yale phd clinical psychology

Fields include clinical psychology; cognitive psychology; developmental psychology; neuroscience; and social/personality psychology.

• Programs of Study
• PhD - Doctor of Philosophy
• Combined PhD
• Department of Psychology

Melissa Ferguson

Director of Graduate Studies

• [email protected]

Fredericka Grant

Departmental Registrar

• [email protected]
• 203-432-4500

Admission Requirements

Standardized testing requirements.

GRE is optional. 

English Language Requirement

TOEFL iBT or IELTS Academic is required of most applicants whose native language is not English.

You may be exempt from this requirement if you have received (or will receive) an undergraduate degree from a college or university where English is the primary language of instruction, and if you have studied in residence at that institution for at least three years.

Combined Degree Program Application Deadline

*The deadline to submit an application to a combined program is always the earlier deadline of the two individual programs, or December 15, whichever comes first.

Academic Information

Combined phd information.

Psychology offers a combined PhD in conjunction with Philosophy .

Program Advising Guidelines

GSAS Advising Guidelines

Academic Resources

Academic calendar.

The Graduate School's academic calendar lists important dates and deadlines related to coursework, registration, financial processes, and milestone events such as graduation.

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Registration Information and Dates

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Students must register every term in which they are enrolled in the Graduate School. Registration for a given term takes place the semester prior, and so it's important to stay on top of your academic plan. The University Registrar's Office oversees the systems that students use to register. Instructions about how to use those systems and the dates during which registration occurs can be found on their registration website.

Financial Information

Phd stipend & funding.

PhD students at Yale are normally full-funded for a minimum of five years. During that time, our students receive a twelve-month stipend to cover living expenses and a fellowship that covers the full cost of tuition and student healthcare.

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Kirtland Hall, 203.432.4500 http://psychology.yale.edu M.S., M.Phil., Ph.D.

Chair Jutta Joormann (203.432.4545, [email protected] )

Director of Graduate Studies Melissa Ferguson (203.432.4518, [email protected] )

Professors Woo-kyoung Ahn, John Bargh, Paul Bloom ( Emeritus ), Thomas Brown ( Emeritus ), Tyrone Cannon, Marvin Chun, Margaret Clark, John Dovidio ( Emeritus ), Melissa Ferguson, Edmund Gordon ( Emeritus ), Marcia Johnson ( Emerita ), Jutta Joormann, Alan Kazdin ( Emeritus ), Frank Keil, Joshua Knobe ( Philosophy ), Marianne LaFrance ( Emerita ), Gregory McCarthy, Jennifer Richeson, Peter Salovey, Laurie Santos, Brian Scholl, Nicholas Turk-Browne, Tom Tyler ( Law School ), Karen Wynn ( Emerita )

Associate Professors Arielle Baskin-Sommers, Steve Chang, Yarrow Dunham, Avram Holmes

Assistant Professors Dylan Gee, Maria Gendron, Julian Jara-Ettinger, Julia Leonard, Samuel McDougle, Robert Rutledge, Ilker Yildirim

Lecturers Richard Aslin ( Senior Lecturer ), Stephanie Lazzaro, Kristi Lockhart ( Emerita ), Mary O’Brien, Faith Prelli

Affiliated faculty Alan Anticevic ( Psychiatry ), Amy Arnsten ( Neuroscience ), Christopher Benjamin ( Neurology ), Philip Corlett ( Psychiatry ), Maggie Davis ( Psychiatry ), Ravi Dhar ( School of Management ), Irina Esterlis ( Psychiatry ), Tamar Gendler ( Philosophy ), Phillip Atiba Goff ( African American Studies ), Elizabeth Goldfarb ( Psychiatry ), Carlos Grilo ( Psychiatry ), Ilan Harpaz-Rotem (Psychiatry), Jeannette R. Ickovics ( Public Health ), Robert Kerns ( Veterans Administration Medical Center ), Hedy Kober ( Psychiatry ), Michael Kraus ( School of Management ), John Krystal ( Psychiatry ), Daeyeol Lee ( Neurobiology ), Becca Levy ( Public Health ), Ifat Levy ( Neuroscience ), David Lewkowicz ( Child Study Center ), Linda Mayes ( Child Study Center ), Carolyn Mazure ( Psychiatry ), James McPartland ( Child Study Center ), Nathan Novemsky ( School of Management ), Laurie Paul ( Philosophy ), Christopher Pittenger ( Psychiatry ), Al Powers ( Psychiatry ), Helena Rutherford ( Child Study Center ), Wendy Silverman ( Child Study Center ), Dana Small ( Psychiatry ), Jane Taylor ( Psychiatry ), Tom Tyler ( Law School ), Fred Volkmar ( Child Study Center ), Gideon Yaffe ( Law School )

Fields of Study

Fields include clinical psychology; cognitive psychology; developmental psychology; neuroscience; and social/personality psychology.

Special Requirements for the Ph.D. Degree

In order to allow students to be trained in accordance with their own interests and career goals, the general requirements of the department are kept to a minimum. The formal requirements are: (1) Students must take PSYC 500 , PSYC 501 , PSYC 518 , and then any 500-level course with adviser approval. The basic-level core course requirement must be completed by the end of the second year. Students must attain an Honors grade in at least two term courses by the end of the second year of study. (2) Students are required to assist in teaching four courses by the end of their fourth year. (3) Completion of a First-Year Research Paper ( PSYC 920 ) due by May 1 of the second term. (4) Completion of a predissertation research project ( PSYC 930 and DISR 999 ), to be initiated not later than the second term and completed not later than May 10 of the second year. Certification of this research project as well as performance in course work and other evidence of scholarly work at a level commensurate with doctoral study, as judged by the faculty, are necessary for continuation beyond the second year. (5) Submission of a dissertation prospectus, and a theme essay that demonstrates the candidate’s comprehensive knowledge and understanding of the area of concentration. Certification of the theme essay completes the qualifying examination. (6) Approval of the dissertation by an advisory committee and the passing of an oral examination on the dissertation and its general scientific implications. The theme essay and the dissertation prospectus are completed during the third year. Students are then formally admitted to Ph.D. candidacy. There are no language requirements.

The faculty considers teaching to be an essential element of the professional preparation of graduate students in Psychology. For this reason participation in the Teaching Fellow Program is a degree requirement for all doctoral students. They are expected to serve as teaching fellows (level 20) for four terms over the course of the second through fourth years in the program. Opportunities for teaching are matched as closely as possible with students’ academic interests.

Clinical Graduate Student Internships

Registered students undertaking their required clinical internships (usually in their sixth year) are typically not eligible for Graduate School stipend funding, since these are paid internships. However, clinical internship stipends for sixth-year students that fall below the current year’s Psychology stipend will be topped up to the current year’s Psychology stipend. Students will be considered to have fulfilled the final requirement for the degree after successfully completing their internship (typically in July) and will be awarded degrees the following December. They will not be registered in the Graduate School during the fall term in which their degrees are conferred.

Combined Ph.D. Programs

Psychology offers a combined Ph.D. degree program with African American Studies. For the combined program with African American Studies, students must apply to the African American Studies department, with Psychology indicated as the secondary department.

