are $15,000 for 50% time assistantships and $9,900 for 33% time assistantships.

The following table indicates the type of support given to each cohort of students for the 2022-23 academic year. Assistantships are allocated based on availability of positions, with priority given to first year students, then second year students, and then third year. Students in the counseling psychology program have successfully applied for assistantships in other schools and colleges. After the third year in the program, students are strongly encouraged to seek assistantships through faculty grants or off-campus sources.

Learn more about the Graduate School’s  current assistantship salary schedules .

Counseling Psychology Student Association

Open to all doctoral students in the Counseling Psychology PhD Program, CPSA focuses on student advocacy, professional development, and socialization/peer-to-peer mentorship. Members are also active at the national level (e.g., ACA, APA, APAGS). We encourage all students to get involved.

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The Graduate School provides a range of  resources for student professional development  on its website.

Program Requirements

If you already have a master’s degree, the program involves three years of coursework, a year of dissertation and a year of internship.

Students are required to take 15 credits of courses toward discipline-specific knowledge (psychological foundations), 18 credits of practicum, 13 credits of statistics and 12-18 credits of courses designed to provide profession-wide competencies as a counseling psychologist (Ethics, Interventions, Advanced Multicultural Counseling, Vocational Psychology, Supervision/Consultation and Research).

In keeping with our scientist-practitioner model, we require all students to participate on a faculty member’s research team for two years, registering for ED PSYCH 838 for 12 credits. Many students participate on more than one faculty member’s team, and most students stay involved in research for the entire four years that they are on campus.

Our program is recognized by the state licensing board, and you will be eligible for licensure as a psychologist once you complete the doctorate and the post-doctoral hours required by the state and successfully pass the national licensing exam and state jurisprudence exam.

Application Process

All applications must be completed fully online through the UWM Graduate School’s Panthera Application System .

You should plan to apply a year before you intend to start. Be sure to pay careful attention to the program’s specific deadline.

Final Deadline for Fall Admission : Final application deadline is  Dec. 1  for Fall admission.

Applicants who are invited for interviews will be notified by early January. Applicants will be notified of admissions decisions by mid-February.

• The program requires three letters of recommendation. These letters must be submitted through the application’s electronic recommendation feature by the recommenders themselves. Letters uploaded or sent by the applicant will not be accepted.
• Applicants are also required to submit a writing sample completed within the last five years.

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Kelsey Autin, PhD, Assistant Professor University of Florida Dr. Autin’s research interests include how people find fulfillment in their occupations and how this relates to overall well-being. Within this, she focuses on how people’s identities along with their sociopolitical contexts shape their beliefs about their freedom of work choice and barriers to obtaining decent work.

Nadya A. Fouad, PhD, ABPP, University Distinguished Professor and Mary and Ted Kellner Endowed Chair of Educational Psychology University of Minnesota Dr. Fouad’s research interests include cross-cultural vocational assessment, career development, interest measurement, role of race and social class in development, and cross-cultural counseling. Dr. Fouad is board certified in counseling psychology, and a licensed psychologist in the State of Wisconsin. *Note : Dr. Fouad is not taking on any new doctoral advisees at this time.

Xu Li, PhD, Assistant Professor University of Maryland, College Park Dr. Li’s research interests include (1) the process and outcome of individual and group psychotherapy, particularly in cross-cultural and multicultural contexts, (2) the development and training of therapists and the measurement of therapist competency, and (3) the career development and mental health of college students. With a bachelor’s degree in mathematical sciences, Dr. Li is keenly interested in exploring the use of advanced and novel quantitative methods in counseling psychology research.

Ankita Nikalje, PhD, Assistant Professor Purdue University Dr. Nikalje’s research focuses on systemic issues within the South Asian diaspora and their impact on lived experiences and mental health. She is particularly passionate about the issue of casteism and how caste discrimination continues to be experienced on an institutional, interpersonal and internalized level outside of South Asia. She has theorized Caste Critical Theory (CasteCRIT) and is developing instruments to measure the impact of caste in the diaspora. Similarly, her research also focuses on the impact of colonization, especially as it relates to internalized colonization or colonial mentality among South Asians.

