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PsyD Clinical Psychology

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As one of the first PsyD programs in the nation, the Graduate School of Professional Psychology has offered a Doctorate in Clinical Psychology (PsyD) since 1976. The mission of the PsyD program is to train doctoral-level practitioner/scholars who have foundational interpersonal and scientific skills, a functional mastery of psychological assessment and intervention, and can apply this knowledge and skill in a range of settings.

We aim to train psychologists who contribute to the common good through their interpersonal awareness and skill. Students graduate from GSPP as psychologists with a solid grounding in psychology's scientific, ethical and professional foundations, with skills in assessment and intervention that can be applied to many contexts and communities.

Specialty Coursework

We offer training in a variety of specialty areas including Military Psychology , Forensic Psychology, Child/Adolescent Mental Health, Psychodynamic Therapy, Cognitive-Behavioral Therapies, and others.

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Foundations of Diversity

Our required multicultural sequence ensures students are prepared to work with diverse populations.

Clinical Experience from Day One

Clinical practice begins in the first quarter of the program at DU's community-based psychological center. Additional fieldwork opportunities are available through our partnerships at 130 different practicum sites.

Exemplary Breadth

We offer extensive hands-on and experiential opportunities to complement our students' broad base of knowledge along with their analytical and research skills.

Career Preparation  

We connect our students with internships, mentorships and professional development opportunities to help ensure professional success.

Program Overview

The PsyD Program at GSPP is committed to providing broad-based training that provides students the basis for general practice, with an adequate foundation to pursue specialty training. As such, we cover the following broad and general areas of psychological study through our 135-credit program. The curriculum includes required and elective coursework in the following areas:

We provide a four-course theory sequence that is supplemented with a fifth elective. These courses address both the history and scientific foundation of each area of psychology.

• Psychoanalytic Models
• Behavioral/Contextual Models
• Cognitive Bases of Behavior Models
• Systems Models
• History and Systems of Psychology
• Humanistic-Existential Theory and Therapy (elective)

The research and data analysis area begins with two statistics courses that review the fundamentals of descriptive and inferential statistics for evaluating clinically relevant questions. The quantitative research design course focuses on how to critique and integrate the empirical psychology literature with critical concern for issues such as design plans, artifacts and applicability to clinical work. This reviews theory and techniques for assessing both ongoing processes and outcome effectiveness of psychological programs. A second methodology course deals with understanding, evaluating and conducting qualitative research. Finally, the third methodology provides theories and techniques of program evaluation.

• Statistics for the Clinician I & II
• Quantitative Research Methods
• Qualitative Research Methods
• Program Evaluation Techniques

Assessment begins with a theory course that lays the foundation for the assessment courses. It focuses on validity, reliability and standardization issues in psychological testing and the statistical properties of commonly used tests as well as clinical inference. This is followed by an assessment sequence providing students the background and skill necessary to administer, score, interpret and integrate results from cognitive and personality measures into insightful, helpful and even therapeutic effects.  

• Issues in Measurement
• Cognitive Assessment
• Introduction to the Rorschach
• Self-Report Assessment
• Integrated Personality Assessment
• Electives include: Advanced Personality Assessment, Advanced Rorschach Analysis, Therapeutic Assessment and Pediatric Neuropsychological Assessment

The developmental sequence consists of three courses that consider the phases of human development from infancy through adulthood, including the relevance of personality theories and research. Attention is given to issues of culture and gender. Guest panels, community resources, videotapes and small discussion groups are incorporated. Child observations are included in the early phases, and a life review interview is required in the final course.

• Infancy and Early Childhood
• Adolescence and Young Adulthood
• Late Adulthood

Social Bases is a two-quarter sequence. The first course reviews both theories and techniques of understanding and utilizing group dynamics. The second focuses on the implications of social psychology/social cognition for the practicing clinician.

• Group Interventions and Dynamics
• Social Psychology

The Biological Bases of Behavior area is covered with a two course required sequence, and two electives are provided. These courses are designed to familiarize students with the principles, terminology and research findings in this area.

• Physiological Psychology
• Clinical Neuropsychology
• Electives: Psychopharmacology, Health Psychology

The Ethical Issues in Psychology course offers in-depth consideration of ethical standards applicable to the science and practice of psychology. Ethical issues are also covered in each of our professional seminar courses.

• Ethical Issues in Psychology

Individual and cultural diversity are addressed throughout the curriculum, as well as in our four-quarter multicultural sequence.

• Racial/Ethnic Identity Development
• Social Psychology of Racism and Oppression
• Gay, Lesbian, Bisexual and Transgender Issues
• Culturally Competent Psychotherapy

Most of the intervention electives address issues of diagnosis and psychopathology. We also offer a specific diagnosis class and an elective in adult psychopathology.

• Diagnosis and Classification
• Adult Psychopathology I, II, & III

Students are expected to address issues of supervision and consultation in advanced seminars, and the foundations for consultation theory are addressed in the Systems Models class. Advanced students can also elect to do a supervision practicum.

• Supervision
• Business Issues in Psychology
• Supervision Practicum

Students can take clinical courses that build on the scientific foundations presented in the required courses, and allow students to explore intervention techniques and means of tracking and assessing their effectiveness. These courses are taught from a variety of theoretical perspectives and focus on several different clinical populations and problems.

• Assessment and Treatment of Children
• Assessment and Treatment of Adolescents
• Couples Therapy
• Family Therapy
• Behavioral analytic principles I & II
• Behavioral Analytic Case Formulations
• Cognitive Behavioral Therapy
• Intersubjective Theory and Practice
• All professional seminars also address effective therapeutic interventions.

Course of Study

Specialty focus tool.

The program provides a broad and general education. Each student also has the opportunity to choose a specialty area to increase depth of theoretical knowledge and skills. Examples include adult or child assessment and therapy, behavior therapy, family therapy, forensic psychology, behavioral medicine, treatment of women, or military psychology.

Clinical Competency Exam

This exam is generally taken in the second year to ensure students demonstrate minimum standards for clinical skill and scholarship. It is comprised of three sections: clinical vignettes, clinical case conceptualization and clinical intervention strategies.

Doctoral Paper

The doctoral paper requires students to make an original contribution to psychological scholarship. They may choose to do a qualitative or quantitative research project or select another form of scholarship such as developing a case study or treatment protocol.

Course Descriptions

Check out the most recent Graduate Bulletin for a full list of course descriptions.

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Clinical Training

Professional psychology clinic (ppc).

Students become staff members of the PPC and work with clients in the clinic each year prior to their internship. PPC client cases are supervised by faculty members, seminar co-leaders and individual community professionals.

Community Practicums

In the years prior to their internship, students serve in practicums for a minimum of eight hours per week. Sites may include mental health centers, schools, hospitals, rehabilitation center, and residential treatment homes.

Doctoral Internship

During their clinical internship, a vital part of our program, students gain valuable experience interning at sites around the U.S. and Canada and are able to pursue placements in a variety of settings. Our program has a 100% match rate to accredited sites. 

Alumni Spotlight

Dr. pia khandekar.

Pia Khandekar, PsyD is a licensed clinical psychologist practicing in San Diego, California with the Department of Defense. She is currently the supervising psychologist and Clinical Program Director for the inpatient unit at Naval Medical Center San Diego. During the past 4 years, Dr. Khandekar has developed and implemented a comprehensive, interdisciplinary program focusing on crisis prevention planning and evidence-based interventions for depression/anxiety, trauma, substance use, and serious mental illness. She is a core faculty member for the Navy psychology internship program, supervising interns on the emergency psychiatry and inpatient mental health rotations. She also serves as teaching faculty for the psychiatry residency program, facilitating the PGY-1 and 2 Cognitive Behavioral and Psychodynamic Psychotherapy courses. She was awarded Faculty of the Year for the psychology internship program 2018, and received an Associate Master Clinician designation from the command in August 2019. She also maintains an outpatient panel, working with service members from Navy/Marine Aviation and Naval Special Warfare.

Dr. Khandekar graduated in 2011 from the University of Denver’s Graduate School of Professional Psychology, and completed her internship and postdoctoral training at Sharp Mesa Vista Hospital. Dr. Khandekar began working with active duty personnel when she took a position as a clinician working with military families in Germany at U.S. Army Garrison Stuttgart. Upon returning to the states in 2015, Dr. Khandekar was employed as a psychologist with Naval Air Station North Island, providing therapy to the naval aviation community and consultation to squadrons on human factors and performance.

“The longer I practice, the more I am able to appreciate the exceptional caliber of the faculty and supervisors I encountered during my time at GSPP. Throughout my career I have regularly felt grateful for the training I received as a student, but now as a supervisor, I find myself reflecting on my own supervision almost daily. I feel a personal responsibility to pay forward the skills and guidance I was so lucky to receive myself. There is no substitute for exposure to excellence as a trainee, and I believe that the faculty and field placements at GSPP are what makes this program so exemplary.”

Our Internship Consortium

At the Graduate School of Professional Psychology, our innovative Internship Consortium is a nationally recognized program and serves as a model for other similar programs around the country. 

Interested in Applying?

Learn more about our admissions process and tap into our available resources. 

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APA Accreditation & Contact Information

The program is Accredited by the Commission on Accreditation of the American Psychological Association (APA). Questions related to the program’s 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

Learn About Our Alumni Network

At the Graduate School of Professional Psychology, our alumni base becomes your community for life. 

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Psychology at the Master’s level was introduced in Delhi University in 1957 under the Department of Philosophy and Psychology. The Department of Psychology as an independent department was established in 1964 under the headship of Late Prof. H.C. Ganguli.

The Department has two units, one at the North Campus and the other at the South Campus  established in 1981. At the North Campus the courses offered are M.A. Psychology and Ph.D while at South Campus the course offered is M.A. in Applied Psychology.

The University of Delhi, in order to cope with the ever-expanding student population, evolved a concept of multi-campus system during the early seventies, resulting in the establishment of South Campus in 1973. One of the objectives for its establishment has been to avoid replication of the existing course and provide necessary diversity in the programmes offered by the University at both the campuses.

Keeping this in view, a number of new inter-disciplinary and applied science courses were started at the South Campus and the Psychology Department started the M.A. Applied Psychology Course at the South Campus. In its endeavour to widen the horizons of the Social Sciences, Applied Psychology Course was designed to train the professional psychologists to serve in hospitals, organizations and counseling centers as well as the advertising and marketing research agencies.

In recognition of its achievements in teaching and research, the University Grants Commission (UGC) identified this Department as Department of Special Assistance (DSA) in 1989. The two thrust areas identified are Cognitive Psychology and Applied Social Psychology. Two phases of the DSA Programme (10 Years) have been completed. Recently in 2015 UGC has recommended the Department for SAP (Special Assistance Programme). Department of Psychology was awarded “Second” position in the event “Awards for good practice” during the Antardhwani-2013 organized by the University of Delhi, Delhi.

The Department has a total strength of 13 teaching faculty out of which currently there are 5 Professors, 3 Associate Professors and 5 Assistant Professors. This includes 1 Professor, 2 Associate Professors in the Applied Psychology Unit at the South Delhi Campus. The teaching and research programme is supported by the technical staff at different levels. Apart from the Student Laboratory, meant for the practicum work for the students at the Master’s level, we have a few research labs, equipped with necessary amenities. The Seminar Room is equipped with the State-of-the-Art facilities. Presently the best and latest technology gadgets have been procured and set up to enhance the teaching and research activities. One of the strength of the teaching programme is to establish interface with Industries and Organizations working in varied domains as hospitals, NGOs, Corporate Sectors etc. The M.A. Psychology and Applied Psychology Courses include the latest trends in Psychology, with emphasis on practical training and field work.  The courses lay special emphasis on the acquisition of knowledge and skills through theoretical understanding and its practical implications. The Department has already initiated the process of revising all the courses at the undergraduate and postgraduate level. In addition to lecturing as the primary mode of instruction, teaching is also interactive with due emphasis on seminar, presentations and discussions and also experiential exercises and peer mentoring.

The Departmental teaching, research and field training are centered around contemporary issues        as stress and health, ageing, drug abuse, community mental health, disability, neuropsychological assessment and rehabilitation, etc. A large number of our Master’s and Ph.D students after completing their degrees are employed by different organizations/hospitals dealing with these issues.

From time to time, the Department organizes Conferences, Seminars, Refresher Course, Workshops, etc. for the benefit of faculty and students. It has hosted the Indian Science Congress Sessions thrice as well as an International Conference and various National Level Conferences. The Department has organized conferences on Cognitive Psychology, Quality of Life, Human Resource Development. Culture and Psychology, Health Psychology, Affect, Identity and Discourse, Puzzles of Perception and on Indian Psychology. In addition, many research projects have also been undertaken. The department has signed a MOU with San Diego State University which involves collaboration in  teaching and research.