Psychology also offers a combined Ph.D. degree program with Philosophy. Students interested in this combined degree can apply to the Philosophy department or the Psychology department. Students must be accepted into one of these departments (the “home department”) through the standard admissions process, and both departments must then agree to accept the student into the combined program. If a student applies to the Philosophy department for the combined degree program, that student should also contact one or more Psychology faculty members with compatible interests so that a suitable adviser in Psychology can be identified prior to an admissions decision. Students enrolled in the combined program complete a series of courses in each discipline as well as an interdisciplinary dissertation that falls at the intersection of the two. On completing these requirements, students are awarded a Ph.D. either in Philosophy and Psychology, or in Psychology and Philosophy.

Questions about the combined degree programs may be directed to the directors of graduate studies in the participating departments prior to application.

Master’s Degrees

M.Phil. The academic requirements for the M.Phil. degree are the same as for the Ph.D. degree except for the submission of a prospectus, and the completion and defense of a dissertation, which define the Ph.D.

M.S. (en route to the Ph.D.) The M.S. degree is awarded upon satisfactory completion of a first-year research project, a predissertation research project, and the four required core courses. A satisfactory grade must be achieved in the predissertation research project. 

The Department of Psychology does not admit students for a terminal master’s degree. If, however, a student admitted to the Ph.D. program leaves the program prior to completion of the doctoral degree, the student may be eligible to receive a master’s degree upon completion of the academic requirements as stated above.

Program materials are available online at http://psychology.yale.edu .

PSYC 500a, Foundations of Psychology I: Cognitive Psychology and Neuroscience   Melissa Ferguson

An introduction to graduate-level cognitive psychology and the biological bases of human behavior for first-year graduate students in psychology. Topics include decision making, learning, memory, perception, and attention. Topics also include neuroanatomy, neuronal signaling, and neuronal encoding. This course serves as the foundation for further study in more advanced graduate courses on specific topics. This course is required for all Psychology PhD students. Th 9:25am-11:15am

PSYC 501b, Foundations of Psychology II: Social, Developmental, and Clinical Psychology   Melissa Ferguson

An introduction to graduate-level social, developmental, affective, and clinical psychology for first-year graduate students in psychology. Topics include theories of cognitive development, development of social cognition, and development of concepts and categories. Topics also include attitudes and persuasion, intergroup relations, stereotypes and prejudice, and cultural variation. Topics also include emotions, emotion regulation, models of psychopathology, and psychology and the law. This course serves as the foundation for further study in more advanced graduate courses on specific topics. This course is required for all Psychology Ph.D. students. HTBA

PSYC 554a / MGMT 754a, Behavioral Decision-Making II: Judgment   Nathan Novemsky and Ravi Dhar

This seminar examines research on the psychology of judgment. We focus on identifying factors that influence various judgments and compare them to which factors individuals want and expect to drive their judgments. Topics of discussion include judgment heuristics and biases, confidence and calibration, issues of well-being including predictions and experiences, regret and counterfactuals. The goal is threefold: to foster a critical appreciation of existing research on individual judgment, to develop the students’ skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to existing knowledge. Students generally enroll from a variety of disciplines, including cognitive and social psychology, behavioral economics, finance, marketing, political science, medicine, and public health. T 4:10pm-7:10pm

PSYC 561a, Algorithms of the Mind   Ilker Yildirim

This course introduces computational theories of psychological processes with a pedagogical focus on perception and high-level cognition. Each week students learn about new computational methods grounded in neurocognitive phenomena. Lectures introduce these topics conceptually; lab sections provide hands-on instruction with programming assignments and review of mathematical concepts. Lectures cover a range of computational methods sampling across the fields of computational statistics, artificial intelligence, and machine learning, including probabilistic programming, neural networks, and differentiable programming. Prerequisites: Students must have a programming background, ideally in a high-level programming language such as Python, Julia, or Matlab. Students must also have college-level calculus. The course substantially uses Julia and Python.   0 Course cr TTh 11:35am-12:50pm

PSYC 576b, Social and Cultural Factors in Mental Health and Illness   Jeannette Ickovics

This course provides an introduction to mental health and illness with a focus on the complex interplay between risk and protective factors and social and cultural influences on mental health status. We examine the role of social and cultural factors in the etiology, course, and treatment of substance misuse; depressive, anxiety, and psychotic disorders; and some of the severe behavioral disorders of childhood. The social consequences of mental illness such as stigma, isolation, and barriers to care are explored, and their impact on access to care and recovery considered. The effectiveness of the current system of services and the role of public health and public health professionals in mental health promotion are discussed. T 1pm-2:50pm

PSYC 626a, Topics in Law and Psychology   Arielle Baskin-Sommers

This class is an introduction to topics in law and psychology. Topics include eyewitness identification; confessions; interrogation; jury decision-making; racism/sexism; media violence; and issues of culpability and mental illness. Enrollment limited to twenty. Self-scheduled examination or paper option. Note: This course follows the Law School calendar. W 10:10am-12pm

PSYC 664a, Health and Aging   Becca Levy

This course explores the ways psychosocial and biological factors influence aging health. Topics include interventions to improve mental and physical health; effects of ageism on health; racial and gender health disparities in later life; and how health policy can best adapt to the growing aging population. Students have the opportunity to engage in discussions and to develop a research proposal on a topic of interest. T 5pm-6:50pm

PSYC 684a, Introduction to Psychotherapy: Technique   Mary O'Brien

The focus of the seminar is on formulating and conceptualizing psychological problems from a cognitive-behavioral perspective. Special consideration is paid to individual and cultural diversity in conceptualizing cases and planning treatment. Also discussed are ways in which cognitive-behavioral perspectives can be integrated with other theoretical orientations (e.g., interpersonal theory, experiential therapy). W 9am-10:50am

PSYC 685b, Introduction to Psychotherapy   Mary O'Brien

Open only to doctoral students in clinical psychology. This course is designed to prepare students to conduct therapy as clinical scientists. The class blends theoretical and empirical readings with practical training in applying interventions. Evidence-based therapy processes as well as the development of nonspecific therapeutic techniques (such as communicating empathy and structuring therapy sessions) are emphasized so that these skills can be applied across a wide range of client populations and problem presentations. In this second term of the yearlong course we discuss and practice skills related to dialectical behavior therapy (DBT), psycho-educational family therapy with serious mental illness, and three evidence-based approaches to couple therapy: a cognitive behavioral approach taken by John and Julie Gottman, an acceptance-enhanced CBT approach taken by Christensen and Jacobson, and Emotionally Focused couple work by Sue Johnson. The course includes discussion of multicultural and diversity issues as they apply to these therapeutic approaches. M 9am-10:50am

PSYC 689a, Psychopathology and Diagnostic Assessment   Mary O'Brien

Didactic practicum for first-year clinical students. Main emphasis is initial assessment. Treatment planning and evaluation of progress also covered. Students first observe and then perform initial interviews. Applicable ethics and local laws reviewed. M 9am-10:30am

PSYC 690b, Ethics, Diversity, Supervision, Consultation, and Professional Practice   Mary O'Brien

Introduction to ethical and legal guidelines for clinical practice. In addition, supervision on diagnostic interview using the Structured Clinical Interview for DSM-IV is provided. HTBA

