usc phd in clinical psychology

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Doctor of Clinical Science

School/Division: Dornsife College of Arts, Letters, and Sciences

Degree/Certificate: Doctorate

The Ph.D. program in Clinical Science at the University of Southern California is dedicated to the integration of science and application. Clinical science is viewed as an ideology, a perspective taking, that values critical thinking and evidence in informing one’s professional activities. Our goal is to prepare graduates to create new knowledge with the potential to advance the field in whatever setting they choose to work — academia, research centers, medical centers, applied settings, or private industry.

Our curriculum at USC entails a set core of didactic courses on the theory, research, and applications of clinical psychology. There are also experiential requirements involving mentored research experiences and supervised clinical experiences. In addition to the required core curriculum, the program allows students to develop one of two specialties, now referred to as major areas of study (APA, 2012). They are Clinical Geropsychology, and Couples, Child and Family Psychology.

Our program has been accredited by the  American Psychological Association  as a doctoral program in clinical psychology since 1948, and in 2018, we received a full ten-year renewal of our accreditation status. Our next site visit is scheduled for 2027. In addition, in 2010 we became one of ten clinical science programs receiving accreditation from the  Psychological Clinical Science Accreditation System (PCSAS) . In 2021, we were reaccredited by PCSAS for another 10 years.  Please review the attached document: Consumer Information Disclosure , for further information about licensure post-graduation. No Ph.D. program in clinical psychology leads directly to licensure, given that most states have additional requirements for post-doctoral supervised clinical experiences that must be obtained prior to licensure. In addition, most states require taking the national licensing exam, a local, state-dependent exam, and some require additional specific, focused courses.

Additional Details/Related Links

• How to Apply
• Research in the Clinical Science Program
• Clinical Training
• Program Handbook
• American Psychological Association Commission on Accreditation
• Psychological Clinical Science Accreditation System

WHAT ARE YOU LOOKING FOR?

Key searches, doctor of philosophy in health behavior research.

The Doctor of Philosophy in Health Behavior Research provides academic and research training for students interested in pursuing career opportunities in the field of health promotion and disease prevention research. Students receive well-rounded training encompassing theory and methods from allied fields such as communications, psychology, preventive medicine, biostatistics, public health and epidemiology. The program prepares students for research positions in the areas of preventive medicine, public health, population health science, health psychology, and health policy research.

Training is conducted via course lectures, discussions, seminars, student and faculty presentations, and field research. In addition, students gain research experience by participating in faculty projects, most often in connection with the USC Institute for Health Promotion and Disease Prevention Research (IPR).

Students come away from the program with an in-depth understanding of the subject matter and the intellectual capability needed to pursue a career in health-related research. Small classes, one-on-one mentoring, and research opportunities offered by internationally recognized faculty make this program an exceptional training ground for future impact.

USC Course Catalogue

This program requires completing 60 units of graduate study. Students are required to complete 9 core courses (plus the interdepartmental ethics course INTD 500), 12 units of research, a minimum of 7 units of elective coursework and 4 dissertation units. Students may take additional classes according to their unique research interests.

The Doctor of Philosophy in Health Behavior Research is typically completed in 4-5 years. Below is the recommended time frame for completing program requirements:

Years 1-2 The first two years include core and elective coursework, directed research activity, and seminar participation. Students also work as Research Assistants (RAs) or Teaching Assistants (TAs).

Year 3 During the third year, students should finish any remaining coursework and complete the Qualifying Exam (described below). Passing that exam qualifies the student to begin the dissertation study. Year 3 is a good time to apply for a predoctoral fellowship (e.g., NIH F31).

Years 4 and 5 In years 4 and 5, students move into more independent research activities and perform dissertation research. Unless they have independent funding, students are still involved in RA or TA responsibilities. Students who have not yet obtained dissertation funding or a predoctoral fellowship should apply or resubmit unsuccessful applications. Students should aim to complete and formally defend the dissertation research by the end of the fifth year.

Students are required to take the following core courses. Students who enter the program with a strong statistical background may substitute higher-level statistics classes for PM 510L, PM511aL and PM 511bL after consulting with their advisor.

PM 500 Foundations of Health Behavior | 4 Units

PM 511aL Data Analysis-SAS | 4 Units Prerequisite, 510L, Principles of Biostatistics

PM 511bL Data Analysis-Regression | 4 Units

PM 515 Multivariate Statistics in Health Behavior Research | 4 Units (Prerequisite, PM 512, Intro to Epi Methods)

PM 530 Biological Basis of Disease | 4 Units

PM 601 Basic Theory and Strategies of Prevention | 4 Units

PM 604 Health Behavior Research Methods | 4 Units

PM 615 Intervention Research Grant Proposal Development | 4 Units

PM 756 Research Seminar in Health Behavior | 1 Unit each, 5 required

Students will be expected to attend at least 10 seminar sessions during each semester they are enrolled in PM 756. These sessions can be from any reputable seminar series held at USC or outside USC focusing on research. Seminars should be research-focused and related to the student’s degree and research interests. In some cases, students may wish to attend a conference and count conference sessions toward the attendance total of 10 sessions required for PM 756 (one paper session or symposium equals one seminar). During COVID-19, all seminars may be online. When we are back on campus, students should attempt to attend the majority of the seminars in-person to facilitate networking and interaction.

At the end of the semester, students should submit a 1-2-page paper listing the seminars that they attended and describing what they learned. Examples might include theories, intervention approaches, research methods, new ideas about predictors of health behavior, or novel approaches to intervention translated from basic science research.

INTD 500 Ethics and Accountability in Biomedical Research | 1 Unit

Students must enroll in a minimum of 12 units of directed research (4 units of PM 590, 4 units of PM 690, and 4 units of PM 790; credit/no credit). Students typically begin taking directed research units during their first year. Directed research activity is designed in consultation with your faculty advisor or with another faculty member with whom you may be working. (We strongly encourage you to take directed research units with a variety of faculty members, because you will need to assemble a committee of 5 faculty members who are familiar with your work.) The student and advisor should plan a set of activities that will promote the student’s knowledge in a particular area. This activity is distinct from TA and RA responsibilities. Examples of directed research activities include development and pilot testing of health education curricula, observational studies, design and pilot testing of assessment instruments, data collection efforts (e.g., telephone surveys or face-to-face interviews), data analysis, and literature reviews. As a general rule, 1 unit of research is equivalent to 2 hours of work per week.

PM 590 Directed Research | 4 Units PM 690 Directed Research in Health Behavior | 4 Units PM 790 Research | 4 Units

Students must complete the qualifying exam and dissertation units. Before the qualifying exam, students assemble a Guidance Committee (also known as the Qualifying Exam Committee) consisting of 5 faculty members.

GRSC 800a Qualifying exam | 0 Units

GRSC 800b Qualifying exam | 0 Units

PM 794a Doctoral Dissertation | 2 Units

PM 794b Doctoral Dissertation | 2 Units

All students are required to apply for dissertation funding.

Quick Links

Phd characteristics.

The USC Graduate School is committed to providing detailed information on the inputs, outcomes, and overall characteristics of its PhD programs, for the purposes of full transparency and to support informed decision-making.

Annual Reviews

Annual reviews of graduate students occur at the end of each spring semester. The review is a constructive process in which students receive feedback on their progress in the program and plan for the upcoming year. Career goals and avenues of development are discussed. Each student schedules the review, which typically lasts 30-60 minutes. The student asks at least two faculty members familiar with his/her coursework or research activities to attend the review. In addition, the Ph.D. Program Director should be invited and will attend the review if her schedule allows.

At the time of the review, the student submits the following information to the review committee:

• Written statement of activities and accomplishments during the past year
• Written statement of goals for upcoming year
• List of courses completed and grades received

Second year students also give a brief presentation about a current research project or paper (like a conference presentation), including the research question(s), methods, findings, and conclusions. This presentation counts as the second-year screening exam.

The Qualifying Exam

The Qualifying Examination generally occurs at the end of the third year. You must pass this exam before you are considered a PhD candidate and before you enroll in doctoral dissertation units. The Qualifying Exam has both written and oral components.

Dissertation and Defense

The dissertation is a single document that conforms to USC’s formatting requirements. After completing the written dissertation, students are required to defend their research before their Dissertation Committee. The defense generally lasts about 2 hours and includes a presentation and questions on all aspects of the study – including conceptualization, methodology, statistical analysis, conclusions, and implications.

Program Director

I study the psychosocial and cultural risk and protective factors for health-related behaviors across diverse populations.

View Faculty

Register for an info session, claradina soto, phd, testifies on growing fentanyl crisis in native american communities, “they might take my baby away”: experiences of using cannabis during pregnancy in california while engaged in perinatal care, department of population and public health sciences launches global health research interactive map tool, keeping it in the family: addressing sedentary and physical activity levels in young children, go back to doctoral programs.

USC Behavioral Science

For Student and Postdocs

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Members: USC Dornsife Department of Psychology

Antoine Bechara

Wändi Bruine de Bruin

Morteza Dehghany

Jonathan Gratch 

Leor hackel , richard john , john monterosso.