SALIENT ACCOMPLISHMENTS OF THE FACULTY

The faculty of the Department have undertaken projects in the areas of mental retardation, dyslexia, examination anxiety, hypertension, epilepsy, drug abuse, cognition in disabled children, belief systems, ageing, organizational processes personality assessment etc. sponsored by NCERT, ICSSR, ICMR, UGC, DRDO and other funding agencies. They are actively involved in academic interactions at national and international seminars and conferences. Some notable accomplishments of the faculty include the following: Late Prof. H.C. Ganguli was nominated as FNA. He acted as President of Indian Psychological Association and received Sandoz award for work on mental health of workers, and was the recipient of the best book awarded by IMA. Prof A.K. Sen and Late Prof. (Mrs.) A. Sen were elected as President of the Psychology and Educational Sciences sections of ISCA. Prof. A.K.Sen, Prof K.D. Broota. Prof. Girishwar Misra, Prof. Ashum Gupta and Prof. M. Ittyerah and Prof. Nandita Babu have been awarded Fulbright Fellowship on different occasions for research and teaching at various U.S. Universities including University of Alabani, University of California at Berkely, Wisconsin University, Michigan University at Ann Arbor, and Yale University and San Diego State University.

Late Prof. G.C. Gupta was a fellow of NIAS, The Hague, The Netherlands, IIAS, Shimla and CIIL at Mysore. Prof. A.K. Sen was a visiting scholar at the University of California Berkeley, National Lecturer of UGC, and a visiting faculty at the University of Bergen, Norway. Prof. K.D. Broota was recipient of Ford Foundation Fellowship for Post Doctoral work at the University of Wisconsin, Madison. Prof. (Mrs.) V.Veraraghavan was the President of Behavioural Medicine. Prof. M. Ittyerah has been an invited member of the New York Academy of Sciences and has been awarded the Commonwealth Academic Staff Fellowship by the University of Oxford. She was also awarded an Indo-French Research Project by INSERM, France. Prof. Aruna Broota has been awarded best educationist of  the year award by Raja Ram Mohan Rai Foundation. She has also been awarded an International Award “Global Indian” San Fransico, USA and received lifetime achievement award from the Inderaprastha Educational Society. She has also been given a Distinction Award for combining Yoga Abhyas with Cognitive Behaviour Therapy by the Vishva Bharti Yoga Sansthan. Prof. Paramjeet K. Dhillon received a W.H.O. fellowship for research in Applied Social Psychology at the University of Exeter, U.K. She was also awarded Higher Education and Development Award by International Association of Educators for World Peace. Prof. Ashum Gupta received Commonwealth Academic Staff Fellowship, UGC Research Associateship at NIMHANS, Banglore. Indian National Science Academy award as Research Scientist, LC.M.R. fellowship as Trainer in Community Mental Health, NIMHANS, Banglore and British Psychological Society Award. Dr. Honey Oberoi Vahali was awarded the M.V. Govindaswamy award for Clinical Psychology and the Junior Nehru Memorial fellowship.

Prof. G. Misra has received Radhakrishanan Award, Dr. Hari Singh Gaur Award, G.B. Pant Award, and Human Rights Commission Award for distinguished contributions to social science research. Prof. Anand Prakash received young scientist Award of Indian Science Congress, UGC’s Career Award. Prof. Bhardwaj has been honored by National Institute of Productivity Management for life-time contribution to Organizational Behaviour.

Prof. N.K.Chadha was a Visiting Professor at University of Virginia, USA and Faculty of Health Studies, Auckland, University of Technology, New Zealand. Prof. N.K.Chadha was awarded DAAD fellowship at Dortumund University, Germany, INSADFG award at University of Heideberg, Germany and UGC-MSH award by French Government on Social Gerontology. Prof. N.K.Chadha has been invited by UNESCO to deliver status paper on the Intergenerational Issues for the developing world at University of Keele, U.S.A. He has been invited to be the member of Board of Governors, University Pittsberg, USA for intergenerational issues. Further Prof. Chadha was selected for the third time for the “Indo-French exchange program for Social Scientists” to visit France for one month jointly by the UGC, India and MSH, France. Prof. Nandita Babu was Visiting Professor at Department of Child Development, San Diego State University. 

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Ph.D. in School Psychology

Academic Programs

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Students in our American Psychological Association-accredited * and National Association of School Psychologists -approved Ph.D. – Licensure program benefit from our nationally-recognized rigorous course of study in the heart of Denver.

We train students as scientist-practitioners who contribute to the body of accumulated knowledge in the field as well as address challenges affecting K-12 pupils’ learning, behavior, development and cognition. The School Psychology program promotes an ecological model embedded in a social justice orientation and emphasizes skill development using evidence-based practice, current learning theory and field-specific research.

Graduates have in-demand skills that create ample opportunity for employment as faculty at postsecondary institutions, practitioners in the public K-12 education sector or psychologists in the clinical setting. Graduates have the opportunity to attain their National Association of School Psychologists’ national certification , the Colorado Department of Education School Psychologist license and, upon completion of post-doctoral requirements, license as a Health Service Provider in the state of Colorado. The University of Denver has not yet determined whether the program meets licensure requirements in a state other than Colorado or in any U.S. protectorates. For students seeking licensure in a state other than Colorado, students should contact the state’s Department of Education to determine whether the program meets licensure requirements.

Note: The School Psychology PhD is fully accredited by the National Association of School Psychologists (NASP) and Accredited, on Contingency by the American Psychological Association (APA) until July 21, 2024.

Applications are currently under review, look for decision emails coming soon!

Applications open for 2024, learning outcomes.

The program learning outcomes for the Ph.D. in School Psychology – Licensure are as follows:

• Consultation: able to collaborate in strengths-based, problem-solving, interdisciplinary teams with families, teachers, administrators, and other school and community personnel and to demonstrate appropriate interpersonal relations and professional dispositions and work characteristics;
• Assessment: able to demonstrate evidence-based and culturally competent decision-making regarding selection, administration, and interpretation of assessments;
• Intervention: able to employ data-based decision-making and systems-thinking that links assessment outcomes to effective individual, family, and group change and to deliver preventative, remedial strategic accommodations, intervention, and crisis services in a timely and professional manner;
• Scholarship and Advocacy: able to apply, translate, and expand upon scientifically-based pedagogy and professional practice; able to advocate for the needs of children and families, to respect the dignity and worth of all persons, to exhibit compassion and self-awareness, and to demonstrate strong listening, oral and written communication skills.

Program Requirements

You will need to complete 135-quarter credit hours and a supervised 2,000-hour APA/APPIC approved full-time internship. Up to 45 quarter-credit hours may transfer in from a master’s degree. Among other program requirements, you must also:

• Pass the Praxis II exam
• Complete a doctoral residency
• Pass the doctoral comprehensive exam
• Successfully defend your dissertation

Accreditation

The School Psychology Licensure Ph.D. program is accredited, on contingency, by the American Psychological Association (APA) until July 21, 2024.

The American Psychological Association (APA) is a scientific and professional organization that represents psychologists in the United States. APA educates the public about psychology, behavioral science, and mental health; promotes psychological science and practice; fosters the education and training of psychological scientists, practitioners and educators; advocates for psychological knowledge and practice to inform public policy; and champions the application of psychology to promote human rights, health, well-being and dignity.

For data related to the program as part of APA accreditation, please see: Student Admissions, Outcomes, and Other Data .

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 / E-mail: [email protected]

Web: www.apa.org/ed/accreditation

The School Psychology Licensure Ph.D. program is also accredited by the National Association of School Psychologists (NASP) . The National Association of School Psychologists (NASP) is a professional association that represents more than 25,000 school psychologists, graduate students, and related professionals throughout the United States and 25 other countries. The world’s largest organization of school psychologists, NASP works to advance effective practices to improve students’ learning, behavior, and mental health. Our vision is that all children and youth thrive in school, at home, and throughout life.

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Office: Katherine A. Ruffatto Hall, 2nd floor Mail Code: 1999 E. Evans Avenue, Denver, CO 80208 Phone: 303.871.2473 Email: [email protected] Web Site: morgridge.du.edu/programs/counseling-psychology/

As a graduate student in the Department of Counseling Psychology (CP), you’ll develop the skills necessary to become an effective practitioner, researcher and/or leader in your field. Our goal is to develop professionals who are insightful and self-reflective, who are innovative risk takers and superior critical thinkers. Our faculty research explores many exciting and critically important areas such as class and race, relationship counseling, women’s issues, and health and well-being. You will examine these issues and apply what you learn through hands-on experience at your placements. Our highly selective doctoral program is accredited by the American Psychological Association and is well known for providing access to high-quality practica and national internships for our students. This scientist-practitioner program has a strong focus on both research and practice. Similarly, the master's program has excellent practicum and internship sites all over the Denver area, and is accredited by the Masters in Psychology and Counseling Accreditation Council. One of the strengths for our Counseling Psychology program for both master's and doctoral students is the opportunity to provide counseling in our in-house clinic.

We want our students not only to demonstrate accurate and current knowledge, but to have expertise related to the many issues that confront society, and to have the skills to create effective strategies and approaches to address these challenges.

 Doctor of Philosophy in Counseling Psychology

The goal of the CP doctoral curriculum at the University of Denver is to educate counseling psychologists who have a solid foundation in science, practice, and social justice and equity from an intersectional framework. Our PhD program is intended for those preparing to become counseling psychologists. Through coursework and hands-on experience, you will learn to evaluate theories and research critically, while gaining a deeper understanding of the communities and individuals you will serve. Although CP programs may lie at various points on the continuum from a very heavy emphasis on science to a very heavy emphasis on practice, the Counseling Psychology program at DU lies close to the middle of the continuum. Although the course of study provides students with some flexibility to emphasize either the practice or scientific side of the continuum, we expect that all students will have a solid foundation in science and practice and will approach each aspect of their training from a multiculturally informed position. Many of our graduates work in practice settings after graduation, and some are in research/faculty positions across the country. Regardless of their specific work setting, we believe they are trained to practice from a scientific/critical perspective infused with cultural awareness. In this way, our philosophy is consistent with the perspective of Pepinsky (1954), who suggested that the scientist portion of the scientist-practitioner model is reflected in the way counseling psychology practitioners think about and conduct their practice: they think critically and are appropriately skeptical about theories, research findings, and clinical practices, including their own as well as others. In addition, our students strive for cultural competence in order to be effective with diverse clients.

Counseling psychologists encourage groups of individuals in an array of cultural contexts to better understand themselves and their own behavior, to develop an increased repertoire of adaptive skills, and to more effectively approach life problems in light of this understanding and skill development. Counseling psychologists also help individuals make vocational-educational decisions, take productive action in marriage or family systems, and assist individuals with health-related crises, being careful to take cultural consideration into account. Counseling psychologists are also trained to provide supervision, consultation, and interprofessional/interdisciplinary skills and to use these skills in a variety of settings. Consistently, DU Counseling Psychology PhD program emphasizes multicultural counseling and social justice, health psychology, vocational psychology, psychotherapy processes and outcomes, psychological assessment, group dynamics, and treatment of addictions. Seminars are offered in all of these areas.

The faculty encourages students to develop individualized programs of study commensurate with their career goals. Practicum setting are arranged to further intensify training in particular specialty areas (e.g., college counseling, VA, in-patient, integrative care, correctional settings, community mental health). Students whose goals include college teaching are encouraged to co-facilitate introductory counseling classes with faculty and teach undergraduate psychology and counseling courses. Students are also required to participate in and contribute to a pre-dissertation research project that leads to a presentation and/or a submission for publication.

The program offers areas of focus, where you can further your skills and become better equipped to provide solutions for the societal and interpersonal challenges facing clients. Students will be able to integrate research to practice and engage in practice that is informed by research.

 We offer an Emphasis in Health Psychology with at least two health-related didactic courses and two supervised clinical practica. Courses may include health psychology, health disparities, integrated health, neurophysiological assessment, and infectious disease in addictive behavior.  Please note that the health-related courses are in addition to the required courses for completion of the PhD in Counseling Psychology. Practicum opportunities have included integrated health settings, academic medical centers, and VA Hospitals serving adults, children, and families. Students interested in practicum in health psychology settings may work with their advisor and the training director to identify relevant sites and obtain guidance and support in the application process, but health-related practicum are not guaranteed. Similar to the practicum component, students interested in completing a health psychology related dissertation have several faculty who can support them in this process, but students in consultation with their advisor and/or dissertation chair, select their dissertation topic.  The Emphasis in Health Psychology offers an exciting opportunity to build upon excellent foundational broad and general psychology training to dive deeper into advocating for health equity, developing interprofessional competencies, and partnering with our Denver communities. 

Importantly, some faculty research areas include:

• Multicultural counseling • HIV counseling • Psychotherapy research • Romantic relationships • Health psychology and health disparities • Addiction counseling  • Group dynamics • Supervision and training • Vocational psychology and career development • Cancer survivorship

Upon completion of our PhD program, and with the additional post-doctoral required hours, you’ll be able to apply for licensure as a psychologist in Colorado and various other states (Please check with your state’s licensing board to ensure our program meets their licensing requirements).

Interim Master of Arts in Counseling Psychology  with a Concentration in  General Counseling (for PhD students only)

This concentration leads to a general Master's degree in Counseling, and is available as an interim degree for PhD candidates only. This concentration requires a minimum of 55 quarter hour credits, including a 200-hour practicum, but it does not lead to licensure as a professional counselor on its own.