PSYC 695a or b, History of Psychology: Racism and Colonial Power   Tariq Khan

This course examines the history of psychology with a focus on racism and colonial power embedded in psychology and the psychological sciences more broadly. Students will grapple with primary and secondary sources which prompt them to think critically about the past and present of psychology and the ways in which systems of race, gender, and class inequality interact with major institutions, systems, and their own research practices. Students will study the historical relationship between the “mind sciences” and the intertwined systems/institutions of white supremacy/racial hierarchy, cisheteropatriarchy, capitalism, empire, and colonialism from the 17th century to the present. Students will also examine the role some psychologists and related scientists and scholars have played in challenging and resisting those same intertwined systems and institutions. This course is interdisciplinary in that, in addition to studying works by psychologists, students will study, analyze, and critique works in other fields – such as history, anthropology, ethnic studies, and postcolonial studies – which are relevant to understanding the historical development of the psychological sciences. T 9:25am-11:15am

PSYC 702a or b, Current Work in Cognition   Woo-Kyoung Ahn

A weekly seminar in which students, staff, and guests report on their research in cognition and information processing. HTBA

PSYC 704a or b, Current Work in Behavior, Genetics, and Neuroscience   Gregory McCarthy

Examination of the current status of research and scientific knowledge bearing on issues of behavior, genetics, and neuroscience. Weekly speakers present research, which is examined methodologically; recent significant journal articles or technical books are also reviewed. HTBA

PSYC 708a or b, Current Work in Developmental Psychology   Julian Jara-Ettinger

A luncheon meeting of the faculty and graduate students in developmental psychology for reports of current research and discussion on topics of general interest. HTBA

PSYC 710a or b, Current Work in Social Psychology and Personality   Melissa Ferguson

Faculty and students in personality/social psychology meet during lunchtime to hear about and discuss the work of a local or visiting speaker. HTBA

PSYC 719b, History and Systems in Psychology   Arielle Baskin-Sommers

Basic and applied current research on the history and systems in psychology is presented by faculty, visiting scientists, and graduate students and examined in terms of theory, methodology, and ethical and professional implications. Students cannot simultaneously enroll in PSYC 720 . Open to clinical psychology graduate students only. Th 11:35am-12:50pm

PSYC 720a or b, Current Work in Clinical Psychology   Mary O'Brien

Basic and applied current research in clinical psychology that focuses on the cognitive, affective, social, biological, and developmental aspects of psychopathology and its treatment is presented by faculty, visiting scientists, and graduate students. This research is examined in terms of theory, methodology, and ethical and professional implications. Students cannot simultaneously enroll in PSYC 718 or 719 . HTBA

PSYC 724a or b, Research Topics in Cognition, Emotion, and Psychopathology   Jutta Joormann

This weekly seminar focuses on the role of cognition and emotion in psychopathology. We discuss recent research on basic mechanisms that underlie risk for psychopathology such as cognitive biases, cognitive control, and biological aspects of psychological disorders. The seminar also focuses on the interaction of cognition and emotion, on the construct of emotion regulation, and on implications for psychopathology. HTBA

PSYC 725a or b, Research Topics in Human Neuroscience   Gregory McCarthy

Discussion of current and advanced topics in the analysis and interpretation of human neuroimaging and neurophysiology. HTBA

PSYC 727a or b, Research Topics in Clinical Neuroscience   Tyrone Cannon

Current research into the biological bases of schizophrenia and bipolar disorder, including topics related to etiology, treatment, and prevention. HTBA

PSYC 728a / AFAM 778a, Research Topics in Racial Justice in Public Safety   Phillip Atiba Goff

In this seminar, graduate students and postdoctoral fellows have a chance to present their research, and undergraduate research assistants learn about how to conduct interdisciplinary quantitative social science research on racial justice in public safety. The course consists of weekly presentations by members and occasional discussions of readings that are handed out in advance. The course is designed to be entirely synchronous . Presenters may request a video recording if they can benefit from seeing themselves present (e.g., for a practice talk). This course is intended for graduate students, postdocs, and undergraduates interested in conducting original quantitative social science research about race and public safety. Permission of the instructor is required. HTBA

PSYC 731a, Research Topics in Cognition and Development   Frank Keil

A weekly seminar discussing research topics concerning cognition and development. Primary focus on high-level cognition, including such issues as the nature of intuitive or folk theories, conceptual change, relations between word meaning and conceptual structure, understandings of divisions of cognitive labor, and reasoning about causal patterns. HTBA

PSYC 733a or b, Research Topics in Social Cognitive Development   Yarrow Dunham

Investigation of various topics in developmental social cognition. Particular focus on the development of representations of self and other, social groups, and attitudes and stereotypes. HTBA

PSYC 735a or b, Research Topics in Thinking and Reasoning   Woo-Kyoung Ahn

In this lab students explore how people learn and represent concepts. Weekly discussions include proposed and ongoing research projects. Some topics include computational models of concept acquisition, levels of concepts, natural kinds and artifacts, and applications of some of the issues. HTBA

PSYC 737a or b, Research Topics in Clinical and Affective Neuroscience   Avram Holmes

Seminar focusing on ongoing research projects in clinical, cognitive, and translation neuroscience. Prerequisite: permission of the instructor. HTBA

PSYC 739a or b, Research Topics in Autism and Related Disorders   Fred Volkmar

Focus on research approaches in the study of autism and related conditions including both psychological and neurobiological processes. The seminar emphasizes the importance of understanding mechanisms in the developmental psychopathology of autism and related conditions. HTBA

PSYC 741a or b, Research Topics in Emotion and Relationships   Margaret Clark

Members of this laboratory read, discuss, and critique current theoretical and empirical articles on relationships and on emotion (especially those relevant to the functions emotions serve within relationships). In addition, ongoing research on these topics is discussed along with designs for future research. HTBA

PSYC 742a or b, Research Topics in Computation and Cognition   Julian Jara-Ettinger

Seminar-style discussion of recently published and unpublished researched in cognitive development and computational models of cognition. HTBA

PSYC 744a or b, Research Topics in Philosophical Psychology   Joshua Knobe

The lab group focuses on topics in the philosophical aspects of psychology. HTBA

PSYC 745a or b, Research Topics in Disinhibitory Psychopathology   Arielle Baskin-Sommers

This laboratory course focuses on the study of cognitive and affective mechanisms contributing to disinhibition. We discuss various forms of disinhibition from trait (e.g., impulsivity, low constraint, externalizing) to disorder (e.g., antisocial personality disorder, psychopathy, substance use disorders), diverse methods (e.g., psychophysiology, self-report, neuroimaging, interventions), and multiple levels of analyses (e.g., neural, environmental, social). Members of this laboratory read and critique current articles, discuss ongoing research, and plan future studies. HTBA

PSYC 752a or b, Research Topics in Social Neuroscience   Steve Chang

This weekly seminar discusses recent advances in neuroscience of social behavior. We discuss recent progress in research projects by the lab members as well as go over recently published papers in depth. Primary topics include neural basis of social decision-making, social preference formation, and social information processing. Our lab studies these topics by combining neurophysiological and neuroendocrinological techniques in nonhuman animals. HTBA

PSYC 753a or b, Research Topics in Legal Psychology   Tom Tyler

This seminar is built around student research projects. Students propose, conduct, and analyze empirical research relevant to law and psychology. Grades are based upon final papers. Permission of the instructor required. HTBA