Shri Narayanan

Daphna Oyserman

Stephen Read

Norbert Schwarz Research: I study the interplay of feeling and thinking in judgment and decision making, including public opinion, consumer behavior, and well-being.

Dan Simon  

Wendy Wood 

Andreas aristidou.

Email id: [email protected]

School: Dornsife Department of Economics, Dornsife Center for Economic and Social Research

Role : Alumni from Ph.D. in Economics program and former Research Assistant at CESR

Research Description: Persuasion, Incentives, financial decision making, and life satisfaction

Website Link: aristidouandreas.com

Applied Research to Topics: Personal health, well-being, healthcare, Behavior change interventions, and nudging

Research Application Interests: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Behavior change interventions, and nudging

Elizabeth Hannan

Bio: Elizabeth Hannan is a rising senior at the University of Southern California pursuing a B.A. in Neuroscience and a minor in Business Finance. At present, Elizabeth aims to pursue work, involvement and leadership activities that combine her passions for medicine, finance and advancing female leaders in business. She serves as Chief Executive Officer of Marshall Women’s Leadership Board, an organization comprised of aspiring female leaders in business at USC, as the Finance Director of OWN IT at USC, a women’s leadership summit and as the Student Board Member on the National Board of Order of Omega, an international academic honor society of Greek leaders. Previously, Elizabeth conducted research at the USC Schaeffer Center for Healthy Policy and Economics at USC and served as the Chapter President of the Epsilon Chapter of Alpha Chi Omega and as President of the Omega Phi Chapter of Order of Omega at USC. In her free time, she is an avid reader, practices ashtanga yoga and enjoys listening to the Michelle Obama and Freakonomics podcast series. After graduation, Elizabeth looks forward to working at Pfizer Inc. as a Finance Associate.

Bio: Wändi Bruine de Bruin is a Provost Professor of Public Policy, Psychology, and Behavioral Science. She has published more than 125 peer-reviewed publications on the psychology of risk perception and communication, as applied to personal health, sustainability and climate change, as well as household finances. Across USC, she holds affiliations with the Sol Price School of Public Policy, the Department of Psychology, the Schaeffer Center for Health Policy and Economics, the Center for Economic and Social Research, and the Center for Sustainability Solutions, and the  National Center for Risk and Economic Analysis of Terrorism Events (CREATE) . She is a member of the editorial boards of the Journal of Experimental Psychology:Applied, the Journal of Behavioral Decision Making, Decision, Medical Decision Making, the Journal of Risk Research, and Psychology and Aging. Her research on age differences in decision making was recently covered by  Psychology Today  and the  BBC World’s Why Factor . She currently serves on the National Academy of Sciences committee on  mask use and respiratory health . She has served on expert panels for the National Academy of Sciences on  Communicating Science Effectively  and for the Council of the Canadian Academies on  Health Product Risk Communication . With colleagues in the Center for Economic and Social Research, she is running a  national longitudinal survey  to track symptoms, risk perceptions, protective behaviors, food insecurity, and political polarization during the COVID-19 pandemic in the US. She is also studying how people’s expectations of others’ behaviors can improve predictions of  election outcomes  and  vaccination behavior .

Katherine Winn

Bio: Katherine Winn is a senior studying Business Administration with a minor in Communication Policy and Law. She is on the pre-law track and plans to go into the Data Privacy field in her future career. As a part of the USC Marshall Honors Program, she wrote an undergraduate thesis “‘Do Not Sell my Personal Information’ or ‘Accept Cookies?’ Effects of Cookie Banners on Consumer Perceptions and Decisions” in order to study how recent data privacy legislation and new regulations have affected consumer decisions. At USC she is involved in Marshall Women’s Leadership Board, the Marshall International Case Competition, and her Greek organization.

Patrycja Sleboda

Bio: Patrycja Sleboda, PhD, is a Postdoctoral Scientist at Cedars-Sinai, Cancer Research Center for Health Equity and a visiting scholar at the Leonard D. Schaeffer Center for Health Policy and Economics at the University of Southern California. Patrycja’s main expertise is in behavioral science and decision-making psychology. Her research focuses on consumer behavior, health and sustainability and examines the role of risk perception and individual differences in effective communication and interventions.

MaryAnn Samson

Bio: MaryAnn Samson is an MSW student at USC, class of 2021. She completed her undergraduate degree at Endicott College in Psychology. She is passionate about behavioral science and particularly enjoys the topic through both a psychological and social justice lens. She is starting her Ph.D. in Experimental Psychology at Washington State University in Fall 2021 where she will be studying health behavior change. 

Nikolaos Flemotomos

Bio: Nikolaos (Nikos) Flemotomos is a PhD student in Electrical Engineering, member of the Signal Analysis and Interpretation Laboratory at the University of Southern California. His research focuses on computational models of behavioral patterns. He is utilizing machine learning algorithms with applications in speech and language processing to extract and analyze human behaviors manifested within conversational interactions and mainly within psychotherapy. Nikos holds an undergraduate degree from the National Technical University of Athens (Greece) and an MSc from USC, both in Electrical Engineering, and has worked as a research intern at the Czech Technical University in Prague and at Microsoft Research. He enjoys spending his free time cycling and hiking.

Andrew Dawson

Bio:  Andrew Dawson is a doctoral student in the Mind and Society Center working with Dr. Daphna Oyserman. His work focuses on identity and culture, specifically how identity and culture affect information processing and judgement. Previously, he worked in Silicon Valley at Google and Guardant Health.

Stephan Steve Carney

Bio:  Stephan (Steve) Carney joined the USC Marshall School of Business as a PhD student in Marketing in Fall 2021. Steve researches the social consumer. Consumption decisions do not happen in a social vacuum; Steve is interested in how others impact our judgements and decisions for ourselves and in the marketplace. 

Previously, Steve served as the lab manager of the Center for Behavioral and Decision Research at Carnegie Mellon University. Prior to academics, Steve worked in public accounting and technology consulting and holds a BS and MS in Marketing.

School: Sol Price School of Public Policy, Dornsife College of Letters, Arts and Sciences

Department: Sol Price School of Public Policy, Center for Economic and Social Research

Role : Graduate student

Research Description: My research interests are broadly centered around social and economic inequality, and specifically the role of behavioral public policy in the institutionalization of poverty in the United States.

Website Link: https://www.linkedin.com/in/jose-scott/

Applied Research to Topics: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Diversity, equity and inclusion, Behavior change interventions and nudging.

Research Application Interests: Personal health, well-being, healthcare, COVID-19, Personal consumption and finances, financial distress, poverty, Climate change, environment, and sustainability, Diversity, equity and inclusion, Law and security, Aging, Behavior change interventions and nudging.

Milad Kassaie

School: Dornsife College of Letters, Arts and Sciences

Department: Psychology

Applied Research to Topics: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Behavior change interventions and nudging.

Research Application Interests: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Climate change, environment, and sustainability, Aging, Behavior change interventions and nudging.

Stephan (Steve) Carney

School: Marshall School of Business

Department: Marketing

Research Description: Steve’s research focuses on the psychological underpinnings of consumer decision making and the factors that undermine consumers’ ability to make the best decisions for themselves and others.

Website Link:  https://www.stephancarney.com/

Research Application Interests: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Behavior change interventions and nudging.

Ellen Herschel

Department: Psychology Department, Brain and Creativity Institute

Research Description: Areas of interest include embodied cognition, creative improvisation, rhythm, synchrony, and music as they relate to neuroplasticity and cognition in childhood development, older adults, and disease populations.

Applied Research to Topics: Personal health, well-being, healthcare, Diversity, equity and inclusion, Aging.

Research Application Interests: Personal health, well-being, healthcare, Diversity, equity and inclusion, Aging.

Research Description: I study habits and behavior change.

Website Link:  https://www.asafmazar.com/

Applied Research to Topics: Personal health, well-being, healthcare, Climate change, environment, and sustainability, Behavior change interventions and nudging.

Research Application Interests: Personal health, well-being, healthcare, COVID-19, Climate change, environment, and sustainability, Behavior change interventions and nudging.

Silvia R da Costa

School: USC School of Pharmacy

Department: Office of Research

Role : Staff

Website Link:  https://research.usc.edu/

Applied Research to Topics: Diversity, equity and inclusion.

Research Application Interests: Diversity, equity and inclusion.

James Finley

School: Viterbi School of Engineering

Department: Division of Biokinesiology and Physical Therapy, Department of Biomedical Engineering, Neuroscience Graduate Program

Role : Faculty

Research Description: My work seeks to understand how aging and neurological impairments such as stroke and Parkinson’s disease influence risk-sensitive decision-making during walking.

Website Link:  http://lcl.usc.edu/

Applied Research to Topics: Personal health, well-being, healthcare, Aging.

Research Application Interests: Personal health, well-being, healthcare, Aging, Behavior change interventions and nudging.