Master of Arts in Counseling Psychology with a Concentration in Clinical Mental Health Counseling

The Clinical Mental Health Counseling concentration is accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC) and is aligned with the requirements of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Students who complete this degree and two years of post-master’s work in the field can apply to become a Licensed Professional Counselor in the State of Colorado and various other states (Please check with your state’s licensing board to ensure our program meets their licensing requirements). This degree requires two years and 90 quarter credits. It also includes a 200-hour practicum, a 600-hour internship, and two quarters of counseling in our in-house clinic. 

Master of Arts in Counseling Psychology with a Concentration in Research Counseling

Some students wish to develop more advanced research skills as well as counseling skills. This concentration requires two years and 72 credit hours to complete. Students wishing to complete a master's thesis are strongly encouraged to apply to participate in this concentration during the winter quarter of the first year of study. If the student chooses to apply for the Research concentration later, it will take longer to complete the degree. It is recommended they begin discussing this option with their advisor during their first quarter of graduate work. Students who complete a thesis are not required to take the comprehensive examination. This is the only concentration students may pursue if they are interested in writing a thesis. The Research concentration does not meet requirements to achieve licensure. Students are not eligible for applying to become a Licensed Professional Counselor after graduation.

MASTER OF ARTS IN School counseling: SchoolCounseling@denver

The Master of Arts in School Counseling (online) program has been designed to help students develop individual, group, and career counseling skills to meet the academic, career, and social/emotional needs of students from diverse backgrounds within the P-12 school system(s) and across the communities in which they serve. Students receive training in the profession as a whole, with focus on counseling skills, development, social justice, application of skills in a school environment, and many other areas. This degree requires a 100-hour practicum and two 300-hour internship experiences, during which students receive on-site supervision at their practicum/internship setting. This 72 quarter hour online Master's degree in School Counseling allows students to apply for licensure as a school counselor in Colorado (through the Colorado Department of Education [CDE]) and various other states. Note that licensing requirements vary from state to state. Check with the licensing board for the state in which you are interested.

Doctor of Philosophy in Counseling Psychology

Degree and gpa requirements.

• Bachelor's degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.
• Grade point average: The minimum undergraduate GPA for admission consideration for graduate study at the University of Denver is a cumulative 2.5 on a 4.0 scale or a 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree. An earned master’s degree or higher from a regionally accredited institution supersedes the minimum standards for the baccalaureate. For applicants with graduate coursework but who have not earned a master’s degree or higher, the GPA from the graduate work may be used to meet the requirement. The minimum GPA is a cumulative 3.0 on a 4.0 scale for all graduate coursework undertaken.
• Program GPA requirement: The minimum undergraduate GPA for admission consideration for this program is a cumulative 2.5 on a 4.0 scale.

English Language Proficiency Test Score Requirements

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

• Minimum TOEFL Score (Internet-based test): 80
• Minimum IELTS Score: 6.5
• Minimum C1 Advanced Score: 176
• Minimum Duolingo English Test Score: 115

No, this program does not offer English Conditional Admission

Master of Arts in Counseling Psychology with a Concentration in Clinical Mental Health Counseling, Concentration in General Counseling, Concentration In Research Counseling

English Conditional Admission: No, this program does not offer English Conditional Admission.

Master of Arts in School Counseling: SchoolCounseling@Denver

Degree requirements.

A total of 135 hours are required for the doctorate in the Morgridge College of Education and up to 45 credits from a master’s degree may be eligible to be transferred depending on the content overlap with current courses. Students are able to transfer in up to an additional 15 hours for graduate work provided the credits have been earned after the master’s degree was awarded and it does not conflict with the doctoral residency requirement.

Coursework Requirements for Students Entering with a Master's Degree T hat Included a Supervised Practicum/Clinical Requirement

(Register for this Fall, Winter, and Spring terms during internship year for 8 credits per quarter)

Assumes completion of a supervised field experience of 400 hours in the MA/MS program (if not, see section on coursework required for those who did not complete a practicum as part of their MA/MS program)

Advanced Practicum I and Advanced Practicum II students are required to spend 15 to 20 hours per week in practicum placement for three consecutive quarters for a total of 500-600 hours per practicum experience (a minimum of which 250 should be direct client time per practicum setting). Ideally a minimum of 500 to 600 direct service hours will be accumulated at the end of the two practicum experiences. All three quarters of each practicum placement must be at the same site and must be consecutive. Some students take an additional practicum placement if necessary based on goals for internship and career. For more information on practicum requirements, please see the separate practicum handbook. 

PhD Clinic is generally taken for two consecutive quarters: either winter-spring, spring-summer, summer-fall, or fall-winter. Students are surveyed about their preferences and these are accommodated if possible.

Students must have successfully completed Advanced Practicum I and have completed or are completing Advanced Practicum II. 

Students can take up to 5 credits prior to comprehensive exams. In order to maintain degree candidacy, MCE doctoral students who have finished all requested coursework will register for one dissertation or doctoral research credit or other credit for consecutive terms fall through spring (summers not required) until the student graduates.

A minimum of 135 credits is required for the PhD in Counseling Psychology.

Coursework Requirements for Students Entering with a Master’s Degree without Clinical Training (e.g., a supervised a Practicum/Clinical requirement)

  For students entering without a supervised M.A. practicum or clinical experience, there are several extra requirements included in the list below.)

(Register for this each term during internship year for a total of 8 credits per quarter)

Students must complete Basic Counseling Techniques with a grade of “B” or better before enrolling in Beginning Practicum.

Advanced Practicum I and Advanced Practicum II students are required to spend 15 to 20 hours per week in practicum placement for three consecutive quarters for a total of 500-600 hours per practicum experience (of which 250-300 should be direct client time per practicum setting). Ideally a minimum of 500 to 600 direct service hours will be accumulated at the end of the two practicum experiences). All quarters must be at the same site and must be consecutive. Some students take an additional practicum placement if necessary based on goals for internship and career. For more information on practicum requirements, please see the separate practicum handbook. 

PhD Clinic is generally taken for two consecutive quarters either winter-spring, spring-summer, summer-fall, or fall-winter. Students are surveyed about their preferences and these are accommodated if possible. 

Students must have successfully completed Advanced Practicum I.

Coursework Requirements for Students Entering with a Bachelor's Degree

(135 qtr. hrs. for completion of PhD requirements)

A total of 135 post-Bachelor's quarter hours is the minimum required for the doctorate in the Morgridge College of Education for students coming in without a master’s degree.

(Register for this each term during internship year for 8 credits per term)

Students must complete Basic Counseling Techniques with a grade of “B” or better before enrolling in Beginning Practicum. 

Interim Master of Arts in Counseling Psychology with a Concentration in General Counseling

To be eligible, students must enter the PhD program without an earned master's degree. Students must submit an application to graduate and meet with their advisor for candidacy sign-off by the deadline.

The interim MA does not prepare students for licensure as a Licensed Professional Counselor (LPC). It is intended for students who wish to complete a Master's degree as they pursue their PhD. Students must meet the requirements for the Master of Arts in Counseling Psychology with a Concentration in General Counseling listed below.

Coursework Requirements

Minimum number of credits required for degree: 90.

Non-coursework Requirements

• Comprehensive Exam

MASTER OF ARTS IN COUNSELING PSYCHOLOGY WITH A CONCENTRATION IN GENERAL COUNSELING 1

The General Counseling Concentration is open only to doctoral students pursuing the interim MA.

Minimum number of credits required for degree: 55

Coursework requirements, minimum number of credits required for degree: 72.

• Comprehensive examination

Master of Arts in School Counseling: Schoolcounseling@Denver

Curriculum (18 four-credit courses)

Counseling Psychology Courses

CNP 4642 Adult Development (3 Credits)

Literature on normal development of adult thinking and problem-solving processes and the self-esteem. Physiological changes and relationship between cognitive development and developmental tasks of adults included.

CNP 4645 Lifespan Development (5 Credits)

Survey of the principles of development from conception to adulthood, emphasizing biological, environmental, and cultural factors affecting development.

CNP 4700 Counseling Theory (5 Credits)

Basic counseling theories and philosophical principles as a foundation for professional training including history, concepts, techniques and trends.

CNP 4701 Advanced Seminar: Counseling Theory (3 Credits)

Focus on advanced practice issues and (doctoral students only) integration of theory and practice.

CNP 4702 Introduction to Assessment (5 Credits)

This is a biweekly course designed to give students an introduction to the essentials of psychological testing, assessment, and report utilization. This course will provide students with exposure to basic objective tests, projective tests, personality tests and other diagnostic techniques.

CNP 4704 Psychological Assessment (5 Credits)

Administration, scoring and interpretation of objective and projective personality-assessment techniques, the DSM IV, diagnostic categories, report-writing skills, ethical standards for testing. Lab fee required. Prerequisite: counseling or school of psychology Ph.D. student or instructor approval.

CNP 4705 History and Systems of Psychology (3 Credits)

Historical and philosophical basis of modern psychological theories; basic issues as related to major school of psychology.

CNP 4706 Cognitive Assessment (5 Credits)

This course provides students in Counseling Psychology with experience in individual intelligence, learning and memory, and neurocognitive screening test administration, scoring, interpretation, and report writing. Each student has an opportunity to administer various cognitive measures, with particular emphasis on the Wechsler Scales. Contemporary issues pertinent to the assessment of intelligence are covered. Emphasis is placed on synthesizing and integrating information from cognitive assessment with other sources to produce effective intervention and therapeutic recommendations. Issues regarding the use of such tests are discussed, as well as appropriate use in agencies and clinical practice. Lab fee required.

CNP 4707 Introduction to Integrated Health (3 Credits)

This course is designed to provide students with an introduction to issues in the practice of integrated health psychology, including the topics of interprofessionalism, diagnosis and assessment, treatment, treatment adherence, and consultation. Students will learn about the roles held by behavioral health providers, particularly in the primary care medical setting. Emphasis is placed on evidence-based and culturally competent practice in the integrated health environment.

CNP 4710 Career Counseling (5 Credits)

This course is designed to facilitate student development of knowledge, skills and competencies to engage in counseling clients with career issues; utilize occupational/career resources including technology-based resources and assessments; examine theories of career development and decision-making; develop the ability to evaluate and implement appropriate assessments; collaborate with clients in identifying personal and career goals; and organize and implement program planning and techniques and do so in a diversity of work settings. Lab fee required.

CNP 4720 Group Counseling Theory (5 Credits)

This course is designed to introduce graduate counseling students to group counseling theory, research, and practice. This course will focus on group theory and research but will also provide instruction and experiences in a variety of group techniques. The course is designed for students in counseling psychology, school psychology, and other related fields who work with persons in a group context. This course focuses on the entire age range from children, adolescents, and adults. This course aims to define therapeutic groups broadly. Students will learn about group theory, research, and techniques through class lectures and discussion, group demonstrations, videotapes on group topics, reading assignments, a group presentation, an experiential task group, a required paper related to the task group presentation, and other required assignments.

CNP 4730 Research Methods and Program Evaluation (5 Credits)

This course is designed to provide an introduction and overview of comprehensive program development and evaluation, and research methods. The course will provide direction on the following topics: causation, research hypotheses, independent and dependent variables, sampling, internal and external validity, experimental, quasi-experimental, single-subject, causal-comparative, and correlational designs, measurement and data collection procedures, types of instrumentation and methods for determining reliability.

CNP 4740 Basic Counseling Techniques (3 Credits)

Basic counseling and interviewing skills; emphasis on building counseling relationships and facilitating client's self-exploration; skills of empathy, advanced empathy, self- disclosure, confrontation and immediacy.

CNP 4741 Int Counseling Techniques (3 Credits)

Sample of counseling techniques and effectiveness with different types of clients. Prerequisite: CNP 4740 .

CNP 4743 Professional Development in Counseling (1 Credit)

Introduction to the field of counseling with special emphasis on practicum placement. Prerequisite: admission to the MA program in counseling psychology.

CNP 4750 Counseling Psychology Beginning Practicum (3 Credits)

Supervised practice in counseling for master's students. Prerequisite: CNP 4740 , and be a counseling psychology student.

CNP 4751 M.A. Internship (1-5 Credits)

Yearlong, 600-hour supervised field practice for second-year master's students with weekly seminar. Prerequisites: CNP 4750 and be a counseling psychology master's students.

CNP 4752 Counseling Psychology Advanced Practicum I (3 Credits)

Supervised practice in counseling for doctoral students. Prerequisites: CNP 4750 or prior practicum, and be a counseling psychology student.

CNP 4753 Counseling Psychology Advanced Practicum II (1 Credit)

Group supervised practice in counseling for second-year doctoral students with emphasis on process and countertransference issues. Prerequisite: CNP 4752 .

CNP 4754 Couns Psych: PhD Internship (1 Credit)

Meets 12-month internship requirement in counseling psychology. Prerequisites: completion of comprehensive examination and dissertation proposal.

CNP 4755 MA Clinic (5 Credits)

MA clinic is a required course for all students in the 90-credit Clinical Mental Health Counseling Concentration.

CNP 4756 PhD Counseling Clinic (1 Credit)

On-campus, advanced-experience counseling of clients from the community with close supervision and observation. Prerequisite: Doctoral student in counseling psychology.