PSYC 754a or b, Research Topics in Clinical Affective Neuroscience and Development   Dylan Gee

This weekly seminar focuses on current research related to the developmental neurobiology of child and adolescent psychopathology. Topics include typical and atypical neurodevelopmental trajectories, the development of fear learning and emotion regulation, effects of early life stress and trauma, environmental and genetic influences associated with risk and resilience, and interventions for anxiety and stress-related disorders in youth. HTBA

PSYC 755a or b, Research Topics in Intergroup Relations   Jennifer Richeson

Students in this laboratory course are introduced to and participate in social-psychological research examining interactions and broader relations between members of socioculturally advantaged and disadvantaged groups. For instance, we examine the phenomena and processes associated with one’s beliefs about members of social groups (stereotypes), attitudes and evaluative responses toward group members (prejudice), and behaviors toward members of a social group based on their group membership (discrimination). We also study how these issues shape the experiences of social group members, especially when they are members of low-status and/or minority groups. We primarily focus on large societal groups that differ on cultural dimensions of identity, with a focus on race, ethnicity, and gender. Notably, we apply the theoretical and empirical work to current events and relevant policy issues. HTBA

PSYC 758a or b, Research Topics in Cognitive Neuroscience   Nick Turk-Browne

Seminar-style discussion of recent research in cognitive neuroscience, covering both recent studies from the literature and ongoing research at Yale. HTBA

PSYC 759a or b, Research Topics in Affective Science and Culture   Maria Gendron

A seminar-style discussion of recent research and theory in affective science and culture. The lab group focuses on the social and cultural shaping of emotions. We also discuss the biological constraints on variation and consistency in emotion as revealed by physiological research on emotion (in both the central and peripheral nervous system). Some discussion of current and planned research in the lab group also takes place. HTBA

PSYC 760a or b, Research Topics in Cognitive and Neural Computation   Ilker Yildirim

Lab meetings of the Cognitive & Neural Computation Laboratory at Yale.  HTBA

PSYC 761a or b, Research Topics in Computational Decision and Affective Neuroscience   Robb Rutledge

Seminar focusing on ongoing research projects in computational approaches to clinical, cognitive, and affective neuroscience. HTBA

PSYC 762a or b, Research Topics in Skill Learning   Samuel McDougle

This weekly seminar covers various themes in human learning, with an emphasis on motor learning, motor memory, reinforcement learning, and decision-making. We discuss recently published and ongoing research on these topics, with special attention to behavioral studies, computational models of learning, and neural correlates. HTBA

PSYC 763a or b, Research Topics in Implicit Social Cognition   Melissa Ferguson

Weekly seminar on contemporary research projects in implicit social cognition, with a special focus on the topics of changing minds, prejudice, and self-control. Permission of the instructor required. HTBA

PSYC 764a or b, Research Topics in Children’s Learning and Motivation   Julia Leonard

This weekly seminar covers cutting-edge research in cognitive science, developmental psychology, and neuroscience on young children’s learning and motivation. We discuss how theoretically and empirically grounded science can be applied to the real world. Permission of the instructor required. HTBA

PSYC 765a or b, Research Topics in Philosophy and Cognitive Science   Laurie Paul

A weekly meeting to discuss relevant philosophical and psychological topics. Permission of the instructor required. HTBA

PSYC 766a or b, Research Topics in Perception and Cognition   Brian Scholl

Seminar-style discussion of recent research in perception and cognition, covering both recent studies from the literature and the ongoing research in the Yale Perception and Cognition Laboratory. HTBA

PSYC 771a or b, Research Topics in Nonconscious Processes   John Bargh

The lab group focuses on nonconscious influences of motivation, attitudes, social power, and social representations (e.g., stereotypes) as they impact on interpersonal behavior, as well as the development and maintenance of close relationships. HTBA

PSYC 775a or b, Research Topics in Animal Cognition   Laurie Santos

Investigation of various topics in animal cognition, including what nonhuman primates know about tools and foods; how nonhuman primates represent objects and number; whether nonhuman primates possess a theory of mind. Prerequisite: permission of the instructor. HTBA

PSYC 778a or b, Research Topics in Clinical and Affective Neuropsychology   Hedy Kober

Lab meeting is held once a week throughout the year and is attended by undergraduate and graduate students, research staff, postdoctoral fellows, and other researchers interested in the weekly topics. In a rotating fashion, both internal and external speakers present data and ideas from various research projects, and/or research and methods papers in related areas, including the use of functional magnetic resonance imaging to answer questions in clinical and affective psychology. HTBA

PSYC 801a or b, Clinical Internship (Child)   Mary O'Brien

Advanced training in clinical psychology with children. Adapted to meet individual needs with location at a suitable APA-approved internship setting. HTBA

PSYC 802a or b, Clinical Internship (Adult)   Mary O'Brien

Advanced training in clinical psychology with adults. Adapted to meet individual needs with location at a suitable APA-approved internship setting. HTBA

PSYC 805a or b, Affective and Developmental Bases of Behavior   Mary O'Brien

This course aims to provide a broad survey of the affective and developmental bases of behavior, drawing on key topics in affective science and developmental psychology. Readings include reviews and empirical articles that highlight core issues relevant to the topics, from early theoretical perspectives to recent advances in the field. Topics broadly fall into several domains, including evolutionary, cultural, and developmental perspectives on emotion; neurocognitive and affective development; early experiences, attachment, and sensitive periods; emotional reactivity and regulation; and the role of emotion in illness and well-being. HTBA

PSYC 811a or b, Mood and Anxiety Disorders Practicum   Mary O'Brien

This is a course for graduate students in clinical psychology. Group supervision of therapy provided at the Yale Psychology Department Clinic. HTBA

PSYC 817a or b, Other Clinical Practica   Mary O'Brien

For credit under this course number, clinical students register for practicum experiences other than those listed elsewhere in clinical psychology, so that transcripts reflect accurately the various practicum experiences completed. HTBA

PSYC 920b, First-Year Research   Staff

By arrangement with faculty. HTBA

PSYC 923a or b, Individual Study: Theme Essay   Staff

PSYC 930a or b, Predissertation Research   Staff

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Marney White, PhD, MS

Contact information.

• Lab 203.785.4349
• Email [email protected]

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• Social and Behavioral Sciences

Marney A. White, PhD, MS, is a clinical psychologist, specializing in eating and weight disorders. In addition to her appointment as Professor of Social and Behavioral Sciences in the Yale School of Public Health, she holds a secondary appointment in the Department of Psychiatry (Yale School of Medicine). Professor White's research focus is on weight and eating problems, with particular emphasis on the interaction of tobacco use with eating disorders and weight concerns. Current projects include curriculum-based interventions to improve student mental health on college campuses.

At YSPH she teaches courses in Questionnaire Development (psychometrics) and Behavior Change, and serves as the SBS Director of Online Education . She also teaches the undergraduate course in Epidemiology and Public Health at Yale College, and Biostatistics in the Yale National Clinician Scholars Program.

Professor White's innovative "Self Care" course ( Health Behavior Change: From Evidence to Action ) is now publicly available through Coursera.