Rosalie Liccardo Pacula

School: Sol Price School of Public Policy

Department: Department of Health Policy & Management

Research Description: I study health behaviors related to intoxicating substances as well as the policies that influence their supply, use, treatment, and harm reduction.

Website Link:  https://priceschool.usc.edu/people/rosalie-pacula/

Applied Research to Topics: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Law and security.

Research Application Interests: Personal health, well-being, healthcare, COVID-19, Personal consumption and finances, financial distress, poverty, Law and security, Aging, Behavior change interventions and nudging.

Maja Mataric

Department: Computer Science, Robotics and Autonomous Systems Center (RASC)

Role : Interim VP of Research

Research Description: Technology-supported behavior change, focusing on socially assistive robotics; experience with interventions in autism, anxiety, stroke, Alzheimer’s, and obesity, as well as healthy elderly and other user populations.

Website Link:  http://robotics.usc.edu/~maja

Applied Research to Topics: Personal health, well-being, healthcare, Aging, Behavior change interventions and nudging.

Research Application Interests: Personal health, well-being, healthcare, COVID-19, Personal consumption and finances, financial distress, poverty, Climate change, environment, and sustainability, Diversity, equity and inclusion, Aging, Behavior change interventions and nudging, behavior economics / nudge insights to our USC operations, around COVID-19, student wellness, and more, and welcome ideas.

Elizabeth Nell Hannan

Email id:  [email protected]

School: Dornsife College of Letters, Arts and Sciences, Marshall School of Business

Department: Department of Neuroscience Department in Dornsife and Department of Finance and Business Economics in Marshall

Role : Undergraduate student

Applied Research to Topics: COVID-19

Thomas D. Lyon

School: Gould School of Law

Research Description: My goal is to identify the most productive means of questioning children about abuse and violence.

Website Link:  https://uscchildinterviewinglab.com/

Applied Research to Topics: Personal health, well-being, healthcare

Research Application Interests: COVID-19

Arianna Uhalde

Department: Marketing department, USC Athletics

Role : Faculty, Director of Research and Impact, USC Athletics

Website Link:  https://www.marshall.usc.edu/personnel/arianna-uhalde

Applied Research to Topics: Personal health, well-being, healthcare, Diversity, equity and inclusion, Performance and identity.

Research Application Interests: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Diversity, equity and inclusion, Behavior change interventions and nudging.

School: Suzanne Dworak-Peck School of Social Work

Department: Adulthood Mental Health and Wellness (AMHW) concentration

Research Description: I am currently researching with Dr. Wingert on working memory and problem solving, but I am also fascinated with health decisions and the protective factor of social relationships.

Website Link: maryannsamson.com

Applied Research to Topics: Working memory studies, therapeutic alliance in the doctor-physician relationship.

Research Application Interests: Personal health, well-being, healthcare, Diversity, equity and inclusion, Behavior change interventions and nudging.

Department: Department of Psychology, Wrigley Institute for Environmental Studies

Research Description: My research focuses on improving the critical thinking, judgment, and decision-making capabilities of people (working individually or in groups).

Website Link: https://thejdmlab.com

Applied Research to Topics: COVID-19, Personal consumption and finances, financial distress, poverty, Climate change, environment, and sustainability, Diversity, equity and inclusion, Behavior change interventions and nudging, Business and Policy.

Research Application Interests: COVID-19, Personal consumption and finances, financial distress, poverty, Climate change, environment, and sustainability, Diversity, equity and inclusion, Law and security, Behavior change interventions and nudging, Business and Policy.

Alex Segrè Cohen

Email id:   [email protected]

Research Description: Communications around emerging technologies and hazards, and how to improve the quality of decision-making within these contexts.

Applied Research to Topics: COVID-19, Climate change, environment, and sustainability, Behavior change interventions, and nudging.

Research Application Interests: COVID-19, Climate change, environment, and sustainability, Diversity, equity and inclusion, Behavior change interventions, and nudging.

Julie Zissimopoulos

Department: Department of Health Policy and Management, Schaeffer Center for Health Policy and Economics

Research Description: Individual and policy opportunities for healthy aging

Website Link:   https://healthpolicy.usc.edu/author/julie-zissimopoulos-ph-d/

Applied Research to Topics: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Diversity, equity and inclusion, Aging.

Research Application Interests: COVID-19, Behavior change interventions and nudging.

Joanne Yoong 

  Role: Member

  [email protected]  

School: Dornsife College of Letters, Arts and Sciences, Marshall School of Business.

Department: Social Psychology

Research Description: What are habits, and why do people find it so difficult to change them?

Website Link:  https://dornsife.usc.edu/wendywood

Applied Research to Topics: Behavior change interventions and nudging.

Research Application Interests: Behavior change interventions and nudging.

Detlof von Winterfeldt 

Ofir turel .

Role : Scholar in Residence

Research Description: Technology, the brain, and society

Website Link:  https://oturel1.wixsite.com/ofirturel

Applied Research to Topics: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Diversity, equity and inclusion, Law and security, Behavior change interventions and nudging.

Neeraj Sood

Norbert schwarz.

Department: USC Dornsife – Psychology, Mind & Society Center, USC Marshall – Marketing

Research Description: I study the interplay of feeling and thinking in judgment and decision making, including public opinion, consumer behavior, and well-being.

Website Link:  https://dornsife.usc.edu/norbert-schwarz/

Applied Research to Topics: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Climate change, environment, and sustainability, Diversity, equity and inclusion, Behavior change interventions and nudging, Political preferences

Research Application Interests: Personal health, well-being, healthcare, COVID-19, Personal consumption and finances, financial distress, poverty, Climate change, environment, and sustainability, Behavior change interventions and nudging.

David Pynadath 

Daphna oyserman , shri narayanan , daniella meeker, mara mather .

School: Dornsife College of Letters, Arts and Sciences, Viterbi School of Engineering, Davis School of Gerontology.

Department: Leonard Davis School of Gerontology-Department of Psychology

Research Description: Affective neuroscience and aging.

Website Link:  https://gero.usc.edu/labs/matherlab/

Dan Klerman 

Andrea hollingshead , linda hagen, cary frydman , kristin diehl .

Research Description: I am interested in: 1) how consumers search for and use information when search costs are low, assortments are large, and recommendation tools may be available. 2) how people anticipate, experience, and remember events that unfold over time and during which technologies (e.g., camera phones) play a role.

Website Link:  https://www.kristindiehl.org/

Applied Research to Topics: Personal health, well-being, healthcare.

Research Application Interests: Personal health, well-being, healthcare, Behavior change interventions, and nudging.

Kayla De la Haye 

School: Keck School of Medicine

Department: Department of Preventive Medicine

Research Description: Promote health and preventing disease by applying social network analysis and systems science to key public health issues.

Website Link:  https://www.kayladelahaye.net/

Applied Research to Topics: Personal health, well-being, healthcare, COVID-19, Diversity, equity and inclusion, Behavior change interventions and nudging.

Research Application Interests: Personal health, well-being, healthcare, COVID-19, Climate change, environment, and sustainability, Diversity, equity and inclusion, Behavior change interventions and nudging.

Morteza Dehghany 

Giorgio coricelli, tom y. chang .

Department: Finance and Business Economics

Research Description: Behavioral Finance and Economics

Website Link:  https://www.tomychang.com/

Applied Research to Topics: Personal health, well-being, healthcare, COVID-19, Personal consumption and finances, financial distress, poverty, Climate change, environment, and sustainability, Behavior change interventions and nudging.

Leandro Carvalho 

  [email protected]

Peter Carnevale 

Juan carillo , jeremy burke , eva büchel .

Research Description: I focus on the psychological processes that shape consumer judgments, decisions and behaviors.

Website Link:  https://www.marshall.usc.edu/personnel/eva-buechel

Research Application Interests: Personal consumption and finances, financial distress, poverty, Behavior change interventions and nudging.

Isabella Brocas 

Dan benjamin, antoine bechara , silvia barcellos, emma aguila .

Department: Schaeffer Center

Website Link: https://priceschool.usc.edu/people/emma-aguila/

Applied Research to Topics: Personal health, well-being, healthcare, Personal consumption and finances, financial distress, poverty, Diversity, equity and inclusion, Aging, health disparities.

Gülden Űlkümen 

Research Description: Gulden Ulkumen’s research interests include the impact of uncertainty on decision making, and consumer financial decision making, specifically budgeting and savings decisions.

Website Link:  https://www.marshall.usc.edu/personnel/gulden-ulkumen

Applied Research to Topics: Personal consumption and finances, financial distress, poverty, Behavior change interventions, and nudging.

Research Application Interests: Personal health, well-being, healthcare, COVID-19, Personal consumption and finances, financial distress, poverty, Climate change, environment, and sustainability, Diversity, equity and inclusion, Behavior change interventions and nudging.

  Role: Co-PI

Arie Kapteyn

Jason doctor.