Leah Rouse, PhD, Associate Professor and Electa Quinney Scholar University of Wisconsin-Madison Dr. Rouse’s research interests include trauma psychology, suicidology and mental health issues facing corrections, EMS and military populations, as well as cancer patients, survivors and their families, and American Indian communities. She works from a qualitative and Indigenous framework in research and practice. Dr. Rouse is board certified in counseling psychology, and a licensed psychologist in Wisconsin.

Stephen R. Wester, PhD, ABPP, Professor University of Florida Dr. Wester’s research interests include male gender role conflict, multicultural expressions of masculinity, gender and emotion, and counseling men, as well as the training of counseling psychologists and counseling supervision. Dr. Wester is board certified in counseling psychology, as well as a licensed psychologist in Wisconsin.

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UMass Boston

• Counseling Psychology PhD

Preparing counseling psychologists for advanced careers as scholars and practitioners.

Accredited by the Commission on Accreditation of the American Psychological Association since 2015, UMass Boston's PhD in Counseling Psychology prepares doctoral-level professional counseling psychologists for careers as scholars, university faculty, and practitioners.

Our scientist-practitioner training model prepares students to:

• deliver high quality, evidence-based psychological services and interventions
• employ applied research skills to improve practice and explore social and psychological issues
• serve as effective instructors and teachers
• use innovative approaches to solve problems related to educational and mental health care disparities, improve services for underrepresented populations, and employ systems-level change strategies to advance local and global social justice

Why Apply to UMass Boston's Counseling Psychology PhD Program?

The UMass Boston Counseling Psychology program prepares the next generation of counseling psychology scholars, teachers, and social justice advocates. We believe in the benefits of working with a variety of research methods and theoretical approaches, receiving guidance from multiple mentors, and understanding how to think about human rights and social justice as they apply to local and transnational contexts.

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Test Scores: Effective 2021, GRE scores are no longer required for admission to the PhD program
• Letters of Recommendation: 3
• Writing Sample: Yes
• Applied master's degree required. We are accepting applications from candidates who will have completed an applied master's program with supervised clinical experience (e.g., Mental Health Counseling, School Psychology, School Counseling, Social Work, and other programs) prior to the Fall admission.
• Minimum of five social science classes (preferably psychology, human development, and statistics)
• Completed project or academic paper
• Statement of purpose: The Statement of Purpose is your opportunity to tell the faculty why you are interested in counseling psychology, to share the reasons why you are applying to UMass Boston in particular, and to describe your training and career goals, as well as how our program may support your progress toward those goals. Many people link their interest to specific faculty expertise as that helps us match applicants to specific faculty for interviews on the interview day.
• Transcripts
• Résumé/Curriculum Vitae

Deadlines & Cost

Deadline: December 1 for fall

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar’s Website

Graduate training at the UMass Boston Counseling Psychology Program will prepare students for taking the EPPP (Examination for Professional Practice in Psychology); however, requirements for sitting for the EPPP vary by state licensing boards. The Counseling Psychology Program has reviewed the licensing requirements for all U.S. jurisdictions to determine eligibility (see below). Please note that not all graduates choose to take the EPPP.

U.S. Boards of Psychology in Which Graduates Would Be Eligible to Sit for the EPPP Upon Completion of the Doctoral Program

Alabama, Alaska, Arizona, Arkansas, Colorado, Connecticut, Delaware, District of Columbia (DC), Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virgin Islands, Virginia, Washington, West Virginia, Wisconsin, and Wyoming

U.S. Boards of Psychology in Which Graduates Would NOT Be Eligible to Sit for the EPPP Upon Completion of the Doctoral Program Without Additional Coursework

• California: additional coursework in human sexuality; alcohol/chemical dependency detection and treatment; child abuse assessment; spousal/partner abuse assessment, detection, and intervention strategies; aging and long-term care; and suicide risk assessment and intervention is needed.
• Maine: additional coursework in family or intimate partner violence screening and referral and intervention strategies, including knowledge of community resources, cultural factors, evidence-based risk assessment, and same-gender abuse dynamics is needed.
• New York: Unable to determine if a graduate is eligible. The doctoral program must be registered by the New York Licensing Department as licensure qualifying or determined by the department to be the substantial equivalent in accordance with the Regulations of the Commissioner. Please contact the New York Office of the Professions for specific details on the licensure requirements. Note: We have many alumni who are licensed in NY but historically this state has had additional requirements.