Education & Training

• MS Yale School of Public Health, Chronic Disease Epidemiology (2009)
• Postdoctoral Fellowship Yale University School of Medicine (2005)
• Resident Medical University of South Carolina (2003)
• PhD Louisiana State University, Clinical Psychology (2003)
• MA James Madison University (1998)
• BS University of Virginia (1991)
• Self-Care for Health Professionals Adelaide, SA, Australia 2021 International Healthcare Forum: Connecting World Health. TAFE-SA. Adelaide, Australia.
• Randomized controlled trial of an internet-administered cognitive behavioral smoking cessation treatment for weight-concerned smokers. Taormina, Sicily, Italy 2015 Eating Disorders Research Society International Conference
• Examining the Interpersonal Model of Binge Eating and Loss of Control Over Eating in Women Salzburg, Salzburg, Austria 2011 International Conference on Eating Disorders (ICED)
• Binge eating, purging, or both: eating disorder psychopathology findings from an internet community survey Cancún, Q.R., Mexico 2009 International Conference on Eating Disorders (ICED)
• DSM-IV Psychiatric Disorder Co-morbidity in Binge Eating Disorder Montreal, QC, Canada 2008 Eating Disorders Research Society
• Accuracy of self-reported weight among gastric bypass surgery candidates Vancouver, BC, Canada 2005 NAASO

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Bailey Holt-Gosselin  is a fourth-year PhD student in the Interdepartmental Neuroscience Program (INP) co-mentored by Dr. Jutta Joormann and Dr. Dylan Gee. After receiving a BS in Neuroscience from the University of Vermont in 2017, she participated in the Summer Program for Undergraduate Research in Life and Biomedical Sciences (SPUR-LABS) at UCLA, where she investigated effort-based decision making in adolescents under the mentorship of Dr. Adriana Galván. Afterwards, Bailey worked as a research lab manager in Dr. Leanne Williams’ clinical neuroscience lab at Stanford for three years, where she led neuroimaging studies and clinical trials in adults with anxiety and depression. Bailey’s research is focused on elucidating the neural, behavioral, and environmental factors that influence risk and development of psychopathology in children and adults.  Outside of the lab, she likes to dance, explore nature, shop at trader joes, and listen to podcasts on long walks.

Wisteria Deng  is a fourth-year PhD candidate in clinical psychology, co-mentored by Dr. Jutta Joormann and Dr. Tyrone Cannon. After graduating from the University of Michigan, she worked under Dr. Daphne Holt at the Mass General Hospital, where she studied the altered fear mechanisms in people with persecutory beliefs and helped develop mindfulness-based interventions for at-risk college students. Wisteria’s research focuses on examining the cognitive mechanisms shared between psychosis and affective illnesses (e.g., belief inflexibility, emotion regulation), especially at the at-risk stage. She is a clinical extern at the Yale Gender Program and the Behavioral Medicine Service of Yale New Haven Hospital. 

Email:  wisteria.deng@yale.edu  

Jessica (Jessie) Duda is a third-year PhD student in clinical psychology. She obtained her B.A. from Tufts University in 2015 with dual degrees in Economics and International Relations. She worked for several years in the financial services industry before launching her psychology research career. Prior to starting at Yale, Jessie worked with Dr. Diego Pizzagalli at the Laboratory for Affective and Translational Neuroscience at McLean Hospital, where she investigated the neural correlates of stress reactivity in major depression. She is interested in the effects of trauma and life stress across development on cognitive and neurobiological functioning. In her spare time, Jessie enjoys playing the fiddle and hiking in the New England woods.

Email : jessica.duda@yale.edu  

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Yueyue (Lydia) Qu  is a third-year PhD student in the neuroscience area. She earned her BA in Cognitive Neuroscience and Mathematics from Washington University in St. Louis in 2021. As an undergraduate, she worked with Dr. Ryan Bogdan on projects exploring associations between brain structure and different forms of psychopathology in the ABCD study. She also worked with Dr. Deanna Barch to study transdiagnostic functional connectivity markers of cognitive and clinical symptoms. In her first two years at Yale, her work with Dr. Avram Holmes utilized machine learning models to predict internalizing and externalizing psychopathology from functional connectivity in the ABCD study. Here in the ARC lab, she is interested in studying the neurobiological and behavioral mechanisms by which exposure to early-life stress and traumatic events shapes internalizing symptoms in mood and stress disorders. 

Email:  lydia.qu@yale.edu

Olivia Siegal is a first-year PhD student in clinical psychology. She obtained her B.A. in psychology and Russian from Wesleyan University, where she examined the relation of rumination and emotional memory under the mentorship of Dr. Charles Sanislow in the Cognitive Affective Personality Science Lab. After graduating from Wesleyan, Olivia was a postbaccalaureate IRTA fellow in Dr. Daniel Pine’s Section on Developmental and Affective Neuroscience at the National Institute of Mental Health, where she studied the transdiagnostic role of inhibitory control in pediatric anxiety. Broadly, Olivia is interested in parsing forms of repetitive negative thinking, such as rumination and worry, in order to understand their impact on executive function as well as their role in mood and anxiety disorders. Outside of the lab, Olivia can be found reading, hiking, doing yoga, and exploring New Haven.

Email:  olivia.siegal@yale.edu

Jihyun Hur is a first-year Ph.D. student in clinical psychology. She is broadly interested in using language, neuroimaging, and behavioral data to understand and predict depression. After graduating with a BSBA in Accounting from Washington University in St. Louis, she completed her MA in Clinical Psychology at Seoul National University supervised by Dr. Woo-Young Ahn. In her MA research, she investigated the association between worry and model-based reinforcement learning. Afterwards, she worked with Dr. Robb Rutledge at Yale for two years and applied computational modeling and language processing to study mood dynamics and future symptom severity in people with depressive symptoms. Jihyun hopes to develop tools to systemically translate multi-dimensional, naturalistic information into low-dimensional data and use them to help individuals with depression and anxiety.

Email : jihyun.hur@yale.edu

Kelley Gunther  was a Susan Nolen-Hoeksema Postdoctoral Fellow at Yale and worked with Drs. Jutta Joormann and Dylan Gee. She completed her B.S.  in Psychology at the University of Maryland working with Dr. Nathan Fox, and post-bac training with Dr. Dima Amso at Brown University. She completed her Ph.D. in Developmental Psychology at Penn State University in 2022, working with Dr. Koraly Pérez-Edgar and Dr. Charles Geier. Kelley is interested in the interaction between temperamental, attentional, and contextual risk factors for anxiety disorders in children. She also aims to emphasize ecologically valid testing paradigms to better understand how these processes unfold in the “real world” and beyond laboratory environments. Outside of work, Kelley enjoys hiking, traveling, and rock climbing. 

Ashleigh Rutherford  was a 2023 graduate of the Clinical Psychology PhD program at Yale. She graduated from Amherst College in 2016 with an honors degree in Psychology and English. Before arriving at Yale, Ashleigh worked under the supervision of Dr. Diego Pizzagalli at McLean Hospital/Harvard Medical School multi-modally studying differential reward processing abnormalities that contribute to unipolar and bipolar depression. Her research focuses on cognitive mechanisms—particularly working memory—that may contribute to anhedonia in major depression.

Reuma Gadassi-Polack  was a Rothschild Postdoctoral Fellow in the ARC lab. She received her doctoral degree in Psychology from Bar-Ilan University, and her M.A. in Educational and Clinical Child Psychology (with honors), and B.A. in Psychology and Literature (with high honors) from the Hebrew University of Jerusalem. Reuma’s research focuses on the affective and interpersonal aspects of depression and personality disorders. In the ARC lab, she worked on a project investigating risk factors for depression development. Specifically, she examined affective reactivity and regulation in response to interpersonal events in adolescents at familial risk for depression. To approach these questions she utilized various methods, including cognitive tasks, experience-sampling methods, and brain imaging.

Abigail (Abby) Beech is currently a lab coordinator in the Psychology Department at Tufts University. She graduated from Tufts in 2020 with a B.A. in Biopsychology and Child Study and Human Development, and completed her Master’s in Research in Developmental Neuroscience and Psychopathology at University College London and Yale University in 2022. Overall, she is interested in multimodal research examining internalizing disorders and their biomarkers.

Erica Ho  is a 2022 graduate of the Clinical Psychology PhD program at Yale, and completed her clinical internship at VA Puget Sound, Seattle Division. She received her BA from Cornell University in 2013, with a major in psychology and minors in cognitive science and music. As an undergraduate, she studied the impact of ambiguous social exclusion on mood, under the supervision of Dr. Vivian Zayas. She then worked as a research coordinator under Dr. Michael Milham at the Child Mind Institute’s Center for the Developing Brain, on large-scale studies aiming to discover biological markers of mental health across the lifespan. Here in the ARC Lab, Erica’s dissertation examined ways in which intra- and inter-individual contexts associate with the perception and interpretation of social-emotional signals from others. She uses a range of methods including functional neuroimaging, computational modeling, online behavioral experiments, as well as daily diaries. As of 2022, Erica is a postdoctoral fellow in Rehabilitation Psychology at VA Puget Sound, Seattle Division. There, she is pursuing advanced clinical and research training in service of enhancing the wellbeing and social role participation of individuals with disabilities and chronic medical conditions such as cancer.

Ema Tanovic received her PhD in Clinical Psychology from Yale in 2020. She completed her clinical internship at Pennsylvania Hospital/University of Pennsylvania Health System. Before coming to Yale, she graduated with high honors from Wesleyan University in 2014. Broadly, Ema’s research investigates the cognitive, affective, and behavioral mechanisms of anxiety. She is particularly interested in understanding how people respond to uncertainty and how heightened sensitivity to uncertain situations may confer risk for the development of internalizing psychopathology. Her dissertation focused on the development of a novel paradigm to study avoidance under uncertain threat. Ema currently works at The Boston Consulting Group.

Elizabeth (Libby) Lewis  is a 2020 graduate of the Yale Clinical Psychology PhD program. Libby completed internship at McLean Hospital/Harvard Medical School. She received her BA from Cornell University in 2012, with a major in psychology and a minor in music. Before coming to Yale, she worked at NIMH in the Section on Affective Cognitive Neuroscience with James and Karina Blair, with whom she investigated the neural and cognitive underpinnings of Generalized Anxiety Disorder and Social Phobia in adults. She uses multiple methodologies, including eye tracking, peripheral psychophysiology, and neuroimaging, to approach questions involving the relation between cognition and emotion in processes that are cardinal to mood and anxiety disorders, such as worry and rumination. Libby is currently a post-doctoral fellow at McLean Hospital/Harvard Medical School.

​ Michael Vanderlind received his B.S. in Psychology from The University of Texas at Austin in 2011 and completed his internship at Weill Cornell Medical College/New-York Presbyterian Hospital. His research examines how people respond to positive emotion and how individual differences in the regulation of positive emotion relate to affective psychopathology, particularly major depression. Michael also studies how clinical disorders and emotion dysregulation more generally affect cognitive processes such as attention, memory, and executive control. Michael uses multiple research methods, such as neuropsychological tests, clinical interviews, and electroencephalography, to address these aims. In his spare time, Michael enjoys eating his way through New York City, running along the East River, and returning to New Haven to visit his lab mates.​

Hannah Raila   is currently a postdoctoral research at Stanford University, where she studies visual attention to obsession-related cues in OCD. She received her PhD in 2018 from Yale University, where she bridged cognitive and clinical labs to study how the visual “diet” of information that we consume underlies both positive emotion and psychopathology. To explore such topics, she primarily uses eye tracking, continuous flash suppression (CFS), and behavioral tasks.

Meghan Quinn  is currently a postdoctoral fellow at Vanderbilt University. She received her PhD in 2017 from Northwestern University. Her research examines individual differences in stress-sensitive cognitive processes and physiological systems. The goal of this work is to identify factors contributing to depression.

Kimberly Arditte   graduated in 2016 from the University of Miami. She is currently an Advanced Research Fellow in Women’s Mental Health at the National Center for Posttraumatic Stress Disorder (PTSD) at the VA Boston Healthcare System. Her research focuses on identifying and attenuating transdiagnostic risk, including cognitive, emotional, and trauma-related factors, for affective disorders in women. She is also increasingly interested in trauma-related rumination as a factor that may explain the comorbidity between PTSD and depression and may represent a transdiagnostic target of intervention. She continues to collaborate with Dr. Joormann and other members of the ARC lab on projects related to these interests.

Vera Vine  is currently an NIH T32 Postdoctoral Scholar at the University of Pittsburgh/Western Psychiatric Institute and Clinic. She graduated from Harvard University with a bachelor’s degree in psychology. As a graduate student at Yale, where she earned a doctorate in 2016, she studied the role of emotional awareness in emotion regulation, depressive rumination, and mood-related disorders. Currently her work focuses on the role of self-awareness of emotional and physiological states in predicting emotion regulation difficulties and the prospective onset and course of depression among at-risk individuals.

Catherine D’Avanzato  is currently a psychologist in the Rhode Island Hospital Partial Hospital Program, within the Department of Psychiatry and Human Behavior at Brown University Medical School.  She graduated from Northwestern University in 2005 and was a graduate student in the lab from 2007 to 2012.  Her research investigates the role of cognitive and biological processes in difficulties with emotion regulation among individuals with depression and anxiety disorders.  Her dissertation examined the relation between cognitive biases with the effectiveness of reappraisal, indicated by self-reported mood and physiological indices.  Her current research focuses on integrating empirically supported assessment and intervention techniques into routine clinical settings, with the goal of enhancing effective emotion regulation among individuals with these disorders within a partial hospital setting. 

Tanya Tran  is currently a Staff Psychologist at the Rhode Island Hospital Mood Disorders Program.  She graduated with Honors from the University of Pennsylvania in 2004 and received her doctoral degree in Clinical Psychology from the University of Miami in 2012. She recently completed a research fellowship in the Psychosocial Research Program at Butler Hospital through the Alpert Medical School of Brown University Clinical Psychology Training Consortium. The primary goal of her research is to gain a better understanding of how basic cognitive processes and individual differences in emotion regulation (ER) increase vulnerability to, maintain, and hinder recovery from mood and anxiety disorders. By examining cognitive factors which contribute to the onset and maintenance of depression, she also hopes to develop more effective treatment and prevention programs. Currently, she is examining the role of social media sites, such as Facebook, on emotion regulation and their subsequent impact on emotional well-being. She intends to apply this line of research to develop a novel, Internet-based intervention for depression to reach a broader population.