   [email protected]  

Seeley G. Mudd, Room 706 (213) 740-2282 Fax: (213) 746-9082 Email: [email protected] dornsife.usc.edu/map Program Director: Jorge A. Barraza, PhD

The Master of Science in Applied Psychology program (MAP) is designed for individuals who wish to pursue or advance a career in a non-academic field where knowledge of human behavior is essential to effective job performance. The program stresses practical applications of psychological principles related to social influence, human motivation, interpersonal dynamics, decision-making, and performance improvement.

The program is especially appropriate for those who have majored in a behavioral science field, e.g., psychology, sociology, political science or anthropology. These applicants must have received their baccalaureate degree by the semester in which they begin the program.

Applicants must apply for admission to the Graduate School, and satisfy all requirements for admission. Details on the method for applying, admission criteria and deadlines can be found at dornsife.usc.edu/map .

Thirty-four units of course credit is required for the MAP degree. These units are taken from an inventory of courses that are specified for the MAP program. All students are required to take PSYC 505   , PSYC 550a   , PSYC 550b   , PSYC 552   , PSYC 565   , 4 to 8 units of PSYC 591   , and 2 units of PSYC 592   . The specific number of PSYC 591    units taken in a given semester will depend in part on what options are available from internship sponsors. In addition, students choose from the following courses to focus on either organizational psychology or on consumer psychology: PSYC 513   , PSYC 517   , PSYC 556   , PSYC 622   . MAP students may take up to 4 units of PSYC 590   .

Based on the student’s academic background, work experience and career goals, substitutions of up to two courses may be made from other courses eligible for graduate credit.

The program for a given cohort of students begins in the fall semester. The normal expectation is that full-time students will complete the program in two semesters plus the summer. Part-time students will generally take one or two courses per semester, and must complete the program within five years.

The Master of Science in Applied Psychology program is also available as a part-time, online degree. Students may enter this program in fall, spring or summer terms.

https://dornsife.usc.edu/psyc/ SGM 501, MC 1061

Main Phone: 740-2203

Clinical Psychology, SGM

Masters in Human Behavior

Psychology Services Center HRC, MC 1591

What are you looking for?

Suggested search, masters programs, welcome to the usc masters of psychology program.

At the University of Southern California, we are dedicated to shaping the future of psychology professionals. Our graduate programs in psychology offer a diverse range of opportunities, each designed to meet the unique needs of our students. Whether you prefer the flexibility of online learning or the vibrant experience of in-person classes, we have a program tailored to you. Explore our programs and discover your path to a rewarding career in psychology. We’re here to support your educational journey and help you achieve your professional aspirations.

Master of Science in Applied Psychology

The department offers an innovative free-standing masters degree program, the Master of Science in Applied Psychology. This program is unique in that it teaches students psychological principles and research methods at the intersection of theory, research and practice in business settings. Students learn to identify key theories and apply them to a variety of challenges facing contemporary organizations, their employees and consumers.

The M.S. in Applied Psychology is available both as a full-time residential program and as an online program. For information about the residential program ,  click here . For information about the online program ,  click here .

Students whose eventual degree objective is the Ph.D. should apply directly to the Ph.D. program. A student admitted to the doctoral program may earn the M.A. in Psychology during the course of working toward the Ph.D. but the department does not admit students whose objective is an M.A. in Psychology.

Master of Science in Applied Behavior Analysis

The Master of Science in Applied Behavior Analysis program is designed for students who wish to pursue a career in Applied Behavior Analysis (ABA). The mission of the program is that all graduating students become scientist-practitioners who are leaders in the provision of services that improve the quality of life of individuals with autism and other developmental disorders, as well as other populations benefiting from ABA services.

MAPP Inquiries Donald Ward – Associate Director Email: [email protected]

ABA Inquiries Veronica Padilla – Program Assistant Email: [email protected]

General  Inquiries Main Office: (213) 740-2203

• Faculty & Research
• Faculty Directory

Theodore R. Burnes

• Professor of Clinical Education

Research Concentration

• Educational Psychology

PhD in Counseling/Clinical/School Psychology, University of California, Santa Barbara

MA, Counseling Psychology, University of California, Santa Barbara

MSEd, Psychological Services, University of Pennsylvania

BA, Psychology, Spanish, Bucknell University

• Psychotherapy practice with adolescents and their families • sex education • sex-positivity • program evaluation research methods • teaching pedagogy for mental health training • clinical supervision • Development of mental health workers across the professional lifespan • mental health work with queer and gender diverse (LGBTQ+) clients

Contact Information

• (213) 764-4045
• [email protected]

Websites and Social Media

• Experts Directory

Dr. Burnes (he/him) is a licensed clinical psychologist and a licensed professional clinical counselor in the state of California. He has received numerous awards for teaching and training of therapists, and is passionate about creating learning environments for therapists-in-training that infuse a commitment to social justice, application of theory and research to practice, and a self-awareness of the person-as-therapist. He has been facilitating learning in graduate psychology, counseling, education, and mental health training programs (in both didactic and applied settings) since 2006. 

Dr. Burnes has been a practicing mental health worker since 2001 in a variety of community, school-based, organizational and mental health settings. In partnership with faculty work, he currently sees clients (adolescents, adults, relationship therapy, family therapy and group therapy) and supervises pre-licensed, post-degree professionals in private practice in Westwood, CA. He specializes in working with queer and gender diverse youth; sexuality, intimacy and relationship therapy; grief and loss; and normative life stressors for adolescents and adults. 

Awards and Grants

2019 Outstanding Publication of the Year Award, Section on Supervision and Training, Division 17, American Psychological Association 

2018 Outstanding contribution to The Counseling Psychologist , Division 17, American Psychological Association 

2016  Outstanding Counseling Supervisor, Division 17 Section on Supervision & Training, American Psychological Association 

2014  Distinguished Contribution to LGBT Social Justice Advocacy, Division 17 Section on LGBT Issues, American Psychological Association

2010 Association for LGBT Issues in Counseling Service Award, American Counseling Association. 

Courses Taught

Currently Teaching:

EDUC 507: Professional Identity, Laws and Ethics for Counselors

EDUC 635: Psychotherapy with Children and Adolescents

EDUC 636: Perspectives on Human Sexuality

EDUC 644: Practicum I

EDUC 645A/645B: Practicum II/Practicum III

Courses Taught in the Past: 