CNP 4758 PhD Field Experience (8 Credits)

Required 12-month, 40-hour-per-week internship for doctoral students in Counseling Psychology. Registration for this course indicates full-time enrollment. This course is not graded. Prerequisites: completion of comprehensive examination and dissertation proposal. Department approval is required for registration. Fall quarter enrollment must be done in conjunction with CNP 4754 .

CNP 4760 School Counseling Practicum (1-4 Credits)

A minimum of 100 hours supervised practice in School Counseling for Master's students in the School Counseling Concentration. Students must be supervised by a licensed school counselor. Enforced Prerequisites: CNP 4740 with a minimum grade of C.

CNP 4761 School Counseling Internship I (1-4 Credits)

100-hour supervised field practice in a school setting for Master's students in the School Counseling Concentration, with weekly seminar. Students must be supervised by a licensed school counselor.

CNP 4762 School Counseling Internship II (1 Credit)

A minimum of 600-hour supervised field practice in a school setting for master's students in the School Counseling Concentration, with weekly seminar. Students must be supervised by a licensed school counselor.

CNP 4768 Counseling Psychology: Social Psychology (3 Credits)

Social Psychology is designed to provide students a broad and general understanding of social psychology. The course will cover aspects of self, cultural dynamics, group processes, emotional/cognitive aspects of social behavior.

CNP 4769 Cognitive Behavioral Therapy (4 Credits)

Cognitive Behavior Therapy (CBT) is a treatment approach that incorporates a multitude of evidence-based strategies to construct an individualized and comprehensive treatment plan for a wide variety of mental/behavioral disorders. CBT has been extensively investigated in both research and applied setting. CBT offers foundational knowledge and skills to provide an active, client involved approach to resolving individual and family challenges. CBT is structured, goal-directed, and focuses directly on client problem areas. Students will practice and develop the skills necessary to implement CBT techniques and strategies.

CNP 4770 Counseling Psychology Seminar: Research (3 Credits)

Review of current process and outcome research in counseling and psychotherapy; substantive issues, including client and therapist variables as well as methodological issues and experimental designs. Prerequisite: doctoral student.

CNP 4772 Diversity Seminar: Psycho-Social Issues (1-5 Credits)

Series of courses to analyze social and psychological impacts of oppression related to minority status, socioeconomic status, gender and family configurations; taught using an awareness and knowledge approach; implications for counseling; series includes general seminar and series of 1 credit follow-up seminars on particular topics, e.g., American Indian mental health, African- American mental health and women's mental health. Prerequisites: CNP 4773 and students must take the 3-credit general seminar prior to the individual seminars.

CNP 4773 Diversity: Multicultural Counseling Psychosocial Issues (5 Credits)

The purpose of this course is to provide an overview of multicultural and social justice issues in the United States. While this is not a skills training course, implications for multicultural counseling skills will also be discussed. Issues and concepts related to gender, race, ethnicity, sexual orientation, gender identity, and social class will be examined within a framework of privilege and oppression. This course is designed to present a general introduction to multicultural and social justice issues as well as culturally responsive counseling. Due to the extensive amount of material in this area, only some selected issues and topics will be presented. Students interested in gaining more specific, or in-depth knowledge of topics covered in this class may pursue the one-credit Counseling Psychology diversity seminars offered in the Counseling Psychology program. Significant emphasis will also be placed on experiential learning and the application of students’ awareness and knowledge accrued throughout the quarter.

CNP 4775 Counseling Psychology: Cognitive & Affective Basis of Behavior (3 Credits)

The seminar is intended to enhance students’ understanding of the fundamental psychological concepts in cognitive and affective sciences and of the relevance of these theories and concepts to clinical practitioners. This seminar will provide weekly lectures to engage students in core issues surrounding the scientific study of affective and cognitive processes involved in human behavior. Academic inquiry and dialogue will also be fostered through group presentations and discussions of peer-reviewed journal articles and book chapters.

CNP 4776 Family Counseling (3 Credits)

Introduction to family counseling, including survey of major theories and research, and in-class demonstrations of techniques. Prerequisite: advanced master's or doctoral student.

CNP 4778 Health Psychology (3 Credits)

Overview of rapidly expanding field of health psychology; wide variety of topics dealing with role of psychological processes in health and health care; includes impact of stress on physical health, and psychological factors that determine health-related behavior, psychological aspects of delivery of health care, and assessment issues in health psychology.

CNP 4780 Counseling Psychology Seminar: Supervision (3 Credits)

Introduces literature and research on counseling supervision, including awareness of individual differences; provides experience supervising master's level counselors. Prerequisites: doctoral student and CNP 4752 .

CNP 4781 Counseling Psychology: Introduction to Psychodynamic Theory (4 Credits)

This class will explore psychodynamic theory, with an emphasis on creating case formulations and practicing an analytic position in the treatment process. We will be focusing primarily on individual treatment with adults in outpatient settings using a developmental lens. You will be encouraged to develop and deepen your capacities for curiosity and self-reflection, in part as they relate to the exploration of countertransference reactions and meaning making. You will be learning both professionally and personally, as they mutually influence one another, what it means to be a psychodynamic clinician.

CNP 4783 Counseling Psychology: Eating Disorders (3 Credits)

This class will offer the opportunity to learn about the diagnosis, assessment, theory, and treatment of eating, weight and shape disorders. While working with clients with eating disorders (EDs) can present unique challenges, we will explore the perception/stigma that these clients are notoriously difficult to treat. We will focus on the importance of integrative treatments, and the role of behavioral, symptom focused techniques in addition to psychodynamic approaches that explore underlying characterological and developmental issues. This class will also consider the impact of culture and media on body image, and the effects of these messages on personal beliefs, attitudes and behaviors.

CNP 4784 Psychopathology (5 Credits)

This course is designed to provide students with a thorough understanding of assessment, diagnosis and classification of psychological abnormalities. Psychopathology is typically characterized by deviance from cultural norms, personal distress, danger to oneself or others, or an inability to function in daily life. We will explore the empirical basis for understanding psychopathology as defined in the DSM 5, as well as, the inherent limitations of the current diagnostic system. Interactions of biological, social, psychological, cultural, political, and environmental factors will be stressed, particularly as they contribute to the development and maintenance of mental disorders. Cultural perspectives on each disorder will be addressed every week to attend to issues of social justice and multiculturalism related to diagnosis.

CNP 4787 Motivational Interviewing (4 Credits)

Motivational Interviewing is a client-centered collaborative style of therapeutic relationship designed to strengthen a person's motivation for and commitment to change. This class will facilitate skill development in managing client ambivalence, eliciting change-talk and honoring the client's autonomy regarding taking steps toward a commonly agreed upon goal.

CNP 4788 Physiological Psychology (3 Credits)

Physiological Psychology is designed to expose students to the field of physiology and highlights its reciprocal relationship with behavior. We will cover topics including the structure and function of the nervous system and areas of research relevant to clinical psychology (e.g., substance abuse, mental illness, and biological rhythms). Given the limited time devoted to each area, more in-depth coverage should be pursued by interested persons.

CNP 4789 Pharmacology of Addictive Behavior I and II (4 Credits)

This class provides a solid base of knowledge about the drugs of abuse including what occurs physiologically with drug use and other addictive behaviors. Additionally, this course explores neuroscience and genetic research on addiction to better understand the changes in the brain that underlie drug use and addictive behaviors.

CNP 4790 Counseling Psychology Seminar: Ethics (3 Credits)

Professional ethics in practice and research in counseling psychology, including informed consent, confidentiality, clients' rights, psychologists' obligations, etc.; basic APA documents. Prerequisite: doctoral student.

CNP 4791 Counseling Psychology Seminar: Counseling Couples (3 Credits)

Introduction to couples counseling, including survey of major theories and research.

CNP 4792 Pro-Seminar in Counseling Psychology (1 Credit)

Introduction to field of counseling psychology required for all first-quarter doctoral students. Prerequisite: counseling psychology doctoral students.

CNP 4794 Counseling Psychology Seminar: Special Topics (1-15 Credits)

Variety of special topics on research and practice in counseling psychology; readings, lectures and projects to provide an in-depth understanding of topics, which vary from to year and cover areas such as counseling women, counseling in business and industry, advanced group therapy, time-limit counseling, vocational counseling, etc.

CNP 4795 Master of Arts Counseling: Legal and Ethical Issues (5 Credits)

Introduction to ethical and legal issues in school and agency counseling for master's students. Prerequisite: Master's student in Counseling Psychology.

CNP 4797 Counseling Addictive Behavior (4 Credits)

Introduction to assessment, treatment and outcome evaluation of chemical and nonchemical addictive behaviors. Requirements include abstinence from a "compulsive" behavior; journaling about one's cognitive, emotional and behavioral reactions during the abstinence period; attending 12-step meetings; participating in a quasi-12-step in class meeting; critiquing a film depicting dynamics of an alcoholic family.

CNP 4799 Infectious Diseases in Addictive Behaviors (2 Credits)

Drug and alcohol abuse and infectious diseases go hand in hand. This class explores the high risk for contracting and spreading infectious diseases among drug abusers. This class helps prepare students to identify such diseases, determine client risk for infection, and educate students about disease prevention and treatment options.

CNP 4800 Consultation (1 Credit)

This course is designed to teach the basic theories of psychological consultation that can be used to guide practice in a variety of settings. Students learn to differentiate process, collaborative and expert consultation. The class format includes presentations from practitioners working in school, medical, forensic, and business settings. In addition, students also learn about the ethical principles that guide their practice and to also become sensitive to how their work with diverse cultural backgrounds may be perceived. Prerequisite: must be enrolled in the Counseling Psychology doctoral program.

CNP 4991 MA Independent Study (1-10 Credits)

CNP 4995 Independent Research (1-10 Credits)

CNP 5771 Counseling Psychology: Doctoral Research Seminar (3 Credits)

The purpose of this course is to guide students in completing the Dissertation. This is not a research methods course but a course focused on the application of research understandings, knowledge, concepts, and terminology in the design of a dissertation. It is assumed that prerequisite research courses provide students with considerable information, foundational knowledge, and conceptual understandings of both quantitative and qualitative research methodologies and other relevant topics.

CNP 5991 PhD Independent Study (1-10 Credits)

CNP 5995 Independent Research (1-20 Credits)

School Counseling Courses

COUN 4001 School Counseling Immersion (0 Credits)

This on-campus experience is for students in the SchoolCounseling@Denver online program.

COUN 4600 Orientation to Professional Counseling & Ethical Practice (4 Credits)

This course provides an introduction to the counseling profession, including an overview of legal, ethical, and structural issues.

COUN 4610 Counseling Techniques (4 Credits)

Foundations and application of counseling and interviewing skills. This course emphasizes building and maintaining counseling relationships, facilitating client self-exploration and expression, and skills including, but not limited to, empathy, reflection, and challenging.

COUN 4620 Counseling Theory (4 Credits)

This course introduces students to basic counseling and psychological theories and philosophical principles as a foundation for professional training including history, concepts, techniques, and trends. Students gain an understanding of the theories and research related to helping relationships and develop the skills to apply their knowledge in therapeutic relationships through experiential activities. Students also develop and refine their own counseling orientation.

COUN 4630 Research Methods and Program Evaluation (4 Credits)

This course provides an introduction and overview of quantitative, qualitative, and mixed-methods research in counseling and education, including the development of program evaluations and assessments.

COUN 4700 Diversity: Multicultural Counseling Psychosocial Issues (4 Credits)

Overview of multicultural and social justice issues in the United States and their relationship with and implications for counseling. Content includes but is not limited to examination of concepts related to race, ethnicity, religion, socioeconomic status, gender, sexuality, and neurodiversity within a framework of privilege, oppression, and intersectionality. Prerequisites: COUN 4600 & COUN 4610 .

COUN 4710 Group Counseling (4 Credits)

This course provides an introduction to group counseling theory, process, leadership, and techniques. It includes participation as a group member in a small group activity, as articulated within the course. Prerequisites: COUN 4600 , COUN 4610 , and COUN 4620 .

COUN 4720 Assessment & Appraisal (5 Credits)

This course is designed to give students an introduction to the essentials of psychological testing, assessment, and report utilization. This course provides students with exposure to basic objective tests, projective tests, personality tests, and other diagnostic techniques. Prerequisite: COUN 4600 & COUN 4630 .

COUN 4730 Lifespan Development (4 Credits)

Survey of the principles of development from conception to adulthood, emphasizing biological, environmental, and cultural factors affecting development. Prerequisites: COUN 4600 , COUN 4610 , and COUN 4630 .

COUN 4740 Roles & Responsibilities of the School Counselor (4 Credits)

This course provides an in-depth study into the roles and responsibilities of a school counselor including counselor, consultant, coordinator, and educational leader. Strategies for increasing collaboration among interested parties, attendance among students, and involvement among caregivers are included. Students will understand the role of the school counselor as an educational leader and advocate for social justice in the school setting.

COUN 4750 Exceptionalities (2 Credits)

Survey of research and theory related to learners with exceptionalities. This includes but is not limited to differences (e.g., cognitive, behavioral, physical) which warrant additional services toward meeting the needs of the individual. Prerequisites: COUN 4700 , COUN 4710 , and COUN 4730 .