Joelle LeMoult  received her doctoral degree from the University of Miami in 2012 and is currently a Postdoctoral Fellow at Stanford University. The overarching goal of her research is to further our understanding of the etiology, maintenance, and treatment of major depressive disorder. Using a multimodal approach, she examines cognitive, biological, and comorbid factors that, in interaction with environmental stressors, contribute to depressive symptoms. A related line of her work aims to translate this knowledge into clinical applications that improve treatment for depression.  

Yale Psychology Department Clinic

The Yale Psychology Department Clinic (YPDC), formerly named the Yale Center for Anxiety and Mood Disorders (YCAMD), has operated as the primary departmental clinic for over 25 years. YPDC is located at 40 Temple Street in New Haven, just a few blocks from the Yale Psychology Department. Advanced doctoral students in clinical psychology provide evidence-based assessment and psychotherapy under the supervision of licensed clinical psychologists. Individual, group, couples, and family approaches to treatment are offered. Therapists work collaboratively with clients to identify treatment goals, and draw from a variety of theoretical orientations (cognitive behavioral, dialectical behavior therapy, acceptance and commitment therapy, mindfulness and self-compassion based, interpersonal, emotion focused, etc.) to support clients in broadening and deepening skills to reduce distress and move forward in valued directions.

It is important to us that everyone who seeks services at YPDC is treated in a welcoming way. We stand against injustice and racism in all its forms, seek to reduce the psychological burden created by social inequities and discrimination, and strive to build a world that is just and equitable. For resources related to minority mental health and allyship, please see our Diversity and Anti-Racism Resources page.

Fees are determined on a sliding scale. For further information regarding clinic services and/or to set up an initial appointment, please email us at ypdc@yale.edu or call us at (203) 432-4520.

If you would like to deepen skills on your own, please visit our Self-Help Resources page.

If our clinic does not sound like a good fit for you, please visit our Referrals page for other resources in New Haven.

A cartoon of the 5 emotion characters from Pixar’s Inside Out (L to R: Fear, Sadness, Disgust, Joy, Anger) being welcomed into the Yale Psychology Department Clinic. Illustrated by Sonia Ruiz (one of our clinicians!).

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Marc Potenza, MD, PhD, Inaugural Endowed Professorship

Dr. marc potenza.

Dr. Marc Potenza was recently named the inaugural Steven M. Southwick Professor of Psychiatry.

A professorship has been established at Yale to honor and commemorate the contributions of the late Steven M. Southwick, MD, one of the world’s leading experts on psychological trauma and human resilience. The Director of the Women and Addictive Disorders Core within Women’s Health Research at Yale Marc Potenza, MD, PhD, has been named the inaugural Steven M. Southwick Professor of Psychiatry. Named professorships are among the highest honors Yale bestows on its faculty.

At the time of his death in 2022, Southwick was the Glenn H. Greenberg Professor Emeritus of Psychiatry, PTSD, and Resilience at Yale School of Medicine, and medical director emeritus of the Clinical Neuroscience Division of the National Center for PTSD of the U.S. Department of Veterans Affairs.

“I’m thrilled that Marc Potenza is the inaugural Southwick professor,” said John H. Krystal, MD, Robert L. McNeil, Jr. Professor of Translational Research and Professor of Psychiatry, of Neuroscience, and of Psychology, and chair of the Yale Department of Psychiatry. “Like Dr. Southwick, Marc has spent his entire professional career at Yale. The two were also friends and collaborators. Marc has emerged as an important leader in the addiction field and an expert in non-drug addictions, including gambling disorder.”

“I am deeply honored to be named as the Steven M. Southwick professor," Potenza said. “I am particularly grateful to have worked with Dr. Southwick and have experienced firsthand his kindness, thoughtfulness, and expertise in researching resilience in the setting of trauma. His pioneering perspective to focus on resilience is one that resonates strongly with me as resilience is key to navigating significantly disruptive life experiences. My hope is to continue research into what helps people manage stressful life events and thrive moving forward, and his work greatly facilitates future research in this area.”

Potenza, who completed his undergraduate and medical school education at Yale as well as his internship, psychiatric residency, and addiction psychiatry fellowship training, leads the Division of Addiction Research within the Department of Psychiatry. He is also director of the Center of Excellence in Gambling Research at Yale, and the Yale Program for Research on Impulsivity and Impulse Control Disorders.

At the state level, he is a senior scientist at the Connecticut Council on Problem Gambling. Nationally and internationally, he has consulted to the Substance Abuse and Mental Health Services Administration, National Registry of Effective Programs, National Institutes of Health, American Psychiatric Association, and World Health Organization on matters of addiction. He is on the boards of multiple national organizations including Children and Screens, the Addiction Policy Forum, and the National Center on Problem Gambling and is the president-elect of the International Society of Addiction Medicine.

Featured in this article

• Marc Potenza, PhD, MD Steven M. Southwick Professor of Psychiatry and Professor in the Child Study Center and of Neuroscience; Director, Center of Excellence in Gambling Research; Director, Yale Program for Research on Impulsivity and Impulse Control Disorders; Director, Women and Addictive Disorders, Women's Health Research at Yale

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Psy.D. In Clinical Psychology

Welcome to the Clinical Psychology Psy.D. Program at Florida Institute of Technology. The program at Florida Tech that leads to a Psy.D. in clinical psychology is accredited by the American Psychological Association* and offers students training based on a practitioner-scholar model that prepares students for entry-level positions as clinical psychologists.  To achieve that goal, we are committed to training students with strong and continually developing clinical competencies, whose clinical work is informed by the scientific and theoretical knowledge base of the discipline of psychology, and whose graduates respect and value cultural and individual difference, and who maintain the highest professional principles and standards.

What Makes Florida Tech's Psy.D. in Clinical Psychology Stand Out?

• Accredited by the American Psychological Association* since 1983
• Opportunities for advanced coursework and practica in emphasis areas: Neuropsychology, Child/Family, Integrated Behavioral Health, and Forensic.
• In-depth training in psychological assessment and integrated psychodiagnostics
• Curriculum that addresses current trends in psychology including Integrated Behavioral Health Care, Clinical Neuropsychology, Assessment, Trauma and Child Psychology
• On-site practicum training facility
• A large network of community-based practicum sites offering many different training opportunities
• Good student-to-faculty ratio, with annual cohorts of approximately 20
• Colleague-in-training atmosphere
• Excellent internship match rate
• Flat-rate tuition program
• Warm climate, great location, close to beaches
• Relatively low cost of living, ample and reasonably priced housing available off campus

Our program leading to a Psy.D in Clinical Psychology trains students to become practicing clinical psychologists with core competencies in relational/clinical skills, comprehensive psychological assessment, clinical treatment interventions, research and evaluation skills, consultation and education, management and supervision, and diversity issues.

We have several opportunities for advanced course work. These areas are:  

• Family/Child Psychology
• Forensic Psychology
• Clinical Neuropsychology
• Integrated Behavioral Healthcare/Health Psychology  

Admission Requirements

An applicant must possess a bachelor's degree from an accredited institution of higher learning. Although it is not necessary for the major area to have been psychology, it is required that those entering without a previous degree in psychology will have completed at least 18 credit hours of psychology coursework at the time of application. These courses must have been taken in a department of psychology, and should include statistics, personality theory, abnormal psychology, learning, physiological psychology and social psychology.

All application materials must be received by December 1 of each year.

Visit the graduate admissions information page for all the information you need to apply to the program. Admissions applications must include transcripts, GRE general test scores, a personal statement, two letters of recommendation, and a resume or CV.

Students we will consider for admission will receive an invitation approximately two weeks prior to our Interview Day, typically held in February. Attendance at Interview Day is VERY strongly recommended.

*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

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2023-2024 PsyD Program Addendum

2023-2024 SOP Grad Handbook

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Please join us in welcoming our Class of 2028!

You can read about the research interests and hobbies of our newly matched residents.

Jonathan Trout, MD  Medical School: University of Texas at San Antonio Jon has investigated the cognitive and sleep impairments associated with REM sleep behavior disorder and Parkinson’s disease. He also collaborated on randomized control trials evaluating metformin for frailty prevention and atorvastatin for primary prevention of dementia and disability. He is passionate about medical education and developed and implemented several medical school curricula, including sessions on improving self-efficacy in caring for older adults and a workshop to improve medical students’ neurological exam skills. He has also held several teaching and mentoring roles during medical school. He is a husband, a father of two, and speaks three languages. In his free time, he loves to read fantasy novels and listen to audiobooks and podcasts. He also enjoys playing games on the Switch, cooking, and visiting parks with his family.

Lilly Kanishka, MD Medical School: University of Utah Lilly investigated the deletion of retinol transporters in dendritic cells, studying the role of the immune system in Type II Diabetes to protect a mouse model from obesity-induced glucose tolerance and insulin insensitivity. She served as the principal investigator identifying the healthcare disparities of newly arrived Utah refugees. She trailblazed the creation of third- and fourth-year rotations at the Maliheh Free Clinic, worked with our chief resident on utilizing the AAN’s anti-racism modules in resident didactics, and completed the Tribal, Rural, and Underserved Education pathway. During medical school, she also engaged in leadership roles as the AAMC’s OSR representative for her cohort, the Professionalism and Diversity Committee, and the Gold Humanism Honor Society, and acted as an academic mentor to first-year students and a neurology clerkship mentor for third-year students. She currently co-hosts the UofU Health podcast, Bundle of Hers, sharing stories of identity growth, personal narratives, defining moments, and the ongoing journey of self-understanding in medicine. In her free time, she enjoys spending time with family, hiking with her dogs, mountain biking, bouldering, cycling, pottery, and yoga. 

Prince Pekyi-Boateng, MBBS Medical School: Hebei North University After completing medical school in China, Prince joined Korle-Bu Teaching Hospital, Africa's third-largest referral center. He assisted in some stroke-related research under his neurology supervisor's guidance, which contributed to some innovative clinical changes, such as pioneering successful thrombolytic therapy post-stroke in Ghana. His dedication to vascular neurology and neurocritical care has been the cornerstone of his research pursuits. Prince leads “Healthy Slide,” a medical blog addressing healthcare disparities. With a history of sports excellence, not excluding his numerous individual soccer awards, he also enjoys hobbies like playing the piano, hiking, swimming, and watching the English Premier League and NBA games. Currently, he's striving to be better in tennis and chess.

Arankesh Mahadevan, MBBS Medical School: S.R.M. Medical College Arankesh's passion for acute stroke care ignited during medical school, leading to internationally recognized research on stroke outcomes using large-scale databases. His time as a Visiting Scholar at UC San Diego deepened his desire to pursue a neurology residency in the United States. Beyond his academic pursuits, he enjoys traveling around the world, visiting places of interest, and taking scenic walks to enjoy nature’s beauty. Indoors, he enjoys playing video games and listening to music and cherishes time with his family.

Sylvia Tawiah-Eshun, MB ChB Medical School: Kwame Nkrumah University After completing medical school, Sylvia worked as a clinician in her home country, Ghana. During the COVID-19 pandemic, she worked in molecular science to help develop and validate cheaper diagnostic testing for SARS-COV-2, evaluate the anti-viral efficacy of specific medications against COVID-19, and conduct nationwide seroprevalence of COVID-19. She currently works on the quality evaluation of data for healthcare improvement. She has a strong commitment to closing gaps in health disparities, promoting health, and enhancing the well-being of underserved populations. She has served as a co-leader in organizing health outreach programs for underserved populations while she was a medical student and medical practitioner. Currently, she is collaborating on the Advancing Menstrual Equity project at the Yale School of Public Health. Outside of schoolwork and research, Sylvia enjoys watching fantasy movies and series. She aims to be a fitness enthusiast by the end of 2024.

Raumin Neuville, MD Medical School: University of California — Irvine Raumin studied the relationship of neuropathological changes and dementia in centenarians during his involvement with the 90+ Study at UC Irvine. Prior to medical school, Raumin worked in Stanford’s Human Motor Control and Balance Lab investigating the pathophysiology of Parkinson’s disease in human subjects using implanted sensing neurostimulators. In addition to his interest in research, Raumin is passionate about community outreach and during his time in college and medical school, founded two Alzheimer’s Buddies chapters that aim at pairing undergraduate students with individuals with dementia. Outside his academic endeavors, Raumin likes to hit the gym for an intense workout, listen to music, hike, and cook, which further allows his enjoyment of eating food.

Michaela Reuter, MD Medical School: University of Cincinnati Michaela grew up in the foothills of Colorado Springs. Excited about neuroscience, she moved to the Midwest for college, where she sought out a combined major in Philosophy, Neuroscience, and Psychology at Washington University in St. Louis. While there, she worked as a research coordinator for a multisite research project on transfusion protocols for patients on ECMO. She then moved to Cincinnati for medical school, where she studied the utility of telehealth evaluations for headache diagnosis and treatment and presented her findings at the AAN Annual Meeting. Throughout several patient interactions, she has developed an interest in the field of autoimmune neurology and is looking to pursue a fellowship in this area. In her free time, she enjoys hiking and skiing, cooking with friends, painting, and one of life’s greatest luxuries—drinking a good cup of tea from the top of a hiking trail.

Caitlin White, MD Medical School: Drexel University Caitlin conducted research in a movement disorders lab focusing on dopaminergic cell transplants and optogenetics in a Parkinson’s disease rat model. She also has an interest in neuroimmunology. She completed the Bridging the Gaps Community Health summer internship program in Philadelphia, where she collaborated with a community leader at a high school for adult learners to implement health and wellness resources, create a mindfulness summer curriculum, and conduct a survey on adult learning styles. Passionate about medical humanities, she participated in DUCOM humanities courses exploring wellness, philosophy, and the arts in medicine. Caitlin served as a Med Scholar, assisting in M1 education in anatomy, and was a preceptor in the neuroscience course. She was co-president of the Student Interest Group in neurology and previously worked as a Medical Assistant in an outpatient neurology clinic. Outside of work, she enjoys crafts, pie decorating, indoor cycling, yoga, reading, hiking, and trying to teach her cat tricks.

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