EDUC 646: Capstone in Marriage & Family Therapy

EDUC 541: Theories of Counseling

EDUC 508: Dismantling Systems of Inequity in Professional Practice

EDUC 637: Group Counseling: Theory and Process

Publications

• Burnes, T. R., Estrellado, J. E., & Singh, A. A. (in press). Assessment and treatment of trauma with transgender, gender nonconforming, and nonbinary clients. In A. A. Singh & R. McCullough (Eds.) Psychological practice with transgender, gender non-conforming, and nonbinary clients (2nd ed.). American Psychological Association.
• Burnes, T. R. (in press). Supervisor assessment from an anti-oppressive framework. In R. Peters & M. L. Luke (Eds.) Interventions for anti-oppressive clinical supervision: Navigating clinical praxis. Routledge.
• Bettergarcia, J., Matsuno, E., Conner, K. J., Geilhufe, B., & Burnes, T. R. (2023, November). Effectiveness of a nine-month queer- and trans-affirming training for mental health providers: A waitlist control group design. Professional Psychology: Research and Practice. Advance online publication. https://dx.doi.org/10.1037/pro0000526
• Burnes, T. R., & Dawson, J. (2023). Essential Clinical Care for Sex Workers: A Sex-Positive Handbook for Mental Health Practitioners. North Atlantic Books. 
• Burnes, T. R. (2022). Practicalities and possibilities: PAR in counseling research with sex workers. Journal of Counseling Sexology and Sexual Wellness: Research, Practice, and Education, 4 (1), 9-18. https://doi.org/10.34296/04011056
• Vaughan, M., & Burnes, T. R.. (Eds). (2022). Handbook of Consensual Non-Monogamy: Affirming Mental Health Practice. Rowman & Littlefield.
• Fusco, R., Burnes, T. R., & Kostman, M. (2021). Career counseling during COVID-19: New challenges and strategies. CALPCC Quarterly, 4, 8-11.
• Abbott, D., Mollen, D., Anaya, E., Burnes, T. R., Jones, M., & Rukus, V. (2021). Sexuality training in doctoral internship programs. American Journal of Sexuality Education(2), 161-180.
• Burnes, T. R. & Christensen, N. P. (2020). Still wanting change, still working for justice: An in- troduction to the special issue on social justice training in health service psychology. Training & Education in Professional Psychology.
• Bell, D. J., Burnes, T. R., Callahan, J. L., Crowley, S. L., Frierson, G. M., McCutcheon, S. R. (2019). Next steps for training and education in professional psychology: Advancing the science and expanding our reach. Training & Education in Professional Psychology, 13(1), 1-3. doi: 10.1037/tep0000230
• Mollen, D., Burnes, T. R., Abbott, D., & Lee, S. (2018). Sexuality training in counseling psychology. Counselling psychology quarterly. doi:10.1080/09515070.2018.1553146
• Burnes, T. R., Rojas, E. M., Delgado, I. C., & Watkins, T. E. (2018).“Wear some thick socks if you walk in my shoes:” Agency, resilience, and well-being in communities of North American sex workers. Archives of Sexual Behavior, 14(5), 1541-1550. doi: 10.1007/s10508-016-0915-z
• Burnes, T. R., & Manese, J. E. (Eds). (2018). Multicultural Supervision: New models, lenses, and applications. Cognella Publishing.
• Burnes, T. R., Singh, A. A., & Witherspoon, R. G. A. (2017). Sex positivity and counseling psychology: Introduction to the major contribution. The Counseling Psychologist, 45(4), 504-527. doi:10.1177/0011000017710216
• Burnes, T. R., Singh, A. A., & Witherspoon, R. G. A. (2017). Sex-Positivity Training in Counseling Psychology: An exploratory analysis. The Counseling Psychologist, 45(4), 470-486.
• Burnes, T. R., & Stanley, J. S. (2017). Teaching LGBT Psychology: Queering Innovative Pedagogy and Practice. American Psychological Association.
• O’Shaughnessy, T., & Burnes, T. R. (2016). Experiences of early career women psychologists: A phenomenological investigation. The Counseling Psychologist, 44(6), 786-814.doi: 10.1177/0011000016650264
• Teramoto-Pedrotti, J., & Burnes, T. R. (2016). The new face of the field: The experiences of diverse early career professionals in the science and practice of professional psychology. Training & Education in Professional Psychology,10(3), 141-148. doi: 10.1037/tep0000120
• Singh, A. A., Richmond, K., & Burnes, T. R. (2013). Feminist participatory action research with transgender communities: Fostering the practice of ethical and empowering research designs. International Journal of Transgenderism, 14, 93-104.
• Hamlet, H. S., & Burnes, T. R. (2013). Development of the Counseling Intern Developmental Assessment-School Counseling Form (CIDASC). Counseling Outcomes Research and Evaluation, 4(1), 55-71.
• Burnes, T. R., Wood, J., Welikson, G., & Inman, J. (2013). An analysis of process variables in feminist group supervision. The Counseling Psychologist, 41(1). 86-109. doi:10.1177/0011000012442653
• Falender, C. A., Burnes, T. R., & Ellis, M. V. (2013). Introduction to Major Contribution:  Multicultural Clinical Supervision and Benchmarks: Empirical Support Informing Practice and Supervisor Training. The Counseling Psychologist, 41(1), 8-27. doi:10.1177/0011000012438417
• Falender, C. A., Ellis, M. V., & Burnes, T. R. (2013). Response to reactions to major contribution:  Multicultural Clinical Supervision and Benchmarks.. The Counseling Psychologist, 140-151. doi:10.1177/0011000012464061
• dickey, l. m., Burnes, T. R., & Singh, A. A. (2012). Sexual identity development of female-to-male transgender individuals: A grounded theory inquiry. Journal of LGBT Issues in Counseling, 6, 118-138.
• Burnes, T. R., & Chen, M. (2012). Multiple identities of transgender individuals: Incorporating a framework of intersectionality to gender crossing. In R. Josselson & M. Harway (Eds.), Navigating Multiple Identities: Race, gender, culture, nationality and roles (pp. 113-127). Oxford University Press.
• Burnes, T. R., Peters-Long, S. L., & Schept, B. (2012). A Resilience-Based Lens of Sex Work: Implications for professional psychologists. Professional Psychology: Research and Practice, 43(2), 137-144.
• Richmond, K., Burnes, T. R., & Carroll, K. (2011). Lost in trans-lation: Interpreting systems of trauma for transgender clients. Journal of Traumatology, 18(1), 45-57.
• Burnes, T. R., & Ross, K. (2010). Applying Social Justice to Oppression and Marginalization in Group Process: Interventions and Strategies for Group Counselors. Journal for Specialists in Group Work, 35(2), 169-176.
• Burnes, T. R., & Singh, A. A. (2010). Integrating social justice into the practicum experience for psychologists: Starting earlier. Journal of Training & Education in Professional Psychology, 4(3), 153–162.   

Professional Affiliations and Memberships

Dr. Burnes is an active scholar and citizen in mental health organizations. He is a Fellow of the American Psychological Association (Divisions 17 and 44). Dr. Burnes is also a member of several other state, national, and international organizations dedicated to advancing understanding of mental health for queer, gender diverse, and LGBTQ+ mental well-being. 

Dr. Burnes' research program includes empirically-supported models of training therapists in sexuality-focused practice; the experiences of queer and gender diverse clients who use mental health therapists; development and validation of training models for mental health workers. Dr. Burnes uses both qualitative and mixed methods in his research program. 

Contracts/Grants

Dr. Burnes has consulted on both contracts and grants related to program evaluation of mental health services and mental health programs throughout the state of California. Many of these grants and contracts are for a variety of non-profit and government agencies. 

Certifications

Licensed Clinical Psychologist, State of California (PSY25544)

Licensed Professional Clinical Counselor, State of California (LPCC0600)

What Can You Do with a PhD in Psychology?

Key Takeaways

• A PhD in psychology will open career opportunities in the fields of research psychology, psychotherapy, forensic psychology, neuropsychology, and even management consultancy.
• Psychology positions have a projected job growth of 6% over the next decade.
• Those who earn a PhD in psychology work in medical settings, government agencies, educational institutions, or in private practice.

If you’re passionate about building a successful career in psychology, earning a doctorate in psychology could get you there. For those who are passionate about the subject but wonder, “What can you do with a PhD in psychology?“, we’ll help you explore your options so you can decide whether a PhD in psychology is worth the shot. 

Featured Programs

With a PhD in psychology, you can pursue various career paths, including research psychology, psychotherapy, forensic psychology, neuropsychology, and even management consultancy. Alternatively, a doctorate also helps you pursue different areas of specialization within the field of psychology.

If you are considering a PhD degree in psychology, you’ve likely already earned your bachelor’s and master’s degrees. However, to progress further into the roles of research, academia, authorship, or lectureship, you have to take the next step. If you’re already employed in a field of psychology, earning a PhD helps you level up.

While a doctoral degree gears you up to become a licensed clinical psychologist, there are plenty of other career options to explore. Here’s a list of the most popular career pathways you can pursue with a PhD in psychology, along with their salaries and growth statistics.

Psychological Researcher

Psychological researchers, or research psychologists, deeply understand the human mind. Their primary duties include conducting experiments to test procedures to explore various aspects of psychology. This includes selecting candidates for clinical trials, administering tests, and carefully observing and documenting the outcomes of their research.

By the time they are done with PhD, psychological researchers are capable enough to review existing literature and contribute to scholarly discussions. Some may serve at universities, while others may work for hospitals or government agencies. If you’re passionate about research and writing, this might be a pretty lucrative field with tons of career opportunities.

• National average salary: $99,577 per year
• Growth: Projected to grow 14% from 2018 to 2028

Clinical Director or Supervisor

The clinical director is one of the most highly paid yet growing careers in psychology . Clinical supervisors monitor psychologists and other mental health professionals to oversee the quality of clinical care provided. They establish best practices for the workplace and check whether the institution complies with regulations in the mental health field.

As a clinical director, you’ll serve in various settings, including mental health clinics, hospitals, universities, or even private practices. Also, these professionals arrange development opportunities for staff members, gather feedback from patients, and delegate cases to team members.

• National average salary: $120,761 per year
• Growth: Projected to grow 28% from 2021 to 2031

Psychotherapist

Like clinical psychologists, psychotherapists support individuals with mental health conditions and help them live a fulfilling life. Unlike clinical psychologists, psychotherapists diagnose more general mental health issues. They closely monitor their client’s behaviors, emotions, and thoughts to develop specific treatment plans for them.

Additionally, they use different tools and therapeutic techniques to develop coping strategies for their patients and improve the way they regulate emotions. A PhD in psychology potentially makes you a perfect fit to deal with the complexity involved in psychotherapy. Ultimately, you understand your clients better to know where they’re coming from.

• National average salary: $115,281 per year
• Growth: Projected to grow 6% from 2022 to 2032  

Psychometrics Specialist

A psychometric specialist looks at assessments to gather information about a patient’s personality, symptoms, and cognitive abilities. They often join hands with mental health specialists to facilitate research or diagnose and treat patients. On top of that, these professionals play a key role in collecting data for research and ensuring its accuracy.

They use a combination of interviews, examinations, and standardized tests to gather data about a patient’s psychological state and decode it to help clinicians and researchers reach conclusions. As a psychometric specialist, you’ll work in research or educational institutions, clinics, government agencies, or independently as a consultant.

• National average salary: $62,264 per year
• Growth: Projected to grow 6% from 2018 to 2028 

Human Resource Director

If you would rather work in an organizational setting, a PhD in psychology also helps build a mindset that prepares you to work in HR. HR directors are highly paid individuals responsible for shaping the recruitment and selection process in an organization. They create and implement corporate policies in areas like talent management, employee relations, and workplace culture.

With a PhD in psychology, you bring a deep understanding of human behavior, emotions, and motivation to the role. Plus, as an HR director, you can use the knowledge from your doctorate to develop thoughtful policies, systems, and resources to support employee well-being.