COUN 4800 Career Counseling (4 Credits)

This course facilitates development of knowledge, skills and competencies to engage in counseling clients with career issues, utilize occupational/career resources including technology-based resources and assessments, examine theories of career development and decision-making, develop the ability to evaluate and implement appropriate assessments, collaborate with clients in identifying personal and career goals, and organize and implement program planning and techniques in a diversity of work settings. Prerequisite: COUN 4720 .

COUN 4801 Developmental Application (2 Credits)

Application of developmentally informed counseling skills and theories. Prerequisites: COUN 4700 , COUN 4710 , and COUN 4730 .

COUN 4805 Gender & Sexuality (4 Credits)

This course provides students with an understanding of human sexuality and gender identities/expressions throughout the lifespan. It highlights awareness, knowledge, and skills in working with affectionally-, sexually-, and gender-diverse students in schools. The course explores impacts of our dynamic, intersecting identities on sex, sexuality, gender, intimacy, and diverse relationship structures. Prerequisites: COUN 4700 and COUN 4730 .

COUN 4810 Comprehensive School Counseling Programs (4 Credits)

This course provides a framework for developing a comprehensive school counseling program in order to meet the development needs of students in the domains of academic, career, and social/emotional development. Students become familiar with the American School Counselor Association’s National Model, the use of data to inform programmatic decision making, and factors related to school attendance and safety. The course is designed to provide students with practical experience in needs assessment, and program development, implementation, and evaluation. Prerequisites: COUN 4730 and COUN 4740 .

COUN 4815 Program Evaluation (2 Credits)

This course facilitates familiarity with application and implementation of program evaluation concepts, including evaluation design, statistical methods, and ethical and cultural considerations. Prerequisites: COUN 4630 , COUN 4730 , and COUN 4740 .

COUN 4820 Counseling Youth & Families (4 Credits)

Introduction to counseling children and adolescents, with considerations related to counseling within the family system. Includes integration of developmental, psychological, counseling, and family theories, and application of evidence-based interventions. Prerequisites: COUN 4730 .

COUN 4825 Activity-Based Counseling (3 Credits)

This course explores activity-based counseling theory and interventions. Emphasis is placed on the ways children and youth use play, fantasy, art, and other activities to communicate. Students learn developmentally appropriate play and activity-based therapy techniques, theory, and practical application. Prerequisites: COUN 4700 , COUN 4710 , and COUN 4730 .

COUN 4830 Diagnosis in Counseling (4 Credits)

This course covers the identification and treatment of psychological disorders and substance use and abuse across the lifespan. Special emphasis is placed on risks, signs, and symptoms of mental health and substance use disorders from a school counseling perspective, including common treatments and both school- and community-based resources and supports. Prerequisites: COUN 4700 , COUN 4720 , and COUN 4730 .

COUN 4835 Counseling for Trauma, Crisis, & Grief (4 Credits)

Through combination of lecture, role plays, and case conceptualization, this course provides students with foundational knowledge of theories, models, and best practices for trauma, grief, and crisis across the lifespan. Emphasis will be placed on learning how to differentiate between trauma, grief, and crisis when assessing, conceptualizing, and providing services to P-12 students. This course will also address the individual and systemic impact of trauma, crisis, and grief on students, families, and communities. Prerequisite: COUN 4700 & COUN 4730 .

COUN 4840 Educational Strategies and Policies (4 Credits)

This course provides an overview of the history and current issues in legislation and government policy relevant to school counseling. It provides training in advocacy, leveraging community resources, differentiated instruction, multilingual learners, and classroom management to prepare students for engaging with a diverse P-12 student population. Prerequisites: COUN 4810 .

COUN 4850 School Counselor Interventions (4 Credits)

This course focuses on developmentally appropriate evidence-based interventions used in a school setting for prevention and intervention to support and promote academic achievement and post-secondary success. The course explores interventions to address common social emotional, academic, and career-related issues faced by students in schools, including culturally competent peer-, community-, and family-based approaches. Prerequisites: COUN 4810 .

COUN 4900 Practicum (4 Credits)

A minimum of 100-hour supervised field practice in a school setting, accompanied by weekly live session meetings which provide group supervision. Students’ field practice must be supervised by an approved, appropriately credentialed school counselor. Prerequisites: COUN 4740 , COUN 4750 , and COUN 4760.

COUN 4901 School Counseling Field Supervision (1 Credit)

This course provides group supervision for students completing supervised field experience in roles and settings with clients relevant to their specialty area. Prerequisite: COUN 4900 . This prerequisite may be taken concurrently with COUN 4901 .

COUN 4910 Internship I (4 Credits)

A minimum of 300-hour supervised field practice in a school setting, accompanied by weekly live session meetings which provide group supervision. Students’ field practice must be supervised by an approved, appropriately credentialed school counselor. Prerequisites: COUN 4900 .

COUN 4920 Internship II (4 Credits)

A minimum of 300-hour supervised field practice in a school setting, accompanied by weekly live session meetings which provide group supervision. Students’ field practice must be supervised by an approved, appropriately credentialed school counselor. Prerequisites: COUN 4910 .

Clark David Ausloos , Clinical Assistant Professor, PhD, The University of Toledo

Jillian Blueford , Clinical Assistant Professor, PhD, University of Tennessee, Knoxville

Lisa M. Brownstone , Clinical Assistant Professor, PhD, University of North Carolina at Chapel Hill

Ruth Chao , Professor, PhD, University of Missouri

Pat Garriott , Associate Professor and Department Chair, PhD, University of Missouri

Kelly Marie Gentry , Clinical Assistant Professor, PhD, Montclair State University

Lindsay E. Harman , Clinical Assistant Professor, PhD, University of the Cumberlands

Joseph Johnson , Clinical Assistant Professor, PhD, University of Florida

Keiko M. McCullough , Assistant Professor, PhD, Indiana University

Jesse J. Owen , Professor, PhD, University of Denver

Timothy A. Pasternak , Visiting Assistant Professor of Practice, PsyD, University of Denver

Stacy Anne Pinto , Clinical Assistant Professor, PhD, Montclair State University

Geneva Ann Polser-Crabtree , Visiting Assistant Professor, PhD, University of Denver

Trisha Lynn Raque , Associate Professor, PhD, University of Maryland

Sage Rian , Clinical Assistant Professor, PhD, University of Nevada—Reno

Julia Roncoroni , Associate Professor, PhD, University of Florida

Apoorvee Sawhney , Clinical Assistant Professor, PhD, University of Missouri

Patrick Sherry , Research Associate Professor, PhD, University of Iowa

William Cross Jr. , Clinical Professor, Emeritus, PhD, Princeton University

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Resources for Current Students

As you pursue your psychology degree at DU, we're here to create diverse, hands-on opportunities for you to explore and engage psychological science. Looking for answers to frequently asked questions, information about departmental honors or ways to get involved in a faculty lab? Here, you'll find links and resources to help you make the most of your degree in psychology.

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Make An Advising Appointment

Want to make an appointment to meet with a psychology advisor? View our easy step-by-step guide with screenshots , or follow the instructions below.  

First, go to  Inspire and login with your DU email address and password (same as MyDU). 

After logging in, click "Contact my Advisors" in the Connect box on the home screen. Choose from the list of advisors currently assigned to you, and click "Schedule an Appointment." Then select a modality, topics for the appointment, and enter any other notes about what you're hoping to discuss or achieve.

After scheduling an appointment, you will receive an email confirmation, and will be able to see the appointment in the Calendar tab and in "My Appointments and Events" in Inspire.

If your preferred advisor is not visible using that process, you can instead click "Schedule Appointment" from the Connect box on the home screen. Where it says "Select office(s) to begin" select "Undergraduate Resources, Programs, and Advising," which will allow you to select from more advisors and schedule an appointment.

Psychology Advisors

Email: [email protected]

Phone: 303-871-3632

Email: [email protected]

Email:  [email protected]

Phone: 303-871-2438

• Department of Psychology Digication

Visit our digication site for more resources.

• Resources for Undergraduate Students
• Resources for Graduate Students
• Graduate Handbook
• Clinical Grad Handbook

Frequently Asked Questions

The following information should serve only as a general guideline and should not be used as a substitute for meeting with a department academic advisor.

Quick Links

• Transfer and AP/IB Credits
• Declare, Add or Change Major/Minor
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For most students, including those who plan to attend graduate school in psychology, there are no clear reasons to choose one of these over the other. The BA degree offers the most flexibility.

Students interested in medical or life-science fields, the physical sciences, math and computers, or cognitive psychology and/or neuropsychology might want to consider the BS degree, and/or a concentration in cognitive neuroscience. The BS program provides a comprehensive program of study, requiring psychology as a major and two minors (one must be in a computer or natural science), or psychology as one of two majors (with the other in a computer or natural science).

If you are a psychology major who plans to go to medical school or enter another biomedical health field, you should talk to an adviser in the Department of Biological Sciences.

If another department overlaps with your interests and career goals, you should consider that department for your minor. For example, if you think you want to work in the criminal justice system, criminology might be a good minor, as it provides coursework on social systems in general and criminal justice in particular.

Or, if you are interested in working with children as a teacher or school counselor, a minor through the Morgridge College of Education may be a good choice. If you think you might want to work in business, a minor through the Daniels College of Business would be useful.

To get the most out of your minor, you should meet with an academic adviser in the department you have selected for your minor as well as one from the Department of Psychology.

All courses on your Academic Progress Report (APR) that have a PSYC prefix are counted as psychology credits, no matter where they appear on your APR.

If you are earning a BA, these courses are counted against the 60-hour maximum for the BA. With the exception of specific psychology honors courses, any hours in excess of 60 are not counted toward anything . You simply pay for these credits but lose them with respect to degree requirements.

If you are earning a BS, there is no limit on the number of psychology credit hours that may be applied.

Most psychology graduates do not go to graduate school, and there are many career options for these students.

If you want to practice as a psychologist or other mental health professional, however, you do need to attend graduate or professional school. Our program provides education for students with both types of goals. Learn more about our graduate programs .

Honors and Distinction

Departmental distinction.

In the distinction program, you'll gain experience in research methods and approaches while developing a unique research project, which will benefit your future work or graduate school applications. If you complete all requirements, your transcript will show that you received departmental honors and excelled in psychology.

Junior Honors Research Seminar

Junior Honors Research Seminar is a course you'll take in winter (PSYC 2751) and spring (2752) quarters. In these courses, you'll learn research methods and skills that will help you communicate your findings. You'll also work in department labs to conduct research projects. Credits taken for these courses do not count toward the 60-credit maximum for the psychology BA.

Senior Honors Research Seminar

Students will complete three quarters of Senior Honors Research Seminar their senior year, PSYC 3150, 3151 and 3152. Credits taken for these courses do not count toward the 60-credit maximum for the psychology BA.

Senior Research Thesis

You will complete an empirical senior honors thesis by working with a Department of Psychology faculty member. If you satisfactorily complete an honors thesis, you will receive departmental distinction, which will be noted in the Commencement program and on your transcript.

The departmental distinction program is highly selective. You should have a strong academic record, an interest in research and complete a screening interview with the instructor of the Junior Honors Research Seminar. For more information about the program and the application process, please see an academic advisor.

Latin Honors

As a BA or BS student, you can pursue Latin honors designations of summa cum laude, magna cum laude and cum laude. Candidates for magna or summa cum laude must complete a thesis, culminating project or distinction in a major. To learn more, fill out and have a faculty member sign the Latin Honors qualification form.

• Cum laude is awarded to a degree candidate who has completed at least 90 quarter hours at the University with a minimum GPA of 3.75 in all course work taken at DU.
• Magna cum laude is awarded to a degree candidate who has completed at least 90 quarter hours at the University with a minimum GPA of 3.85 in all course work taken at DU.
• Summa cum laude is awarded to a degree candidate who has completed a minimum of 90 quarter hours at the University with a minimum GPA of 3.95 and receives a recommendation from the major department.

Psi Chi National Honor Society

Founded in 1929, DU's chapter of the Psi Chi National Honor Society in Psychology gives you a lifetime membership with the organization. 

If accepted, you'll pay a one-time, $65 membership fee by signing up and affiliating with the University of Denver.

• To be eligible, undergraduates must complete at least 5 quarters of college courses, 14 quarter hours of psychology courses, declare Psychology as a major or minor, and rank within the top 35 percent of your class (3.6 GPA or better in general studies and within your psychology program of study). Contact Leanne ten Brinke, PhD, to learn more.
• Graduate students must earn at least a "B" in all classes to be eligible. Contact Madison Gutwein to learn more.

Psychology Club

Psychology Club is open to all University of Denver students who have an interest in psychology, regardless of their major or academic standing.

Membership is $20 and you can register by signing up and affiliating with the University of Denver. 

If you're admitted into Psi Chi as well, we'll deduct your $20 Psychology Club membership fee from the $65 cost of a lifetime Psi Chi membership.

Certificates in Psychology (Micro-credentials)

The Certificates in Psychology program provides students with the opportunity to critically engage with one of three topics related to the field of psychology. Students who are accepted into this "Certificates in Psychology" program complete three courses, work with a professor on an experiential project, and create a shareable portfolio product, all related to either diversity and inclusion, data-informed decisions, or mental health. 