The program is designed to take five years of full-time study, including a full-time internship. Students who enter with a master’s degree in counseling or another applied field will have a reduction in required course credits to the extent their master’s level courses match our required courses, however, it is required that students complete a minimum of three years on campus plus internship. The majority of students have completed the program with four years on campus plus one additional year of internship.

Foundational Courses (18 Credits)

• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• CSP 641 - Cognitive and Affective Foundations 3 Credit(s)
• CSP 660 - Physiological Bases of Behavior 3 Credit(s)
• CSP 680 - History & Systems in Counseling and School Psychology 3 Credit(s)
• CSP 705 - Social and Cultural Psychology 3 Credit(s)

Prevention, Assessment, and Intervention Courses (6 Credits)

• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)

Complete one of the following:

• COUNSL 613 - Vocational Development and Career Information 3 Credit(s)
• COUNSL 615 - Counseling Theory and Practice II 3 Credit(s)
• CSP 706 - Personality Assessment 3 Credit(s)
• CSP 713 - Advanced Career and Group Theory and Practice 3 Credit(s)
• CSP 717 - Advanced Theory and Practice in counseling and School Psychology 3 Credit(s)
• CSP 752 - Health Psychology: Current Theory, Research, and Interventions 3 Credit(s)
• CSP 780 - Supervision and Training in Psychology 3 Credit(s)
• CSP 783 - Practicum in Counseling Psychology I 3 Credit(s)
• CSP 784 - Practicum in Counseling Psychology II: Evidence-Based Practice 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)

Research Courses (18 Credits)

• CSP 703 - Research in Counseling and School Psychology 1-6 Credit(s)
• CSP 704 - Qualitative and Quantitative Research Methods in Counseling and School Psychology 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• CSP 891 - Dissertation Seminar 3 Credit(s)
• CSP 899 - Dissertation Research 1-9 Credit(s)

Teaching Requirement Course (3 Credits)

• CSP 782 - Teaching in Counseling and School Psychology 3 Credit(s)

Social Justice & Systems Change Courses (12 Credits)

• CSP 701 - Social Justice in Counseling and School Psychology 3 Credit(s)
• CSP 702 - Foundations and Ethics in Counseling Psychology 3 Credit(s)
• CSP 787 - Advanced Practicum III in Counseling and School Psychology 3 Credit(s)
• CSP 801 - Transnational Social Justice in Counseling and School Psychology 3 Credit(s)

Graduation Criteria

Complete 73 credits from 19 courses including six foundational courses; two prevention, assessment, and intervention courses; six research courses; one teaching requirement course; and four social justice and systems change courses. Students who enter with a master’s degree in counseling or a related field will have a reduction in required course credits to the extent their master’s level courses match our required courses.

Capstone: Students starting with a Bachelor’s degree must complete a capstone project based on CSP 704 and 708 consisting of a literature review paper on a topic approved by the faculty advisor. Doctoral candidacy: Completion of a qualifying paper, a critical and synthetic review of a focused body of literature in the area in which the student plans to complete the dissertation. Dissertation: Compose and defend a research project (quantitative or qualitative) that makes a substantive contribution to the knowledge base in counseling psychology or school psychology. It is usually completed by the end of the fourth year, although students may choose to complete the dissertation during or following the internship year. Practicum: Participate in two semesters of practicum. Internship: Complete one full-year of Internship. During the fourth or fifth year after having met all course requirements. Teaching: Co-teach at least one semester. Research Team: Participate on at least one faculty-student research team for five semesters.

En Route Master’s Degree: Students may, with the approval of the program director, apply to receive an MA degree en route to the PhD. To qualify, students must complete 36 credits of course work and the capstone project.

Statute of limitations: Eight years.

Student Admissions, Outcomes, and Other Data

Counseling Psychology PhD Student Admissions, Outcomes, and Other Data

Contact & Faculty

Graduate Program Director / Director of Training Sharon Horne sharon.horne [at] umb.edu (617) 287-7495

Counseling & School Psychology Graduate Programs csp.admissions [at] umb.edu

Counseling Psychology PhD Faculty

• Gonzalo Bacigalupe
• Laura A. Hayden
• Sharon Horne
• Sharon Lamb
• Meredith Maroney
• Takuya Minami
• Kerrie Wilkins-Yel

Learn more about faculty, students, alumni, and the program with the Counseling & School Psychology newsletters .

About Our PhD Programs

Hear why our students chose UMass Boston's Counseling & School Psychology PhD programs.

Counseling & School Psychology

Learn more about UMass Boston's Counseling & School Psychology department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Accreditation

The Counseling Psychology Program has been continuously accredited since 2015 by the American Psychological Association Office of Program Consultation and Accreditation. Questions related to the program’s APA accreditation status should be directed to the Commission on Accreditation:

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

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• UB schools among the best in U.S. News & World Report’s Best Graduate Schools rankings

UB schools among the best in U.S. News & World Report’s Best Graduate Schools rankings

Photo: Douglas Levere

By David J. Hill

Release Date: April 9, 2024

BUFFALO, N.Y. – Several schools within the University at Buffalo, New York’s flagship, are ranked among the top nationwide in U.S. News & World Report’s Best Graduate Schools rankings , released this morning.

The School of Pharmacy and Pharmaceutical Sciences is among the top 20 in the country, coming in at No. 19 overall and 18th among public universities.

“This achievement is a testament to our relentless pursuit of groundbreaking research, transformative discoveries, and unwavering commitment to the success of our students,” said Gary Pollack, PhD, dean of the School of Pharmacy and Pharmaceutical Sciences. “Our top 20 ranking reaffirms our steadfast commitment to cultivating the next generation of pharmacy and pharmaceutical science leaders who will push the boundaries of scientific inquiry, drive innovation in patient care, and elevate the standards of pharmaceutical research on a global scale.”

The School of Social Work is once again in the top 25, coming in at 24th nationally and No. 13 among public universities.

The School of Nursing’s Doctor of Nursing Practice (DNP) program moved up 11 spots to 34th in the country and No. 24 among public universities. In addition, the nursing anesthesia program was ranked 22nd.

“We are immensely proud to rank among the best DNP programs in the United States,” says School of Nursing Dean Annette Wysocki, PhD. “Our commitment to exceptional nursing education cultivates discipline of the mind to educate highly discerning nurse practitioners, who are indispensable in addressing the nation’s critical shortage of primary care providers. Quality nursing education remains paramount in safeguarding the health and wellness of our community.”

UB’s Graduate School of Education moved up four spots to No. 54 in Best Education Schools. Among public universities, the Graduate School of Education ranks 42nd. “Our steady climb in the rankings over the years is a testament to the hard work and high-quality research of GSE faculty,” says dean Suzanne Rosenblith, PhD.

The School of Public Health and Health Professions moved up four spots, to No. 46 nationally and No. 29 among public universities. Its programs in occupational therapy (41) and physical therapy (74) were also ranked, as was biostatistics (22).

Meanwhile, the School of Law moved up 17 places to No. 108 among Best Law Schools nationwide and 56th among public universities.

The School of Management’s MBA program came in at No. 74 in Best Business Schools and 38th among public universities, making it the highest rated business school within SUNY.

In addition, UB’s graduate programs in audiology (22) and speech language pathology (32) were also ranked this year.

Media Contact Information

David J. Hill Director of Media Relations Public Health, Architecture, Urban and Regional Planning, Sustainability Tel: 716-645-4651 [email protected]