• National average salary: $116,601 per year
• Growth: Projected to grow 7% from 2021 to 2031

Marketing Director

With a PhD in psychology, you can also serve as a business or marketing director and build a fruitful career. Marketing directors use the knowledge of psychology to bridge the gap between relevant products and customers. Serving at multiple profit or non-profit sectors, these graduates contribute to public relations, management, and technical services.

As a marketing director, your background in psychology equips you with the right knowledge of consumer behavior and effective ways to communicate with them. This, in turn, helps you develop successful marketing campaigns that resonate perfectly with your audience.

• National average salary: $120,014 per year
• Growth: Expected to grow 10% from 2018 to 2028

Management Consultant

Management consultancy is another productive career path you can choose after a doctorate in psychology. Management consultants improve an organization’s efficiency, productivity, and performance. With a deep understanding of psychology, you can easily identify and deal with the underlying issues and patterns within your company.

Plus, management consultants provide feedback and recommendations on addressing employee and business management problems. They might also join hands with top-level management to devise practical solutions that align with the company’s core values.

• National average salary: $108,555 per year 
• Growth: Projected to grow 10% from 2022 to 2032

Forensic Psychologist

Forensic psychology is a rapidly growing field  that requires individual practitioners to obtain a state license. Psychologists in this field work closely with law enforcement to investigate crimes. For a license, you need to complete a doctoral degree from an APA-approved program and have clinically-supervised work experience.

Licensed forensic psychologists assist legal professionals with addressing the psychological aspects of the cases they’re dealing with. For instance, they conduct evaluations, assessments, and psychological testing to understand the case. Once they have come up with logical reasons, they present their findings and opinions to judges and juries.

• National average salary: $87,877 per year
• Growth: Expected to grow 6% between 2021 and 2031

Behavioral Health Specialist

As the name suggests, behavioral health specialists counsel and support individuals with behavioral or mental health problems. They use therapeutic techniques to help patients develop new behaviors and cope with their existing condition. Most importantly, they use their psychological knowledge to identify the root causes of their patient’s behaviors.

If you have a PhD in behavioral health, you can work with patients who have severe mental illness or developmental disorders like autism. The advanced degree helps you set developmental goals for your patients and implement evidence-based treatment plans to guard their well-being.

• National average salary: $54,663 per year
• Growth: Projected to grow 9% between 2018 and 2028

Addiction Counselor

PhD in psychology also enables you to serve as an addiction counselor, where you support patients on their journey to recovery from addictive behaviors. Typically, addiction counselors guide through the rehabilitation process and help manage withdrawal symptoms. They often work together with medical professionals to effectively detoxify clients from drugs and alcohol.

In addition to one-on-one counseling sessions, addiction counselors arrange group therapy sessions. This provides clients with peer support and learning about new experiences and coping mechanisms. They monitor clients throughout the rehabilitation process till they finally achieve sobriety.

• National average salary: $65,310 per year
• Growth: Projected to grow 18% from 2022 to 2032

Prerequisites for Earning a PhD in Psychology

If you’ve made up your mind and want to earn a PhD in psychology, you’ll generally need at least a bachelor’s degree to get in. While some institutions may also require a master’s degree as a prerequisite, it largely depends on the program you’re opting for. Some universities offer combined master’s and doctoral degrees, so you get both degrees at once.

However, the most integral part of your PhD program is the area you’ve chosen. When applying, it’s recommended to thoroughly research the specialties the universities on your radar are offering. This isn’t just about coursework since the topics of your dissertation will also depend on your chosen concentration.

Plus, to make sure you quickly get through the admission process, it’s important to prepare for it beforehand. While the specific requirements depend on your university, here’s a list of some basic prerequisites when applying for a PhD in psychology:

• A bachelor’s degree in psychology or a related field
• A master’s degree (depending on the institution)
• Strong academic record
• Letters of recommendation
• Relevant research experience or coursework
• Statement of Purpose (SoP)
• Interview (as a part of the application process)

Benefits of Earning a PhD in Psychology

Even if you’re sure about earning a PhD in psychology, it’s best to take a look at the benefits to check whether they align with your future goals. While the time required to complete a PhD may be significant, the benefits you reap make it worthwhile. Here’s an overview of the pros of getting a PhD in psychology:

Obtaining a License

Earning a doctorate in psychology is the only path to practice independently as a licensed psychologist. A license allows you to diagnose and treat mental disorders and provide therapy sessions to clients.

Better Employment Opportunities

Many employers, including those in the educational sector, prefer PhD holders over candidates with a master’s in psychology . This is due to years of experience and practice acquired through a doctoral program. For instance, PhD holders are often preferred for faculty positions, research roles, and leadership positions.

Skill Development

PhD holders are seen as authorities in the field of psychology  and research. Through extensive training and coursework, PhD students develop advanced knowledge and skills in areas like research methodology, statistical analysis, and clinical assessments.

High Paying Positions

Doctoral degree holders in psychology are paid way higher than those with bachelor’s degrees. The difference in salary reflects the higher earning potential that comes with advanced degrees in psychology. For instance, candidates with a PhD may easily qualify for higher paying positions in academia, clinical practice, research, or consulting.

Related Questions

What do you learn in a doctorate program for psychology.

In a doctorate program in psychology, you dig deeper into the field of psychology. For instance, you study research theories and methods and do your own research for a dissertation. Most PhD programs also allow you to gain hands-on experience in real clinical settings through an internship program.

Where can you work with a doctorate in psychology?

Fortunately, you can choose from plenty of workplace options once you get your PhD in psychology. You may work as a psychologist in a clinic or even begin practicing privately. Some individuals with a doctorate serve at government agencies, hospitals, and even educational institutions.

How long does it take to get a PhD in psychology?

Generally, getting a PhD in psychology takes around 5-8 years , including some hands-on experience and a year-long internship. However, it’s worth noting that PhD programs are highly competitive. So, the earlier you prepare for your dream university for your psychology degree , the sooner you can secure a spot.

We hope we’ve adequately answered the question “What can you do with a PhD in psychology?” for you and you have more clarity about whether this is the right path for you. Whether you’re into clinical practice, research, or social service, a doctorate in psychology can accommodate your personal preferences if you pick the right area for yourself.

• PhD programmes
• Health Sciences

Doctoral Programme in Neuroscience and Clinical Psychology

This PhD Programme has the aim of train researchers in the fields of basic and applied Neuroscience, Clinical Psychology and Psychiatry, with an interdisciplinary approach. With this perspective, the programme includes researchers from different knowledge areas from the fields of Neurobiology, Cognitive Neuroscience, Clinical and Health Psychology and Psychiatry. It is an interuniversity programme, shared by the Universities of Santiago de Compostela (coordinator), A Coruña and Vigo.

• Admission and enrolment
• Scholarships and grants
• Regulations

Duration: 3 Tuition fees (aprox.): Cursos ou complementos ECTS: 32,00 €/crédito Cursos non ECTS: 3,30 €/hora Titoría anual doutoramento: 200,00 € Seats number: 18

Title coordinator: Jannette Rodriguez Pallares

Coordinator university: University of Santiago de Compostela

Partaker universities: University of Santiago de Compostela University of A Coruña University of Vigo

Xunta de Galicia title implantation authorization date: 05/12/2013

BOE publication date: 11/03/2014

Last accreditation date: 22/06/2021

RUCT code: 5600810

ISCED codes: (0919) Salud (otros estudios) (420) Ciencias de la vida (720) Salud

• Degree Report

The programme is expected to provide technical training and knowlege to research in these fields, and to provide a framework for interaction and relationship among the PhD students. It aspires to promote an integrative and multidisciplinar scientific space to the study of the brain, from morphologic, estructural, functional, computational and developmental approachs, as well as its reciprocal relation with psychosocial variables. This must contributes to the understanding of human behaviour and the developing of preventive and therapeutical strategies to treat the main neurological and psychiatric disorders.

The study of the nervous system, and specifically the study of the human brain, is, at present, one of the priority areas in scientific research. One of the greater challenges is the discovering of the misteries of the brain, from its molecular functioning to the mechanisms supporting memory, intelligence or consciousness and the interaction with the environment. Progress in the knowledge of the nervous system must allow to fight against diseases involving it, and to improve quality of life. From the clinical perspective, this programme includes lines focused to the understanding, prevention and treatment of mental disorders from a biopsychosocial perspective.

This Programme takes part from the 'Network of European Neuroscience Schools' (NENS), a structure within the FENS (Federation of European Neuroscience Societies) that offers information about postgraduate training in Neuroscience and promotes cooperation among European training programmes.

Candidates with Master Degrees in the fields of Neuroscience, Clinical and Health Psychology, Psychiatry or other biomedical disciplines can also be admited. The Programme is also open to candidates who passed two years of the of Specialized Healthcare Training provided by the Spanish National Healthcare and related with the PhD Programme (Psychology, Psychiatry, Neurology).