This program is particularly designed to prepare students to articulate and demonstrate the skills they've learned during their liberal arts education in psychology, whether they're writing graduate school applications or interviewing with potential employers.

In the program, students will apply for one of the three certificates mentioned above (diversity and inclusion, data-informed decisions, or mental health). Each certificate lists two required courses meant to provide students with foundational material related to the content area of the chosen certificate. Students seeking a diversity and inclusion certificate, for example, will be required to complete Psychology of Diversity as well as Social Psychology. In addition to these two foundational courses, students will select one more specialized course from a menu of several optional courses. For example, a student on the Diversity and Inclusion track might then take Cultural Psychology or Human Sexuality to delve deeper into more specialized topics related to this content area. (Courses completed prior to applying for this program will count.)

Students will then work with a professor to develop an experiential project lasting one quarter. This experience will be related to the chosen certificate but tailored to the student. For example, a student seeking a mental health certificate might take Field Experiences or shadow a clinical psychologist for a quarter. A student seeking a data-informed decisions certificate might analyze a publicly-available dataset using statistical software or work in a professor's psychology lab as a research assistant and write a report describing the research projects they contributed to.

Finally, students will integrate what they learned in their courses and their experiential project into a portfolio product.

Students will leave the program with a deeper appreciation for the chosen content area and an artifact that can be shared to demonstrate the student's knowledge, skills, and experiences in that area.

Interested in applying?

First, you'll need to contact Daniel Storage, PhD , to set up an informal Zoom meeting to discuss and plan.

Once you've had this meeting, you can apply for a certificate in psychology . 

Research Opportunities

As you conduct research in our faculty labs, you'll have opportunities to apply and enhance your learning in research settings and acquire lab experiences that will prepare you for your future graduate school experience and career.

You can get involved in a faculty lab by:

• volunteering in a lab
• applying for a work-study position (if you receive a work-study award)
• completing an in-lab internship and earning up to 10 credits in PSYC 2112 (Research Assistantship)
• joining the Departmental Distinction program, which offers advanced research methods and the opportunity to complete a senior thesis under the direction of a faculty mentor.

To find a lab that matches your interests, you can:

• look for the research assistant postings in Frontier and Nagel halls
• check DU's student employment site for work-study advertisements
• read about faculty research interests and labs and email a professor to set up an appointment

Study participation

If you're an undergraduate student in a psychology class, you can sign up to participate in a study here . 

You can look for fliers in the lobby of Frontier Hall and the psychology wing in Nagel Hall to learn about the studies currently seeking participants.

Before you sign up, please make sure the study is approved for credit in the class you're taking.

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Psychology Alumna Lands Role in Data Science

Close support from psychology department chair Anne DePrince helped Michelle Lee (PhD ‘18) succeed in her challenging developmental psychology doctorate program at DU. Lee has since landed a job as a data scientist with Pearson, where she focuses on integrating artificial intelligence with educational tools. 

New Psychology Faculty Question the Status Quo

Curious about the new frontiers of research in Clinical and Cultural Psychology? Two of our new instructors in DU's Department of Psychology  are bringing in innovative methods to teaching and research in psychological science.

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Department of Psychology

Cahss department of psychology.

Portfolio is being decommissioned . This portfolio page will be available to view until July 2024, but will no longer be updated. For the most updated information, please go to our new Digication page at https://du.digication.com/cahss-psych

These resources are intended to help current and prospective psychology students understand our degree requirements and experiential opportunities.

You can access our anonymous input survey here .

Thank you for your interest in the Department of Psychology at DU!

Applications for Fall 2023 are due December 1st 2022. Please go the following links for detailed information on admissions requirements:

• Clinical Psychology requirements
• Affective/Social/Cognitive Psychology requirements
• Developmental Psychology requirements

Please note GRE scores are optional to submit.

It is difficult to specify all of the factors that go into the admission decision. However, we look for the following combination:

• match between your research interests (described in your biographical statement) and those of faculty
• past research experience (since this is the best predictor of a student's enjoyment of and success in research)
• strong previous academic record
• 3 letters of recommendation that particularly emphasize your research potential 

Interviews: Final candidates for admission will be invited in February for interviews with faculty and students. Due to the large number of applicants, we cannot conduct interviews, take phone calls, or schedule visits prior to this screening.

Questions: Please contact Paula Houghtaling at   [email protected]   or 303-871-3803 with further questions.

Faculty Reviewing Students for Fall 2023:

ASC Area Faculty:

Paige Lloyd

Danny McIntosh

Kateri McRae

Peter Sokol-Hessner

Heidi Vuletich

Max Weisbuch

Developmental Area Faculty:

Elysia Davis

Kamilah Legette

Pilyoung Kim

Clinical Area Faculty:

Angela Narayan

Anne DePrince

Erika Manczak

Lauren McGrath

Michelle Rozenman

Galena Rhoades (alongside faculty Nick Perry, and Annie Le )

The Department of Psychology offers financial support for full-time graduate students, starting AY 23-24.

Guaranteed funding for 5 years (4 years if bringing in an MA).

• Stipend for 2022 – 2023: $22,940 (additional summer support may be available)
• Full tuition waiver (value for 2022-2023): $45,145
• Stipend supplement (University Graduate Fellowship): up to $4,500
• Stipend supplement (Inclusive Excellence Awards): up to $4,500
• Health insurance: The University pays students' health insurance for all full-time students in years 1 – 5.

Dear prospective student,

We, the current graduate students enrolled in the University of Denver psychology programs, would like to take this opportunity to tell you a few things about our program from the students' perspective. We hope that you find this letter informative and useful in deciding if the University of Denver is the right place for you.

Community Atmosphere Although our program is unquestionably a challenging and demanding one, these high expectations have not led to the development of a competitive attitude among the students. Our department is relatively small compared to other competitive programs and has fostered a unique sense of community among students and faculty.

Research groups and labs are encouraged to collaborate with each other on grants, projects, and papers, and this collaborative atmosphere provides the unique opportunity for all students to learn about specializations from some of the leading experts in diverse areas. Also, although students receive primary guidance from one faculty member, working with multiple mentors is highly encouraged. There is also a close link among the child clinical, cognitive, developmental and social/affective programs, with students from all areas taking a number of classes together.

Furthermore, our program has a low student-faculty ratio of about 2:1. As a result, the program is successfully able to implement a junior-colleague model, which involves close collaborative relationships between students and faculty. This community atmosphere facilitates the development and refinement of research skills, clinical skills and academic/intellectual sophistication.

Student Input In line with our junior-colleague model, student input is strongly valued throughout the department. Student representatives participate in most department committees, including the Admissions, Area Meetings and Service Committees. All students are also encouraged to become involved in professional organizations, and state and national affairs that affect us as psychologists.

Commitment to Inclusive Excellence The department strives to appreciate the breadth of graduate students' worldviews and lived experiences, and invites diverse perspectives to inform and enrich the work we do. In courses, research, and clinical work, we engage with issues of diversity relevant to modern psychology, such as systemic inequality, cultural trauma, and neurodiversity. We conduct research on a wide array of topics -- including stress and early adversity, social processes, and cognitive and learning differences -- and our research practices emphasize social justice and partnerships with affected communities.

The department is especially supportive of graduate student-initiated efforts to broaden and improve the department's training and policies around inclusivity. For instance, the Multicultural Interest Group (MIG) is a student-led group that meets monthly and includes students, faculty, and staff dedicated to enhancing the awareness of multicultural experiences as they relate to psychology. MIG organizes and participates in community events, brings in speakers related to issues of diversity, and provides a venue for members to engage in open dialogue about ways in which to increase multicultural competency within our department and the field as whole.

Research Presentations Our program provides ample opportunities for students to present research ideas in formal and informal forums. Small reading groups and frequent lab meetings encourage intellectual development and lively discussion in a variety of research areas. These forums include student-faculty research groups and lunch meetings where students are strongly encouraged to present their research. These meetings provide opportunities to exchange ideas, receive feedback and to learn how to present research ideas. Colloquia given by speakers invited from outside the department are also scheduled throughout the year.

Academic Careers Members of our faculty strongly believe in preparing students for academic careers. Thus, students are encouraged to publish their research, present research at national conferences and write grants. Our programs are primarily designed to train students to become competent researchers, teachers and clinicians.

Specialization Tools Every student is required to complete a sequence of courses called a "tool," which satisfies students' unique interests and career goals that may not be met in regular coursework.

In the past, students have chosen tool topics such as statistical analysis, psychometrics, multiculturalism, developmental psychopathology and assessment tools for children. One other unique option for fulfilling the tool requirement is the developmental cognitive neuroscience (DCN) specialization, in which students take classes that build on a foundation in cognitive neuroscience with a developmental perspective.

The DCN faculty is drawn from the several areas of psychology as well as from the Biology Department. It is this kind of overlap that allows for great trans-disciplinary discussions and collaboration. This tool requirement provides unique opportunities for students to find specializations for our future careers. Teaching Recognizing that teaching skills are important for success in academia, our department offers a course on teaching psychology. After completing the course, students are encouraged and supported to teach an occasional class for a faculty member, or teach an entire course or workshop.

Work-Life Balance Our department values a balance between academic and personal lives. Denver is a wonderful place to live, rich with culture and history, where the sun shines approximately 300 days a year! Moreover, Denver is just 45 minutes or so away from the Rocky Mountains, which offers an abundance of recreational activities and breathtaking scenery.

Closing In sum, we believe the University of Denver Department of Psychology provides a unique collaborative environment that fosters academic success for our unique interests. We hope we have provided you with a closer look at our program and answered some questions.

Thank you for your interest in our program.

The graduate students of the University of Denver psychology programs

All of our doctoral programs are characterized by:

• collegiality and collaboration across all programs fostering cross-program, interdisciplinary research and courses
• emphasis on individualized mentoring relationships between students and faculty
• research mentorship with an emphasis on publishing
• funding for graduate student research and ample opportunities to present in lab meetings and research groups
• preparation for teaching via opportunities to teach and a seminar course on teaching
• students viewed as junior colleagues, with high value placed on your ideas and input
• travel funds to present papers at local and national conferences
• student participation on departmental committees and on major issues and decisions
• 2 in-house training clinics:   Center for Child and Family Psychology  and   Developmental Neuropsychology Clinic
• state-of-the-art   research labs   and classrooms
• research collaborations with nearby universities and medical school

Our students have been very successful in obtaining preferred jobs.

Sixty-three percent of our graduates reported working at a college or university, 21 percent are in a medical school or hospital, and 16 percent are in school, business, or clinical settings. None of our graduates are exclusively in private practice.

Distinguished positions Our graduates have gone on to distinguished positions at such places as:

• Cornell University
• The Mind Institute
• Pennsylvania State University
• Stanford Medical Center
• University of California, Los Angeles
• University of Pittsburgh School of Medicine
• University of Rochester
• University of Washington Medical School

Some current positions held by recent students:

• Assistant Professor Positions

Loyola University, Chicago Colorado State University Metropolitan State University of Denver Franklin & Marshall College University of Colorado Denver Health Sciences Center Regis University

• Postdoctoral Positions

Kennedy Krieger Institute/John Hopkins University School of Medicine, Baltimore, MD. University of California, Los Angeles Mayo Clinic Oregon Health and Science University University of Colorado, Boulder Children's Hospital Colorado University of California, Los Angeles – Semel Neuropsychiatric Institute Vanderbilt University University of Texas Health Science Center Alpert Medical School of Brown University Univeristy of Central Florida T32 Program in Reproductive Mood Disorders at the University of North Carolina at Chapel Hill Medical University of South Carolina

• Other Positions

National Institute of Child Health and Human Development Senior Research Scientist, Omni Psychologist, Youth Forensic Psychiatric Services, Langley, British Columbia Canada Psychologist, Children's Hospital ColoradoPediatric psychologist, Children's Hospital of Philadelphia Director of the Developmental Neuropsychology Clinic, University of Denver

The content displayed on this portfolio may not be accurate. Portfolio content is managed by individual users and is not property of the University of Denver.

This portfolio last updated: 30-Jun-2023 10:58 AM

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Master’s or Doctorate: Which Degree Fits My Counseling and Psychology Career Path?

April 26, 2024

School of HHS

Assess Your Goals When Considering an Advanced Counseling and Psychology Degree

Completing your bachelor’s degree opens many new paths on your way to a career in counseling and psychology. With so many options, it’s important to assess your goals when selecting which program of study is the best fit. Consider your career aspirations, academic interests, and lifestyle needs as you embark on this journey toward finding an education that will set you up for success in this fascinating field.

Saint Mary’s University of Minnesota offers outstanding programs to help you earn an M.A. in Counseling and Psychological Services  or a Doctor of Psychology (Psy.D.) in Counseling Psychology  degree. Below, we discuss several options for those looking to advance in their counseling and psychology education and career.

What Can I Do With an M.A. in Counseling and Psychological Services?

A M.A. in Counseling and Psychological Services provides students with the knowledge, skills, and experiences needed to become licensed practitioners, such as a Licensed Professional Counselor (LPC) or Licensed Professional Clinical Counselor (LPCC). Licensed graduates can provide mental health services, including individual counseling, and work in a variety of healthcare and human service settings. This type of work requires patience, empathy, and compassion as well as technical expertise. Mental health counselors are labeled as a “bright outlook” job by the U.S. Department of Labor and are in high demand.

What Can I Do With a Doctor of Psychology (Psy.D.) in Counseling Psychology Degree

Pursuing a Doctor of Psychology (Psy.D.) in Counseling Psychology degree offers graduates the educational requirements and opportunity to make an impact as licensed psychologists. Licensed psychologists often work in clinical practice settings, such as community mental health centers or private practices, where they provide psychotherapeutic services to individuals or families. This type of work is both challenging and rewarding. It is also highly sought-after due to its potential for long-term growth and professional development opportunities.

Earning this degree can also open students up to a wide range of opportunities. Students gain many transferable skills that apply in different practice settings, including advocacy, consultation, critical thinking, and leadership.

Counseling and Psychology Graduate Degrees at St. Mary’s University of Minnesota

At Saint Mary’s University of Minnesota, we are proud to offer two state-of-the-art graduate degrees in counseling and psychology.

• A. in Counseling and Psychological Services
• Doctor of Psychology (Psy.D.) in Counseling Psychology

The M.A. in Counseling and Psychological Services program  offers a unique opportunity to apply for early entry to the Doctor of Psychology (Psy.D.) program  which allows for an accelerated pathway for earning both your master’s and doctoral degree. This accelerated pathway allows you to achieve your academic goals faster by allowing for simultaneous completion of your master’s degree while beginning your Psy.D. coursework.

Our Psy.D. curriculum emphasizes evidence-based practices in psychological assessment and diagnosis, treatment, interdisciplinary collaboration, and supervision. It is accredited by the American Psychological Association (APA) and prepares students for licensure as health service psychologists.

Get Started on Your Advanced Counseling and Psychology Degree

Both graduate degree programs in Counseling and Psychology provide students with theoretical knowledge and practical application strategies that prepare them for success wherever they go.

Whether you’re interested in becoming a licensed counselor, working as a licensed psychologist,      in clinical practice settings, or pursuing research opportunities, we’re confident a degree from Saint Mary’s University of Minnesota will be beneficial to your long-term goals. Serving students throughout Minnesota and beyond, we provide person-centered education with a commitment to the principles of the Catholic Lasallian tradition .

Reach out to us to learn more  or start your application  today.

Recommended Reading

• Keeping the peace: Doctoral counseling psychology student to build training modules for trauma management on international scale
• Doctoral counseling psychology student explores Hmong roots, creates large regional following with videos
• Graduate student and strong advocate for social justice elected to national leadership position
• Doctoral student and successful neuropsychologist elected to the governing council of the MN Psychological Association

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Top 10 tips for applying to clinical psychology ph.d. programs.

Participants of the second annual Diversifying Clinical Psychology Weekend gained skills for succeeding in graduate school.

Program offers pointers for prospective students

In an effort to help aspiring clinical psychology applicants from historically marginalized and underrepresented backgrounds feel better prepared to tackle the application process and succeed in graduate school, School of Social Ecology graduate students from the clinical psychology area hosted their second annual “Diversifying Clinical Psychology Weekend” event earlier this month. Co-sponsored by DECADE, the event included breaking down application requirements, discussing how to obtain relevant research experience, and sharing the experiences of current students to help aspiring applicants feel more confident in their own academic journeys. 

• Professionalism is key. Using professional email greetings, being punctual, demonstrating preparation, taking ownership and responsibility, and using critical thinking and problem solving skills goes a long way. 
• Get involved in research labs. Joining a research lab during undergraduate or post-bacc programs, or seeking full-time research assistant and research staff positions will help prepare you for graduate programs that place heavy emphasis on research. 
• Prepare an accurate and professionally-formatted CV. Keep formatting consistent, list things in reverse chronological order, use action words when describing your contributions to activities. 
• Personalize your Research Statements (also known as Statement of Purpose) for each program you apply to. Emphasize what draws you to each particular program, include faculty members you are interested in working with and why, and state how YOU can add value and contribute to the program.  
• Weave a narrative through your personal statement that goes beyond your CV. Avoid summarizing your CV. Tell a story that SHOWS the reader what lessons you have learned and your main takeaways from prior experiences that have led you to apply to their program. Relate your experiences through common themes, goals, and interests that may not be obvious to someone simply reading through your CV. 
• Incorporate your values, commitment to DEI, and who you are as a person in your Personal History Statement (also known as Diversity Statement). This is a great place to show parts of yourself, your background, and your experiences that don’t fit into other parts of the application. 
• Get feedback on your materials. Get feedback from friends, family, and colleagues on your essays. 
• Submit strong letters of recommendation. Letters of recommendation are a critical component of a well-rounded application. Be sure to request letters from writers with whom you have good relationships and believe will be able to write you a thorough and positive letter of recommendation. Don’t hesitate to ask potential letter writers if they would be able to write you a STRONG letter of recommendation. 
• Research your programs ahead of time to make sure they are a good fit for you. Just as schools are evaluating whether you will be a good fit for their program, you should take the time to do your research on whether programs you are applying to seem to be a good fit for your research interests, professional goals, and personal needs.
• Check out additional resources and information sessions:  https://tinyurl.com/ClinicalPhDInfoSessions  and  https://tinyurl.com/ClinicalPsychResourceSheet .

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ASU graduate student merges pop culture with social psychology

Editor’s note:  This story is part of a series of profiles of  notable spring 2024 graduates .

Inspired by Matt Damon's survival saga in "The Martian," Alexandra Wormley found her calling in social psychology. 

Fascinated by the idea that our environment shapes our thoughts and behaviors, she decided to pursue a PhD in psychology, specializing in social psychology at Arizona State University, where she will graduate this May.

Originally from Appleton, Wisconsin, Wormley earned bachelor’s degrees in psychology and history from the University of Michigan in 2020. During her first year as an ASU graduate student, Wormley was awarded a National Science Foundation’s Graduate Research Fellowship , which provided her extensive funding to focus on research and travel to various conferences.

She’s the recipient of numerous grants and awards, including the Cialdini Speaker Research Fund in 2024; the Study on Stress, Spirituality, and Health Catalyst Fund from the International Consortium on Psychosocial Stress, Spirituality, and Health; the Department of Psychology ’s Daryn and Marie Linder Graduate Fellowship in Social Psychology in 2023; and both the Outstanding Research Excellence Award and the Teaching Excellence Award from ASU’s Graduate Professional Student Association  in 2022.

Wormley’s research focuses on interplay of ecology, culture and religion. She is known for integrating elements of popular culture into her work and gained national recognition for launching a new ASU course about the psychology of Taylor Swift .

In June, Wormley will embark on a postdoctoral research position at the University of Michigan’s Emotion & Self-Control Lab . There, she will study culture in social media and emotion research, aligning with her broader goal of securing a faculty position to further her research, teaching and community engagement.

Read more about Wormley’s ASU experience.

Question: Why did you choose ASU?

Answer: From my freshman year of college, I wanted to go to Arizona State University. My two undergraduate mentors, Drs. Oliver Sng and Joshua Ackerman, did their PhDs at ASU. I figured, if I wanted to be like them, I should do my best to follow in their footsteps. 

For what we study , we are one of the top programs in the world, and I was incredibly honored to get to study here among the greats. Additionally, we have fantastic training in quantitative methods and pedagogy. The view of the mountains and the food in Phoenix are a nice plus!

Q: Can you share more about your doctoral dissertation?

A: My dissertation looks at how ecology can explain cultural variation, and I am advised by professors Michael Varnum and Adam Cohen . In understanding why cultures differ from one another, one might consider their ecology: the social and physical features of the environment relevant to an organism’s fitness. Multiple theories propose that cultures and the individuals within them respond to the threats and opportunities offered by the ecology in predictable and adaptive ways. This dissertation demonstrates how ecology can — but does not always -— explain a significant portion of cultural variation. 

The three published, first-authored, peer-reviewed articles featured in this work leverage best practices in archival data to demonstrate the relationship between ecology and cultural variation . The key takeaways? Average levels of ecology explain around 20% of the variance in culture and pathogen threat does not explain the existence of food taboos .

Q: We’ve got to talk about it — the popular Taylor Swift course — can you share more about your experience teaching the class?

A: When I got into graduate school, I never thought teaching would be the highlight of it. Teaching PSY 101: Introduction to Psychology and PSY 350: Introduction to Social Psychology was fun, but there is nothing like the Taylor Swift class. You have a group of students who are really motivated to be there and have already studied the fundamentals of psychology. That combo has led to incredible conversations about why people develop parasocial relationships with celebrities, the neuroscience underlying love, how lyrical music can distract us from studying, and, of course, the latest Taylor Swift gossip. 

My students have really taken charge of creating a supportive classroom environment where we can be our authentic Swiftie selves and ask deep questions about human nature. My name may not go down in history for my research, but hopefully it will for this awesome class — and I’m truly proud of that.

Q: What professor taught you the most important lesson while at ASU?

A: We have great faculty in our social psychology area, and they have all taught me a lot. But the first lesson I had to learn at ASU wasn’t about theory or methods. I TA’ed for Professor Virginia Kwan my first semester for her Personality Psychology class. Before I gave my first lecture — ever — I practiced with Dr. Kwan. Her initial feedback was to be more confident. This goes beyond presenting. We need to have confidence in our research. We need to have confidence in our teams. We need to have confidence in our accomplishments.

Q: Could you elaborate on any specific experiential learning opportunities that significantly influenced your academic and personal growth?

A: My best experiences have been the traveling I got to do with this program. I got to spend my summers as a visiting scholar at New York University in the Social Identity and Morality Lab . I also got to participate in a summer intensive program sponsored by the Society for Personality and Social Psychology at Ohio State this summer and travel to conferences in the U.S. and abroad each year. All this traveling allowed me to meet really cool people and learn new perspectives for doing science. It helped me narrow down my own research interests but also enabled me to receive feedback on my research from outside perspectives. I also got to experience the different cultures and ecologies I study!

Q: Can you share a challenging moment during your academic journey and how you overcame it?

A: The toughest part of graduate school was being away from my support system, especially starting during the pandemic. I spent my first year at ASU without my family or my partner and did not get to meet with my classmates or professors in person. Being alone in my house for a year was really tough, but it gave me the time and space to delve into my studies. Still, it is important to build a strong, sustainable support system. I set up regular times to call my friends and family back home and made a point to come into the office once campus reopened. It may seem obvious, but the literature tells us that social support is one of the best ways to boost our mental health.

Q: What’s the best piece of advice you’d give to those still in school?

A: Always have a passion project that is just yours. As a student, you are going to have homework, applications, obligations and late nights, but you cannot lose sight of what you are doing all of it for. Even if you only get to work on it once a month, having something fun to think about and practice your newfound skills on reminds you what you are working for. Sometimes, it even turns into something !

Q: What was your favorite space on campus, whether studying, meeting friends or just thinking about life? 

A: My favorite spot on campus is Charlie’s Café in Biodesign. Caffeine, and just a quick walk from the psychology building on ASU’s Tempe campus.

Q: If someone gave you $40 million to solve one problem on our planet, what would you tackle?

A: This is so nerdy, but infrastructure. My research has me thinking a lot about how our environment shapes our values, beliefs, and behaviors. One aspect of our environment is infrastructure — our roads, our waterways, our bridges, our airports, our schools, our public transit — and America has some of the worst infrastructure .  

I have a theory that increasing access to public transportation, especially, would solve issues related to carbon pollution, employment and mental health — to name a few. Forty million would not be able to fully address the issue, but if we could conduct an experiment to demonstrate the benefits of simple repairs to infrastructure I think we would see some remarkable outcomes.

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Psychology Licensure

Related topics:, on this page..., conditional prescribing certificate, laws & rules, apply online.

Create an account, apply, renew, and pay for your license online using our self-service portal.

How to apply for a psychology license, HSP certification, or provisional psychology license.

Psychologist, Permanent License

For new applicants never licensed in another state and those previously licensed in another state, not foreign-trained.

Psychologist, Health Service Provider

Provisional psychology license.

You can renew your license up to 60 days before your current license expires.

Renewal notifications will be emailed to your email address on file with the board at 60, 50, 40 and 30 days prior to the license expiration date. Renew your license early to avoid a late fee or lapse in licensure. All continuing education requirements must be completed pior to license renewal. 

Continuing Education

Licensees are responsible for meeting all continuing education requirements and should review the rules carefully and frequently. Review the rules for detailed information about continuing education definitions, requirements, standards, criteria and other important specific to this profession.

How to Select and Document Continuing Education

The licensing board does not pre-approve continuing education providers, sponsors or individual programs. It is the licensees’ responsibility to determine if the continuing education programs they attend meet the requirements of their professional licensing board.

A percentage of licensees are randomly audited following each license renewal cycle. If selected, the licensee must submit to the board office an individual certificate of completion issued to the licensee or evidence of successful completion of the course from the course sponsor. These documents must contain the course title, date(s), contact hours, sponsor and licensee's name. In some instances, licensees will be requested to provide to the board additional information, including program content, objectives, presenters, location and schedule. Many times an inclusive brochure meets this requirement.

When selecting continuing education programs, licensees need to make sure they are compliant with administrative rule requirements. Some professions require licensees to meet specific requirements as a condition of renewal.  These may include limits on presentation method (e.g. self-study, ICN, etc.), specific hours on ethics and Iowa law and rules, clinical content, or hours required in a specific practice discipline.

To ensure compliance, each licensee must understand the continuing education administrative rules for their profession prior to choosing and attending a particular program. No matter what a program brochure indicates, it is the responsibility of the licensee to ensure compliance with licensing requirements.

In summary all licensees should:

• Be familiar with the continuing education requirements of their professional boards.
• Obtain inclusive written materials about continuing education programs from program sponsors for post-renewal auditing purposes.
• Maintain certificates of completion that includes the program or course title, date(s), contact hours, sponsor and licensee's name for four years.

Extension or Exemption for Disability or Illness

A licensee who had a physical or mental disability or illness during the license period may apply for an extension or exemption. An exemption provides for an extension of time or exemption from some or all of the continuing education requirements. An applicant shall submit a completed application form approved by the board for an exemption.

• Application for Continuing Education Extension/Exemption for Disability or Illness

The application requires the signature of a licensed health care professional who can attest to the existence of a disability or illness during the license period.

If the application is from a license who is the primary caregiver for a relative who is ill or disabled and needs care from that primary caregiver, the physician shall verify the licensee's status as the primary caregiver.

A licensee who applies for an exemption shall be notified of the decision regarding the application. A licensee who obtains approval shall retain a copy of the exemption to be presented to the board upon request.

Guidelines for Continuing Education Sponsors

The licensing board does not pre-approve continuing education providers, sponsors or individual programs. It is the licensees’ responsibility to determine if the continuing education programs they attend meet the requirements of their professional licensure board.

Potential sponsors are responsible for independently determining if the programs they provide conform to the continuing education requirements set forth in the rules regulations of the professional boards.

To make this determination, thoroughly review the rules for the board(s) in which you are interested prior to offering continuing education to Iowa licensees. By providing inclusive information about the content, objectives and applicability of your program to professional practice, you will assist licensees to make informed decisions when selecting continuing education.

A percentage of licensees in every profession regulated by a licensing board are randomly selected following each license renewal cycle. For auditing purposes the licensee must submit to the board office an individual certificate of completion issued to the licensee or evidence of successful completion of the course from the course sponsor. These documents must contain the course title, date(s), contact hours, sponsor and licensee's name. In some instances, licensees will be requested to provide to the board additional information to assure compliance with continuing education requirements, including program content, objectives, presenters, location and schedule. For this reason, sponsors should provide these items to licensees in writing. An inclusive brochure may meet this requirement.

Additionally, sponsors should consider profession-specific requirements that licensees must address to assure compliance with continuing education rules when preparing written materials such as method of presentation (home study, ICN, etc.), inclusion of specific hours on ethics and Iowa law and rules, certification status by national associations or boards, clinical content, and hours required in a specific practice discipline.

In summary sponsors should:

• Be familiar with the continuing education requirements of their professional audiences.
• Provide inclusive written materials to all program participants.
• Notify licensees that materials should be retained for four years for auditing purposes.
• Provide a certificate of completion that includes the program or course title, date(s), contact hours, sponsor and licensee's name.
• Application for Conditional Prescribing Psychologist Certificate
• Training Director Instructions for Certification of Clinical and Practicum
• Training Director Certification for the Conditional Prescription Certificate
• Training Physician Certification Form for the Conditional Prescription Certificate

Laws.  Laws are contained in the Iowa Code. They are enacted by the Iowa Legislature and provide statutory authority to the professional licensure boards.

• Chapter 154B -- Psychology Board Law

Administrative rules. The professional licensure boards adopt rules to interpret and implement the Iowa Code. Administrative rules have the force and effect of law.

• Chapter 240 -- Licensure of Psychologists
• Chapter 241 -- Continuing Education for Psychologists
• Chapter 242 -- Discipline for Psychologists
• Chapter 243 -- Practice of Psychology
• Chapter 244 -- Prescribing Psychologists

Iowa Code & Administrative Rules for Licensing Boards

Laws common to licensing boards.

The following laws apply to professional licensure boards.

• Chapter 17A - Iowa Administrative Procedure Act
• Chapter 147 - General Provisions, Health-Related Professions
• Chapter 272C - Continuing Education and Regulation - Professional and Occupational

Iowa Administrative Codes Common to Licensing Boards

The following codes apply to professional licensing boards.

• Chapter 4 - Board Administrative Processes
• Chapter 6 - Petitions for Rule Making
• Chapter 7 - Agency Procedure for Rule Making
• Chapter 8 - Declaratory Orders
• Chapter 9 - Complaints and Investigations
• Chapter 10 - Public records and Fair Information Practices
• Chapter 11 - Contested Cases
• Chapter 12 - Informal Settlement
• Chapter 13 - Discipline
• Chapter 14 - Use of Criminal Convictions in Eligibility Determinations and Initial Licensing Decisions
• Chapter 16 - Impaired Practitioner Review Committee
• Chapter 17 - Materials for Board Review
• Chapter 18 - Waivers of Variances from Administrative Rules
• Chapter 19 - Licensure by Verification and of Applicants with Work Experience
• Chapter 20 - Military Service and Veteran Reciprocity

Rulemaking Notices

• Administrative Bulletin

Rulemaking notices, along with adopted rule changes, are published in the Iowa Administrative Bulletin. The preamble for each notice includes a summary of the proposed rule changes. The notice includes information about how to submit public comment when applicable. All comments are forwarded to the board for review prior to making a final decision on the outcome of rule change proposals.

Petition for Waiver

The process for seeking a waiver from an administrative rule and the standards under which the petition will be evaluated are described in Chapter 18.

• Petition for Waiver Form 
• Petition for Waiver Form PDF

This document is a list of some important practice references . This list includes sections of the Iowa Code, the APA Ethics Code, and regulations of the U.S. Department of Health and Human Services. 

• Organized Health Service Training Program Confirmation Form
• Supervision Report
• Supervisor Registration
• Supervisor Confirmation Form for HS

Iowa Practitioner Program

The Iowa Practitioner Program (IPP) is available to licensees across multiple licensing boards in Iowa. The Iowa Practitioner Review Committee (IPRC) reviews self-reports made by licensees to determine eligibility for participation. 

IPP was established in 1996 to support licensees who struggle with impairments due to alcohol or drug abuse, mental health conditions, and/or physical disorders. 

The IPRC designs an individualized health contract to meet the needs of the licensee. State law mandates that information in the possession of the IPRC remain confidential. Participation in the program is not a matter of public record.

" Impairment " means an inability to practice with reasonable safety and skill as a result of alcohol or drug abuse, dependency, or addiction, or any mental or physical disorder or disability.

" Self-report " means the licensee providing written or oral notifications to the board that the licensee has received or may receive a diagnosis as having an impairment before the board's receiving a complaint or report alleging an impairment before the date of self-report.

Criteria for Participation in IPP

The IPRC determines whether practitioners are eligible to participate in the program monitored by the committee. A person is ineligible to take part in the program for any of the following reasons:

• The practitioner engaged in the unlawful diversion or distribution of controlled illegal substances to a third party, or for personal gain or profit;
• The practitioner is already under a board order;
• The practitioner has caused harm or injury to a patient;
• The board is investigating the practitioner that concerns serious matters related to the practitioner's competence;
• The practitioner failed to provide truthful information or refused to cooperate with the board or the IPRC; or
• The practitioner has been subject to a civil administrative or criminal sanction for serious infractions of law, professional ethics, or administrative rules related to the practice.

The Health Contract

Based upon the recommendation of an approved evaluator, the IPRC creates an individualized health contract, which provides a detailed description of the goals of the program, requirements for successful completion, and the practitioner's obligations.

Note: The IPRC may refer to the board participants who are not compliant with the terms of their contract for consideration of disciplinary action.

IPRC Composition

The chairperson of the board appoints the members of the IPRC. The IPRC includes, but is not limited to, the following:

• Executive Director of the board or the director's designee from the board's staff;
• A practitioner who has remained free of addiction for two or more years after completing a recovery program for drug or alcohol dependency, addiction, or abuse;
• A physician/counselor with expertise in substance abuse/addiction treatment programs;
• A psychiatrist or psychologist; and
• A public member.

Why Use IPP?

The program encourages practitioners who have impairments to get the help they need. All information received by IPP and IPRC remains confidential as long as the practitioner complies with the terms of their agreement or health contract.

By self-reporting to IPP, the practitioner may avoid formal disciplinary action by the licensing Board. Formal disciplinary action taken against a practitioner is a matter of public record. The board reports the action to the press, the National Practitioners Data Bank (NPDB), insurance companies, and to other state and federal authorities. Participation in the program is confidential.

Health care practitioners must report knowledge of another practitioner's possible impairment to the board. Health care practitioners who fail to report colleagues with a possible impairment may be subject to disciplinary action by the board. It is in the practitioner's best interest to self-report an impairment before someone else files complaint or report.

When Should Someone Self-Report to IPP?

If any of the following apply to a practitioner, it is in that person's best interest to self-report to IPP as soon as possible:

• Charged with, and/or arrested for OWI, or for another alcohol or drug related offense;
• Disciplined by another federal or state agency for alcohol or drug abuse;
• Evaluated or treated for a substance use disorder, or is currently enrolled in a recovery program;
• Diagnosed with a mental health condition and/or a physical health condition;
• Practiced after drinking alcohol or taking an illegal or mind/mood altering substance;
• Addiction/dependence on drugs, alcohol or prescription medication; and/or
• Urged by friend(s), family or colleagues to get help for alcohol or drug abuse, or a mental or physical condtion.

How to Submit a Self-Report to IPP

To self-report, a licensee may:

• Complete and submit a self-report form online ;
• Dental Board Licensees/Registrants :  [email protected] ; or
• Licensees of other Boards : [email protected]
• Dental Board Licensees/Registrants:   515.725.3491  or 
• Licensees of other Boards : 515.725.1221 .

IPP Online Forms

IPP Self-Report

Quarterly Report: IPP Participant

About the Board of Psychology

We evaluate the qualifications of applicants for licensure and grants licenses to those who qualify.

6200 Park Avenue Suite 100 Des Moines , IA 50321

UK psychology major chosen to give speech at graduation ceremony

LEXINGTON, Ky. (WKYT) - Thousands of University of Kentucky students turned the tassel Friday morning.

Graduate Sophia Salyers has dreamed of this moment for four years, but she’s sitting somewhere different than she expected.

“The fact that I get to speak to so many lovely people in front of my peers, that I have had the best four years with, means the world to me,” said Salyers.

On a whim, the psychology major woke up in the middle of the night with one thing on her mind.

“I wrote a speech in the middle of the night, and I was just thinking about graduation, and I thought, ‘What would I say to these people that I love so much?’ I pulled out my phone, did an audio recording. The next morning, I typed it up,” said Salyers.

To her surprise, her speech was chosen.

‘I actually missed the call from President Capilouto, and I felt really bad about that, but they eventually got me. I said ‘What? Me? Really?’”

The speech encouraged her fellow peers to reflect on all the obstacles they’ve overcome, garnering plenty of laughs and cheers. Most importantly, it inspired the class of 2024 to dream big.

“I look out at all of you and see nothing but more hope for a promising tomorrow,” said Salyers.

Copyright 2024 WKYT. All rights reserved.

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Current Students

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Admission Steps

School psychology - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2023-2024 academic year

See 2024-2025 requirements instead

Fall 2023 quarter (beginning in September)

Priority deadline 1: November 18, 2022

Priority deadline 2: January 17, 2023

Final submission deadline: June 1, 2023

Priority deadline: Applications will be considered after the Priority deadline provided space is available.

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

Masters degree: This program requires a masters degree as well as the baccalaureate.

Grade point average: The minimum undergraduate GPA for admission consideration for graduate study at the University of Denver is a cumulative 2.5 on a 4.0 scale or a 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree. An earned master’s degree or higher from a regionally accredited institution supersedes the minimum standards for the baccalaureate. For applicants with graduate coursework but who have not earned a master’s degree or higher, the GPA from the graduate work may be used to meet the requirement. The minimum GPA is a cumulative 3.0 on a 4.0 scale for all graduate coursework undertaken.

Program GPA requirement: The minimum undergraduate GPA for admission consideration for this program is a cumulative 2.5 on a 4.0 scale

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

English Conditional Acceptance Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Two (2) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

Each applicant must submit a statement of professional goals; the statement should be approximately 2-3 pages, typed and double-spaced.  Please discuss the following in your statement: 1.) Personal, educational, research and employment experiences that have shaped your desire to pursue a career in school psychology. 2.) Professional goals and rationale for pursuing this degree. 3.) Research interests and specific alignment with faculty who share similar interests.

Diversity Statement Instructions

The statement should be 1-2 pages, typed and double-spaced: Please respond to the question: How do equity, diversity, and social justice shape an issue in school psychology that is of interest to you? Discuss the following in your statement: -Any concerns and opportunities for equity, diversity, and social justice within your issue of interest -Any personal, academic, and/or professional experiences that have shaped your understanding and commitment to equity, diversity, and social justice in school psychology

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

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Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.