Regard to candidates with other degrees considered in the art. 6th of the RD 99/2011 (foreign degrees, university titles obtained under previous regulations), the Academic Committee of the Programame have to report about their validity.

Students with the following Master Degrees can directly access to this PhD Programme:

1) University of Santiago de Compostela:

• Neuroscience
• Research in Clinical Psychology and Psychobiology
• General Health Psychology

2) University of A Coruña:

2) University of Vigo:

The Academic Committee can also admit candidates with qualifications in other scientific fields and with specific interest in some area of Neuroscience, if they satisfy the general requirements to access to the PhD training. If they do not possess all the required competences, the will have to follow complementary courses.

Complementary Courses:

Complementary courses, when needed, will be individually determined by the Academic Committee for each student. They will have a limit of 15 credits (ECTS) and will be coursed before or at the time of enrollment in the Programme.

At a general orientative level, the next complementary courses must be completed:

• Students without a master degree in Neuroscience who want to develop their research in Neurobiology: They will have to pass 9 to 15 ECTS (individually oriented by the Academic Committee) among the subjects related to Cellular and Molecular Neurobiology offered in the Master of Neuroscience (USC, UdC, UVigo).
• Students without a master degree in Neuroscience or in Health Psychology who want to develop their research in Cognitive Neuroscience: They will have to pass 9 to 15 ECTS (individually oriented by the Academic Committee) among the subjects related to Psychobiology offered in the Master of Neuroscience (USC, UdC, UVigo), or among the subjects related to Psychobiology and to Behavioural Methodology offered in the Máster of General Health Psychology (USC).
• Students without a master degree in Clinical or Health Psychology who want to develop their research in Health and Clinic Psychology: They will have to pass 9 to 15 ECTS (individually oriented by the Academic Committee) among the subjects related to the area of Personality and Psychological Assessment and Treatment offered in the Master of General Health Psychology (USC).
• Students without a master degree in Neuroscience or in Clinical or Health Psychology who want to develop their research in the technological research lines (neuroimaging, computational models): The complementary courses will be assigned individually according to the previous training and the specific interest of research, among the subjects offered in the Master of Neuroscience (USC, UdC, UVigo).
• Students gaining access to the Programme with a Bachellor Degree with 300 ECTS but without formation in research, will have to pass 9 to 15 ECTS devoting to research training in the Master of Neuroscience (USC, UdC, UVigo) or in the Master of General Health Psychology (USC).

International students:

Students with an unaccredited foreign degree can apply for admission to doctoral studies provided they can certify a level of studies equal to the Spanish official University Master's Degree and authorises the holder to access Doctoral level studies in the issuing country. This admission will under no circumstances entail the accreditation of the previous degree nor its recognition for purposes other than to access these courses.

Applicants to the PhD Programme in Neuroscience and Clinical Psychology must possess the following competences:

• Knowledge about the foundations of the nervous system organization and functioning.
• Ability, at the level of master degree, in some of the research techniques used in the fields of neurosciences and the study of normal and pathological behaviour.
• Ability, at the level of master degree, in the development and refinement of research protocoles in the fields of neurosciences and the study of normal and pathological behavior.
• Ability, at the level of master degree, in collection, analysis and interpretation of scientific data.
• To be able of aplying knowledge to search for solutions to new problems.
• To be competent to integrate data and to connect with researchers belonging to different fields in neuroscience.
• Ability, at the level of master degree, in oral and written scientific communication.
• Ability to adopt ethic perspectives in the application of knowledge.
• Advanced knowledge in at least one of the official languages in the area (Galician, Spanish), and enough English knowledge to manage to the research work (B1 level).

If applications exceed the number of places offered, the admission will be prioritized based on the Academic Record.

• Academic Year 2025/2026
• Academic Year 2024/2025
• Academic Year 2023/2024
• Academic Year 2022/2023
• Academic Year 2021/2022

Recogida de información y revisión bibliográfica

Formación metodológica y técnica, formación en comunicación, difusión y divulgación de la información científica, formación en gestión de la investigación, participación en congresos y jornadas científicas, cellular biology of the nervous system, neurochemistry, neuroanatomy, physiology of the nervous system, behavioural neuroscience, exploraciones nucleares en neurología: spet e pet. neuroimagen digital, public health psychologist: therapeutic abilities, mood: psychological evaluation and intervention, anxiety: psychological evaluation and intervention, psychological evaluation and intervention in drug dependence, psychological intervention among children and adolescents, intervention in health psychology, applied neuropsychology.

No data available for the selected academic year.

Coordinator Jannette Rodriguez Pallares

Secretary Ana Maria Muñoz Patiño

Vowels Raimundo Mateos Alvarez Fernando Cadaveira Mahía Estrella Romero Triñanes Montserrat Zurrón Ocio Anton Barreiro Iglesias Ana López Durán

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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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Make a Difference with a Master’s in Clinical Professional Counseling

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Mental health service providers are needed now more than ever to tackle our nation’s growing mental health crisis. The shortage of qualified professional helpers is calculated to extend into 2036, according to the Health Resources and Services Administration . According to the Bureau of Labor and Statistics , rates of substance abuse, behavioral disorder, and mental health counselor jobs are projected to grow 18 percent from 2022 to 2032, with an average of 42,000 jobs opening each year.

University of Maryland Global Campus (UMGC) has committed to filling this gap by introducing a new program: the Master of Science in Clinical Professional Counseling (MSCPC). This 60-credit program provides students with fundamental skills, knowledge, and competencies that support counseling licensure. UMGC’s first cohort will begin in fall 2024, and the program will be offered to Maryland residents for the 2024-2025 academic year with plans to expand in the future.

“The clinical professional counseling program at UMGC prioritizes practical and applied skills, equipping students with a diverse set of counseling techniques, emphasizing ethical and legal considerations, and providing training in psychological assessment and diagnosis,” says Phyllis Medina, PhD, program director for the MSCPC program. “The goal is to prepare graduates for licensure and successful practice as independent and effective counselors in various mental health settings.”

UMGC learners grow in their confidence and capabilities through 700 hours of supervised practicum and internship experiences. This gives students the opportunity to perform the work of a counselor under the guidance and supervision of an experienced practitioner.

What is the difference between a master’s degree in clinical professional counseling (MSCPC) and other psychology master’s degrees?

An MSCPC degree prepares students for careers as licensed professional counselors. MSCPC training extends beyond coursework to include supervised clinical fieldwork experiences. During practicum and internships, students apply their knowledge in real-world settings and practice their interviewing, case conceptualization, and therapy skills in an ethical, culturally informed, scientifically supported way under the direct supervision of a licensed professional.

While supervised, in-the-field practicum experiences set a master’s in clinical professional counseling program apart from non-clinical psychology master’s degrees, allowing MSCPC students to learn the fundamentals through focused coursework. Courses in the program emphasize current best practices in counseling theory, psychotherapy practice, assessment methods, cross-cultural and trauma-informed care, and ethical standards.

What careers could a master’s in clinical professional counseling help prepare you for?

With licensure, a master's in clinical professional counseling graduate is equipped for various careers. Licensed Clinical Professional Counselors (LCPCs) can establish private practices, provide therapy in mental health clinics, or take on leadership roles as clinic directors or clinical managers in healthcare settings.

Experienced LCPCs may become clinical supervisors, training the next generation of effective and ethical counselors. LCPCs can work as trauma therapists, forensic counselors, and military and veteran counselors. Additionally, LCPCs can work as Employee Assistance Program (EAP) counselors, offering short-term support to employees, or serve as community mental health counselors, addressing the mental health needs of diverse local populations.

The growing field of telehealth also opens opportunities for LCPCs to provide online counseling services, while those with specialized training in addiction can work as addiction counselors in rehabilitation centers or outpatient clinics dedicated to substance abuse treatment.

“Counseling provides a safe space for individuals to explore their emotions, behaviors, and thought patterns,” says Medina. “By offering fresh perspectives and understanding, counseling can lead to improved mood and better management of mental health conditions.”

Does a master’s in clinical professional counseling prepare you to become a therapist?

The master’s in clinical professional counseling program intentionally prepares students for careers as therapists.

“Overall, a master's in clinical professional counseling is a recognized and common pathway for individuals seeking to become licensed therapists,” says Medina. “At UMGC, this program equips students with the knowledge, skills, and practical training necessary to provide therapeutic interventions and support for individuals dealing with various mental health issues and life challenges."

Upon completing a master's in clinical professional counseling and fulfilling any additional state-specific licensing requirements, one can pursue licensure (e.g., Licensed Clinical Professional Counselor or similar titles, depending on the jurisdiction). With this licensure, graduates are qualified to work as therapists in various settings, including private practice, mental health clinics, hospitals, community agencies, school counseling, and other healthcare organizations.

Licensing requirements vary by state or country, so those interested in becoming therapists should familiarize themselves with the specific regulations and licensure processes in the location where they plan to practice.

What is the difference between clinical professional counseling and clinical psychology?

Both clinical professional counseling and clinical psychology center around supporting individuals with mental health concerns, but key differences exist in their focus, training, and scope.

“The distinction lies in the depth of training,” says Medina. “Clinical professional counselors specialize in applied counseling techniques, while clinical psychologists have a comprehensive understanding of psychological conditions and therapies.”

Clinical professional counselors focus their training on applied therapies that address a variety of psychological stressors and life events. Licensed counselors typically have master's degrees in counseling or related fields and provide therapy to individuals, couples, families, and groups. They focus on addressing mood and anxiety issues, personal growth, and relationship challenges using various therapeutic techniques.

In contrast, licensed clinical psychologists carry the protected title “psychologist,” have doctoral degrees in psychology, and are trained to diagnose and treat mental illness using a variety of personality and neuropsychological assessments and evidence-based interventions. Many psychologists have concentrated training in research and often specialize in subfields like forensic, health, or neuropsychology.

UMGC's new program is a master’s in clinical professional counseling, which emphasizes a practical, applied approach to mental healthcare. Graduates do not become psychologists upon licensure, rather licensed clinical professional counselors.

What current and future trends does the UMGC Master’s in Clinical Professional Counseling program prepare students for?

While pursuing a master's degree in clinical professional counseling, UMGC students are prepared for landscape-shifting industry trends, including:

• Telehealth and technology integration. The COVID-19 pandemic saw a huge shift in how professional counselors delivered their services – a trend that has only continued to grow. Technology innovations, like cognitive behavioral therapy “homework” apps, mindfulness reminders, and thought trackers are also on the rise. Those seeking licensure will need to be competent at providing counseling services remotely and incorporating technology into their practice.
• Assessment and treatment of trauma. The field of counseling is also expanding its definition and understanding of psychological trauma. In the MSCPC program, UMGC students will study trauma-informed care, recognize the impact of trauma on mental health, and learn evidence-based approaches to trauma treatment.
• Equity, diversity, and inclusion. Well-trained counselors understand that their clients exist in their own cultural context; and they recognize and make moves to correct mental health disparities that exist across the sociocultural spectrum. Our program acknowledges the importance of inclusive counseling practices, of addressing the unique needs of clients from diverse backgrounds, and of advocating for the needs of underrepresented groups.
• Mindfulness and holistic practices. While earning their counseling degree, students can also learn about evidence-based mindfulness practices and holistic techniques designed to help clients cultivate present-moment awareness, develop greater self-compassion, and enhance psychological resilience.
• Integrated healthcare delivery. As the field of mental health shifts towards an integrated and preventive approach, students can explore the collaborative nature of integrated behavioral health. Mental health professionals work alongside medical professionals, occupational and speech therapists, and psychologists to address both physical and mental health concerns.

Staying up to date with these industry trends enhances students' adaptability and positions them to provide effective, informed, and culturally sensitive counseling services.

“As the mental health field shifts towards an integrated and preventive approach, students can explore the collaborative nature of integrated behavioral health,” says Medina. “Mental health professionals work alongside medical professionals to address both physical and mental health concerns.”

With a master’s in clinical professional counseling , students can meet the growing need for trained mental health professionals ready to take on roles as licensed practitioners. Upon obtaining licensure, graduates are primed and ready to enter the world of professional helping, prepared to join the ranks of those willing to address our nation’s mental health crisis.

Reference on this webpage to any third-party entity or product does not constitute or imply endorsement by UMGC nor does it constitute or imply endorsement of UMGC by the third party. 

Learn More About the Master’s in Clinical Professional Counseling

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Clinical PhD Program

For information regarding the online application and admissions process, please visit the UB Graduate School. 

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Admission Requirements and Process

The Department of Psychology at the University at Buffalo uses a holistic admissions process in our consideration of applications.  This means that we evaluate the entire application, rather than any single indicator or a few indicators. Thus, applicants are viewed as a whole person, the sum of their experiences, accomplishments, and aspirations. Consistent with this, we do not rely on or use “cut offs” for numerical indices of an academic record such as grade point average. A holistic approach also means that a candidate who may be less strong in some areas, can still have a highly competitive application by having greater strength in other areas. All elements of an application are taken into consideration, to maximize a good fit of the applicant with our training program and potential mentors, to reduce bias that can result from reliance on a limited number of components, and to reduce inequities in access to opportunities for graduate training. 

Over the years, we have learned that a holistic admissions process helps us identify applicants who are likely to succeed in our graduate programs, brings a diversity of experience and ideas into our academic community, and supports a fair review of all applicants. Our goal is to recruit the next generation of academic psychologists who are passionate about making new discoveries and generating new knowledge in their chosen discipline.  We expect students to bring hard work, professional ambition, resilience, grit, intellectual acumen, and enthusiasm to our graduate programs.

Although we value quantitative criteria like GPA, we take a broad view of academic excellence and recognize that indices of success in our graduate programs and professional achievement cannot be reduced to numbers alone. In short, we endeavor to balance quantitative and qualitative indices of success. Because we want to give students the greatest opportunity to thrive in our program, we place a strong emphasis on fit with our programs and potential faculty mentors. A highly qualified applicant may not be strongly considered if their interests and goals do not provide a good fit with the orientation of our training program or with faculty research interests. Accordingly, we consider the following components in our admissions decisions: personal statement, undergraduate transcript and GPA (and prior graduate record if applicable), letters of recommendation, and resume/research experience. Interviews are required for applicants to the Behavioral Neuroscience, Clinical, and Social-Personality doctoral programs, and our MA programs in General Psychology; interviews are not required for applicants to the Cognitive Psychology doctoral program. After initial review of applications, the selected applicants to program requiring an interview will be contacted by prospective advisors to set up an interview time.

Schomburg statements are optional for applicants to our doctoral programs interested in being considered for a Schomburg Fellowship. These statements are not used for admissions decisions.

Clinical PhD Program:

Components of the application and how they are used, personal statement (required).

Helps contextualize the more quantitative and objective credentials of an applicant.  The statement is used to evaluate the applicant’s goals and fit with the program and research interests of the faculty as well as how they would contribute to the diversity of thought and perspectives.

Prompt for Personal Statement (1000 words or less):

Describe the area of research you are interested in pursuing during your graduate studies and explain how our program would help you achieve your intellectual goals. The statement should include your academic background, intellectual interests and training or research experience that has prepared you for our program. The statement should also identify specific faculty members whose research interests align with your own interests.

Submitting Personal Statement:

Uploaded as part of the online application.

Transcript and GPA (required)

Provides evidence that the applicant is seeking challenging coursework, while excelling and showing academic growth. The University at Buffalo requires an undergraduate GPA of 3.0 or higher.  However, applications with an undergraduate GPA below 3.0 can still be considered, particularly when other components of the application are strong (e.g., a high graduate GPA, etc.). 

Submitting transcripts:

Upload scanned copies of all undergraduate and graduate transcripts as part of your online application.  Include the English translation, if applicable. 

Letters of recommendation (3 required):

Provides a third-party endorsement of the applicant’s attributes, ability to succeed in the graduate program, and potential to contribute to the field.  The letter offers a perspective on the applicant’s prior achievements and potential to succeed, along with concrete examples of the subjective traits described in other elements of the application.

Submitting Letters:

Letters must be submitted electronically. Further instructions are included in the online application.

Resume and research experience (required):

Provides information on how the applicant has practically applied ideas and concepts learned in the classroom. It helps show that applicants possess the skills and dispositions needed to conduct extensive research and make substantive contributions to their chosen field.

Submitting resume

Interviews are a way for programs to get to know applicants as a person.  They provide a qualitative means of: (a) contextualizing quantitative and objective credentials, and (b) evaluating how well an applicant’s goals and training needs fit with the program and potential mentors. In addition, the Clinical PhD program also uses the interview to evaluate suitability for clinical work.

Schomburg Statement (optional Applications to our doctoral program):

What is a schomburg fellowship.

A Schomburg Fellowship offers support for students in doctoral programs who can demonstrate that they would contribute to the diversity of the student body, especially those who can demonstrate that they have overcome a disadvantage or other impediment to success in higher education. In order to be eligible for the Schomburg Fellowship, you need to be either a U.S. Citizen or Permanent Resident and have a cumulative undergraduate GPA of 3.0 or above. 

Here is a link to more information about Schomburg Fellowships.

https://arts-sciences.buffalo.edu/current-students/funding-your-degree/graduate-awards-fellowships/schomburg-fellowship.html

The Schomburg statement provides useful information in helping the faculty decide whether to nominate an applicant for the Schomburg Fellowship.

Schomburg Statement:

If you would like to be considered for a Schomburg Fellowship, please  upload a written statement with your online application  (maximum of 500 words) describing how you will contribute to the diversity of the student body in your graduate program, including by having overcome a disadvantage or other impediment to success in higher education.  Please note that such categorical circumstances may include academic, vocational, social, physical or economic impediments or disadvantaged status you have been able to overcome, as evidenced by your performance as an undergraduate, or other characteristics that constitute categorical underrepresentation in your particular graduate program such as gender or racial/ethnic status.

Submitting a Schomburg statement: