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December 22, 2023

Five Tips for Writing Compelling PsyD Personal Statements

“What should I include?” “How do I start?” “What will impress the admissions committee?” These are the most common questions PsyD applicants ask about their application essay. What makes this task even more confusing is that different programs refer to this same essay as a “personal statement,” a “statement of purpose,” a “graduate essay,” a “statement of goals,” a “personal history,” and even a “letter of intent.” Some programs might request two or three essays: one that is biographical,  one that addresses the issue of diversity , and perhaps one that serves as a more formal research proposal. As applicants prepare to write their essays, they’re often confounded by questions.

Making your personal statements more dynamic

As you prepare to write your PsyD personal statement, here are five tips to help you make it as persuasive and memorable as possible.

Tip #1: Understand the importance of the personal statement in admissions decisions.

Although your transcript(s), recommendations, and GRE scores (if required) all factor into your target program’s admissions decision, your personal statement is what can really “close” the deal. Adcoms read candidates’ statements very carefully. They use this submission to learn more about your disposition for studying clinical psychology; your educational background; your clinical, academic, and research experience; and your short- and long-term career aspirations. Here is where you have the opportunity to  highlight the strengths  and qualifications you possess that will set you apart from other qualified applicants. These might include the following:

• Your fit with the program
• Desirable qualities and qualifications
• Your ability to articulate your ideas in a clear and engaging way
• How your academic studies, human services experience, field research, and long-term goals have sparked your determination to pursue PsyD graduate studies
• Any influences that have inspired your decision to apply to a PsyD program, if applicable, such as an internship, job, community service experience, acquaintance who works in the field, or a research experience (Make sure you  provide short narratives  about the experience[s] or person[s], which will make you more memorable to the faculty committee.)

Many PsyD personal statement prompts will ask you to share personal experiences. As you relate these experiences, you want to demonstrate your self-reflection skills and that you understand the importance of clear boundaries. Remember that the purpose of this essay to is provide information to the adcom that will help in assessing your qualifications for the program.

Tip #2: Read the prompts carefully, and customize your personal statement for each PsyD program.

Programs can easily spot a template or generic personal statement and will, most likely, place such essays in the “no” pile. It is therefore important to  customize your personal statement for each program  to which you apply.

Each school provides a brief description of the information it is seeking in the personal statement. One program might limit this essay to 1,000 words, in which you must address multiple questions or topics. Another might specify two or three single- or double-spaced pages, while others might limit the number of characters (with or without spaces) with which you can cover certain topics. Pay special attention to each school’s directions. Not following the stated directives will, at the least, irritate the adcom and might even result in your application being placed in the “no” pile. PsyD programs are highly selective and competitive, and if you cannot follow clearly stated directions, it calls into question your ability to manage the academic rigor of the program. Carefully read the entire prompt, and be sure to respond to each part of it.

We suggest creating a spreadsheet that lists each program’s personal statement questions/requirements. This cross-checking tool will help you identify common topics among the programs you’re targeting, which might include the following:

• Academic objectives related to the curriculum 
• Prior research experience and graduate-level research interests (Some schools request a graduate research proposal.)
• Relevant community service, job, or internship experiences
• Short- and long-term professional/career goals

Tip #3: Identify the specific faculty member(s) with whom you wish to work.

Some PsyD programs ask applicants to note in the application the name or names of faculty members with whom they wish to work if they are admitted. Whether or not your target program requests this information, include it in your personal statement, naming the specific faculty members you have pinpointed. To identify these individuals, look at the faculty profiles on the program’s website to see whose work connects with your interests. Read journal articles that match your research and/or clinical interests. In your explanation of why you would like to work with a particular faculty member, clearly present your precise reason(s) (e.g., they focus on a certain population or clinical issue).

Tip #4: Check out the program’s website for special opportunities you could highlight in the “Why this school/program?” portion of your personal statement.

To make a convincing argument for why you are targeting a particular PsyD program, you need to identify aspects of the experience that relate directly to your needs and interests and then name them in your personal statement. These items could include the following:

• Clinical sites, including practica and internships
• Courses, specializations, and/or concentrations that you find appealing 
• Participation/presentations at professional conferences, including APA regional conventions
• On-site and/or off-site research centers
• Graduate student groups of interest
• Theoretical perspective or orientation of the program (e.g., a focus on social justice)

Avoid generic statements about the program’s “excellent faculty” or “strong academic reputation.” The adcom will likely view such statements as cliches or basic pandering. 

#5: Being detailed can help you stand out.

Faculty adcoms work hard to fairly review each candidate before making their admissions decision. As a result, they are seeking. They don’t need to “dig” through the application to find it. Avoid making overarching statements, such as “I did some research.” Provide the details: What was the research? With whom did you work? When did you do it? What did you learn? Was it published? Was it presented at a scholarly event or conference? If you are sharing information on a course you enjoyed, include the “whys,” “whats,” and “hows.” For example, explain why the professor was particularly inspiring,  what  specific course content added to your knowledge base, and/or how the course content reinforced your determination to pursue graduate studies and/or research in this field.

Are there particular populations or clinical issues that you are drawn to? If so, include an explanation of why these are of interest.

After completing your specificity check and before you submit your application, be sure to do the following:

• Conduct a spell/grammar check. Although it might not catch everything, running a simple spell/grammar check is an excellent first step.
• Read your entire personal statement aloud to yourself. You might be surprised by the number of errors and omissions you will notice that the computer-generated spell/grammar check missed.
• Check the word/character/page count to ensure that it conforms to the school’s requirements.
• Ask an unbiased person to read for grammar and spelling errors. A “fresh set of eyes” could notice issues you might have overlooked.
• Review your statement to ensure that its content complements – without duplicating or repeating — information found elsewhere in your application.
• Proofread your statement multiple times.

By Alice Diamond , former associate dean for career and community service at Lesley University. Alice has a BA from Colgate University, an MA from Bryn Mawr College, and an MS from Cornell University. She has more than 35 years of experience in career and admissions advising for undergraduate and graduate candidates. Alice’s clients have been accepted to top programs in a wide range of fields. Want to work with Alice? Click here to get in touch!

Related Resources

• Five Fatal Flaws to Avoid in Your Grad School Statement of Purpose , a free guide
• Graduate School in Psychology: PsyD or PhD, Which Is Right for You?
• Acing the PsyD Interview: The 3-P Plan

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Accepted 1171 S. Robertson Blvd. #140 Los Angeles CA 90035 +1 (310) 815-9553 © 2022 Accepted

Dr. Joseph H. Hammer

Associate Professor of Counseling Psychology

Personal Statement of Purpose for Counseling Psychology PhD and PsyD Applications

All counseling psychology doctoral (PhD or PsyD) programs require applicants to submit one or more written essays about why the applicant is interested in and qualified to enter that graduate program.

Each program calls these essays by different names, including “Personal Statement”, “Statement of Interest”, “Statement of Purpose”, “Statement of Professional Goals”, “Career Goals Statement”, “Personal Essay”, and various combinations of those terms. Programs may have you write a single statement or multiple statements (e.g., Personal Statement plus a Diversity Statement).

Writing a good statement is one of the hardest parts of applying to counseling or clinical psychology graduate programs.

One of the things that makes it hard to apply is the ambiguity and mystery that surrounds statements: what should I talk about? How long should it be? Do I talk about my experiences and interests in research, applied psychology (e.g., helping others by being a supportive listener), working with diverse groups of people, or what?

To help prospective applicants to counseling psychology doctoral programs, members of the HAMMER Lab analyzed what programs told applicants they should write about in their statement.

Check out our Counseling Psychology PhD and PsyD Personal Statement of Purpose Questions google spreadsheet to see the detailed analysis. See the bottom of this page for how we went about collecting data.

Before we review the take-home points of our analysis below, a brief reminder: be sure to check out my other  Psych Grad School  resources using the menu above, such as  Graduate School Advice ,  Counseling Psychology Faculty Research Interests List ,  Best Doctoral Programs in Counseling Psychology , and  What the Ideal Graduate School Applicant Looks Like .  I also recommend completing the  Mental Health Professions Career Test , which will give you interest scores on 21 different mental health occupations, including counseling psychology and clinical psychology. Lastly, if you are an undergraduate student, consider applying for my  Social Justice Activism Psychology Internship .

Take-Home Points

Below are the key results from our analysis, the take-home points that every applicant should keep in mind:

• Most programs provide provide a suggested or required statement page or word length in their instructions. The most common request is 2-3 single-spaced pages . On the shorter end, some programs restrict applicants to 500 words maximum.
• 90% of the counseling psychology doctoral programs we sampled (N=50) instruct applicants to talk about their professional goals and career aspirations. In other words, no matter what programs you apply to, you should discuss this in your statement. Specifically, you should talk about your professional goals and how getting the specific doctoral degree (PhD or PsyD) at that specific program (given the unique strengths and opportunities afforded by that program) will facilitate these goals.
• 52% instruct applicants to talk about their background and relevant experiences but may not clearly specify the type of experiences the applicants should discuss. (Many programs do specify the type of experience to talk about; see bullet points below.) As a rule of thumb, when applying to PhD programs, you should be ready to discuss research, applied (i.e., helping, listening, counseling, clinical), and multicultural experiences. When applying to PsyD programs, you should prioritize discussing applied and multicultural experiences (you can mention research too, especially if that program specifically requests it).
• 52% instruct applicants to clearly indicate why they want a counseling psychology doctoral degree (PhD or PsyD) specifically. In other words, why not a clinical psychology degree, counseling psychology master’s degree, or a master’s in social work degree instead? Some PhD programs often want to know why you are specifically interested in the PhD instead of a PsyD (and vice versa). Even when a program does not ask you to address this specifically, I recommend always discussing how that particular degree will help you work toward your career goals.
• 59% of PhD programs (13% of PsyD program) instruct applicants to talk about why they are interested in that program specifically (versus similar programs at other institutions across the country). As a faculty member at University of Kentucky’s counseling psychology PhD program, I understand that people who apply to our program are also applying to other programs. (I always advise students to apply to 7 to 10 programs across the country that fit their professional goals, since getting into a given doctoral program is hard and you need to apply to multiple programs to maximize your chances of being offered admission.) However, even if an applicants is applying elsewhere, I still want to know “why us?”. I want to know that the applicant has carefully considered the strengths and opportunities that our program has to offer and has applied because of those unique attributes. If an applicant does not mention specific aspects of our program, then I don’t know if they are truly interested in our program or are just treating us as a “safety school” or “backup plan”. Since finding the right graduate program is more about “fit” between applicant and program rather than “being the best applicant”, I want to hear how the applicant sees themselves uniquely fitting with our program. Thus, even when not asked explicitly to address this, I recommend always discussing what attracts you to that particular program.
• 41% of PhD programs (13% of PsyD programs) instruct applicants to talk about their research interests. This serves two purposes. First, because PhD programs train students to be both scientists and practitioners (and some also train people to be advocates), the doctoral admissions committee want to see that a student has thoughtful research interests (not too broad, not too specific, and sufficiently flexible given that students are still early in their professional development) and is serious about wanting to get additional research training as a doctoral student. Second, some PhD programs prefer to admit students whose research interests overlap with the research interests of one or more program faculty members. More on that in the next bullet point. I recommend always discussing your research interests when applying to PhD programs even if not explicitly asked to do so by the program’s application instructions.
• 27% of PhD programs (0% of PsyD programs) instruct applicants to talk about how their research interests fit with the research interests of specific program faculty members. These programs tend to use an “apprenticeship model of research mentorship”, meaning that doctoral students apply to work under a specific core faculty member in that program, who will work closely with them to train them in the theories and techniques used to do research on the topics of interest to that faculty member. The expectation usually is that the student will help that professor out with the professor’s program of research while the student is enrolled in the program (and that the professor will help the student start to build the student’s own line of research, which will usually be topically related to the professor’s line of research). Therefore, programs that use this apprenticeship model often value selecting an applicant for admission based, not only on that student’s fit with the wider program, but on how well that student fits with a particular professor’s research team. Our counseling psychology PhD program at the University of Kentucky uses this apprenticeship model and this is why we explicitly ask all applicants to pick one (two at the most) professors with whom they could fit research-interest-wise. However, while only 24% of programs explicitly instructed applicants to address research fit with a professor, some programs implicitly expect you to address this . This is part of the “hidden curriculum” of graduate school–sometimes people expect you to know certain things, but you won’t unless you have a mentor who clues you in to this insider knowledge (or you happened to read it on the internet or a how-to guide). The tricky part is that you won’t always know if a given program wants you to talk about research fit with a professor. When the program’s website or application instructions does not provide clear guidance, I recommend that you make a case in your statement for how your research interests fit well with the research interests of one (maybe 2) of the professors in that program. Bear in mind that some programs do not use an apprenticeship model and instead select students based on overall fit with the program rather than research fit (they will often make this clear on their website/instructions), in which case you don’t have to spend time in your statement articulating research fit.
• 24% of PhD programs (13% of PsyD programs) instruct applicants to talk about their research experiences and qualifications. Even if a given PhD program does not explicitly request this information, you should always talk about this, as it’s an implicit expectation. However, make sure you are not just restating the information you listed under the “research experiences” section of your CV.
• 16% instruct applicants to talk about their past experiences with diverse people or cultures. However, even when a program does not explicit ask for this, I do recommend that you talk about this when discussing past research/applied/professional experiences. My anecdotal experience suggests that most programs like to see evidence in your application that you have experience working and/or living alongside people who share both cultural similarities and differences from you in terms of race/ethnicity, gender identity and expression, sexual orientation, socioeconomic status, (dis)ability, religion, etc. However, because some people grew up in culturally homogeneous places (surrounded by people with similar cultural identities), what’s even more important than past experience with diversity is a genuine desire moving forward to (1) learn about yourself as a cultural being with multiple identities that may carry privilege and marginalization, (2) learn to work productively with colleagues and clients who are both similar and different from yourself, and (3) learn about how interlocking systems of power influence your life and the lives of others (e.g., racism, sexism).
• 16% instruct applicants to talk about their interests, beliefs, aspirations, and/or contributions to social justice, diversity, equity, inclusion, etc. This is related but different from the “past experiences with diversity” aspect mentioned above. These pieces go beyond past experience and capture what you value and how you (plan to) contribute to making the world a more just place. This is increasingly at the heart of counseling psychology as a specialty. As with the prior bullet point, even though a minority of programs explicitly instruct applicants to address this in their statement, my anecdotal experience is that most programs want to see you incorporate this into how you talk about your experiences and goals related to both research and practice.
• 26% instruct applicants to talk about their past applied (i.e., helping, listening, counseling, clinical) experience. All counseling psychology doctoral programs train their graduate students to be talk therapists, which requires being a good listener, showing empathy, problem solving abilities, a willingness to tolerate ambiguity, an openness to both positive and constructive feedback, and demonstrating cultural humility and sensitivity. To determine which applicants show promise as future psychotherapists and would therefore be suitable for admission into the doctoral program, one thing we consider is your past applied experience. Faculty want to see that you have (1) some practice with basic helping skills, (2) at least one letter of recommendation from a supervisor of one of your helping experiences that states that your helping skills are good and that you show promise as a future talk therapist, and (3) a clear track record of wanting to further develop your helping skills by seeking out relevant opportunities. Talking about your past applied experience in your statement is one way we can gather evidence about #1 and #3.
• 25% of PsyD programs (6% of PhD programs) instruct applicants to talk about their theoretical orientation, their understanding of mental illness, and/or their understanding of how people heal and change. An applicant’s answer to these questions can provide hints to faculty about how sophisticated that applicant’s clinical abilities may be. These are hard questions to answer well without having taken graduate-level therapy coursework, and more sophistication will be expected of applicants who would be joining the doctoral program after having completed a talk-therapy-related master’s degree than would be expected of applicants who joined the doctoral program after having completed only a bachelor’s degree. Most programs do not ask about this topic and there is not an implicit expectation on behalf of programs that you address this in your statement.
• 16% instruct applicants to talk about their professional strengths and/or weaknesses. Most programs do not ask about this topic and there is not an implicit expectation on behalf of programs that you address this in your statement. For those programs that do, remember that you need to strike a balance between “selling yourself” appropriately in terms of strengths and not sounding arrogant when doing so. Likewise, some weaknesses are going to be socially acceptable (e.g., typical areas of growth for new graduate students like managing mild perfectionism) whereas others will cast a shadow on your application (e.g., poor interpersonal skills, cultural insensitivity, difficulty with time management, difficult with autonomous functioning), even if they are true. While you might not need to talk about strengths and weaknesses in your statement, it’s likely you’ll have to talk about this during interviews, so make sure to put some thought into this before going on interviews.
• 38% of PsyD programs (10% of PhD programs) instruct applicants to address how the program will benefit them. This question is a combined way of asking the 3 questions of “What are your professional goals?” and “Why do you want a _____ degree specifically” and “Why are you interested in our program specifically?”. Regardless of whether a program explicitly asks this or not, there is an implicit expectation that your statement always address how your completing this chosen program will bring you closer to achieving your career goals.

In regard to our data collection strategy, our team used APA’s list of accredited counseling psychology doctoral programs (both PhD and PsyD, both counseling psychology and “combined” programs, N=84 at the time of data collection in September of 2019). We navigated to each program’s “how to apply” page to look at what instructions they provided regarding what the student should talk about in their statement(s). We copied and pasted this information into in the Counseling Psychology PhD and PsyD Personal Statement of Purpose Questions google spreadsheet. You’ll notice that we de-identified what instructions come from which program, as the point of this analysis is to get an overall snapshot, rather than to learn about a specific program (you’ll want to see the program website for that info). Some programs did not provide this information on their website but required applicants to create an account in the application portal in order to access the instructions; for our purposes, we did not include these programs in the analysis. Thus, readers should bear in mind that our analysis is based on a subset of programs that is not guaranteed to be representative of all programs. Our final sample was N=50, of which n=42 were PhDs and n=8 were PsyDs. We analyzed the set of instructions to look for topical themes (e.g., career goals), which we then coded for across programs so that counts and percentages could be created. We also calculated descriptive statistics broken down by program type (PhD vs PsyD).

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Messages and replies, applicant notifications, global notifications, the “sizzle factor”: 5 tips for writing psyd personal statements.

By accepted.com - Jul 7 , 09:15 AM Comments [0]

• “What should I include?”
• “How do I start?”
• “What will impress the faculty committee?”
• “Is it okay to brag about my accomplishments?”

These are the most common questions asked by PsyD applicants about their application essay. The fact that different programs refer to the essay as a “Personal Statement,” “Statement of Purpose,” “Graduate Essay,” “Statement of Goals,” “Personal History,” or “Statement of Intent” makes this task even more confusing. Some programs may even request two or three essays: one that is biographical, one addressing the candidate’s diversity , and perhaps one that serves as a somewhat more formal research proposal. As applicants prepare to write their essays, they are often flooded with more questions than answers.

Adding sizzle to your personal statements

Here are five tips that will answer your questions and add “sizzle” to your statements.

Tip #1: Understand the importance of the personal statement in admissions decisions

Although GRE scores, transcripts, and recommendations all factor into admissions decisions, it is the SOP that can “close” the deal. Admissions committees read the SOP very carefully. They use it to learn more about your disposition for the PsyD field of study, your educational background, your clinical, academic, and research experience, as well as your short- and long-term career aspirations. Here is where you have the opportunity to highlight your strengths and display the credentials that may well set you apart from equally qualified applicants. These may include:

• Your “fit” with the program.
• Desirable qualities and qualifications.
• Ability to articulate your ideas in an engaging and memorable way.
• How your academic studies, field research, and long-term goals have sparked your determination to pursue PsyD graduate studies.
• If applicable, how someone or something has impacted your decision to apply to a PsyD program. This can be a relative who works in this field, a research assistant, or a community service or internship experience that has been a motivating influence. Make sure you share short narratives about the experience(s). This is value added. The stories will make you memorable when the faculty committee is discussing your candidacy.

Tip #2: Customize the personal statement for each PsyD program

Programs can “spot” a template or generic SOP and will, most likely place it in the “no” pile eliminating the candidate from any further consideration. It is most important that you customize your SOP for each and every program to which you apply.

Each program will provide a brief description of the information they are seeking in the SOP. One program may limit the SOP to 1000 words addressing three questions or topics. Others may specify 2-3 single-spaced pages, while others may specify the characters with or without spaces covering five specific topics. Pay special attention to the directions. If you choose to ignore the directions you will, at the least, irritate the admissions committee and may even find your application placed in the “no” pile. I personally know of cases where students lost the opportunity for that very reason. Most PsyD programs are highly selective and competitive and if you cannot follow simple, clearly stated directions, it calls into question your ability to manage the academic rigor of a PsyD program.

According to the APA, you would be well served to create a spreadsheet listing each program’s SOP questions/requirements. This cross-checking tool will help you identify the topics common in many programs:

• Academic objectives related to the curriculum in a particular program/school
• Prior research experience and graduate level research interests (some request a graduate research proposal)
• Any relevant volunteer/shadowing experiences
• Short- and long-term professional/career goals

Tip #3: Determine the specific faculty member(s) with whom you wish to work

Some PsyD programs will ask you to submit the name or names of faculty with whom you wish to work on the application. Whether they ask or do not ask, make sure that you also include the specific faculty members with whom you wish to work in the SOP. You can even refer to their journal article or articles that match well with your research interests. I suggest that applicants conduct program specific website research and then create faculty fact sheets customized for each program.

• Reach out (phone or email) to the professor letting them know of your interest in their research and that you would love to work with them should you be granted admission. Most professors love to talk about their research and many enjoy mentoring graduate students.
• Have at least one back-up professor whose research interests match yours.
• Include both in your SOP. (“I also look forward to working with  <name of professor>. ”)

Tip #4: Check out the program website for special opportunities that you may want to highlight in the “Why this School/Program?” section of the SOP

These items may include:

• Special clinical sites/opportunities
• Academic curriculum with mention of specific course titles that the applicant finds appealing
• Networking with alumni in the field (if relevant)
• Internships/externships
• Participation/presentations at APA regional conventions, etc.
• Onsite and/or offsite research centers

#5: Specificity will make you “stand-out”

Faculty admissions committees work hard to fairly review each candidate before making an admissions decision. As such, they appreciate when candidates offer the specific details they are seeking. They don’t and won’t “dig” through the application to find it. Avoid making overarching statements like, “I did some research.” Provide the details: What was the research? With whom did you work? When did you do it? What did you learn? Was it published? Was it presented at a scholarly event or, for example, the APA meeting in? If you are sharing information on a course that you enjoyed include the “whys,” “whats,” and “hows” For example, why this professor was particularly inspiring, what specific course content added to your knowledge-base, and/or how the course content may have reinforced your determination to pursue graduate studies and/or research in this field.

After completing your specificity-check and before application submission:

• Conduct a spell/grammar check. Although it will not pick up everything, a simple spell and grammar check is an excellent first step.
• A good follow-up strategy is to read the entire statement aloud to yourself. You will be surprised by the number of errors or glaring omissions you can pick up that you may have missed in a computer-generated spell/grammar check.
• Next, ask an unbiased person to read for grammar and spelling errors. A “fresh set of eyes” may well pick up what you may have missed.
• Review the SOP to ensure that content complements but does not duplicate information found elsewhere.
• Proof the statement multiple times before submitting or uploading to the online application.

Do you need help adding sizzle to your PsyD personal statements? Check out our Graduate School Consulting & Editing Services and work one-on-one with an expert advisor who will help you create the essays you need to get noticed by the adcom…and get ACCEPTED!

Related Resources:

• 5 Fatal Flaws to Avoid in Your Grad School Statement of Purpose , a free guide • PsyD vs. PhD – Making the Choice • Your PsyD Application – 6 Mistakes to Avoid

The post The “Sizzle Factor”: 5 Tips for Writing PsyD Personal Statements appeared first on Accepted Admissions Blog .

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PsyD Program Admissions

The PsyD in Clinical Psychology program admits students once a year for the fall term, which starts in September. 

Admissions Requirements

• Applicants must hold a bachelor's degree from a regionally-accredited institution, or the international equivalent.
• In addition to the suggested prerequisites, we strongly recommend applicants have related volunteer or work experience in the mental health field and experience with research.
• GRE scores are not required for admission to PAU doctoral degree programs for the 23-24 admissions cycle. GRE scores will not be considered in the review of applications, even if students provide them.
• Clinical Experience:  To ensure that applicants have an understanding of the career to which they are committing themselves, strong preference is given to applicants with some form of clinical experience (e.g., crisis line, assessments, case management, therapy, etc.)..

Applications for the Fall 2024 start open in September.

Early consideration deadline: Dec. 1, 2023

Regular consideration deadline: January 7, 2024

• Online Application via PsyCAS
• Application Fee
• Official Transcripts
• Resume or CV
• Three Letters of Recommendation
• Statement of Purpose

Frequently Asked Questions PsyD in Clinical Psychology

Are there any required prerequisite courses.

In order to ensure a smooth transition into graduate study, PGSP-Stanford PsyD Consortium strongly recommends 18 semester hours (27 quarter hours) of Psychology coursework including courses in:

• General Psychology
• Abnormal Psychology
• Biopsychology
• Developmental Psychology

Is clinical experience required?

Strong preference is given to applicants with some form of clinical experience (e.g., crisis line, assessments, case management, therapy, etc.) to ensure that applicants have an understanding of the career to which they are committing themselves.

What is the GPA requirement?

We strongly recommend applicants have at least a 3.0 cumulative grade point average.

What should I include in my statement of purpose?

The purpose of the personal statement is to provide a sample of the applicant’s ability to write in an academic and professional manner, as well as to learn about any qualifications/life events that were not captured in the application.

Formatting: Double-spaced, maximum 1,000 words. 

• Provide a brief autobiographical sketch, including what led to your interest in clinical psychology. 
• Address the skills and knowledge gleaned from your academic, research, and/or clinical experience that have prepared you for doctoral training in clinical psychology. 
• Discuss what aspects of the PGSP-Stanford PsyD Consortium will help you reach your specific career goals? For example: "With my interests in trauma, I would be interested in completing practicum at the National Center for PTSD and conducting research with Consortium faculty who conduct PTSD research such as Drs. Kaysen or Gore-Felton." 

What is the transfer policy?

To see the latest transfer policy, please visit:

PAU Catalog Transfer Credit Information

Please note that because the PsyD program is billed on a flat-rate, quarterly tuition schedule, transfer or waiver of units will not result in a reduced tuition rate. Additionally, because of our cohort model with required courses in each quarter, your time to completion of the program will not be reduced; however, students who are allowed to waive required coursework will have the luxury of more time available for supplemental practica, research assistantships, paid employment, etc.

Applying to the PhD and PsyD

You are welcome to apply to both the PhD and PsyD concurrently. Your applications will be reviewed separately by the two Admissions Committees, and the processes will generally run independently of each other. There is no penalty for applying to both programs – we do encourage you to be clear about how each program is a good fit for your academic and professional interests. 

You should submit two Statements of Purpose, which address the distinct reasons for applying to each. 

To apply to both programs:

• Start an application for the PsyD program in PsyCAS
• In the "Program Materials" section, select "yes" to the question that asks, "Would you also like to have your application considered for admission to PAU's PhD in Clinical Psychology program?"
• In the "Optional Documents" section, upload your additional personal statement specific to the PhD program. 

Master’s Degrees

• Students are not required to have a master’s degree, and there is no preference given to students with master’s degrees. There is also no penalty for having a master’s degree. 
• Grades from both the undergraduate and graduate levels are considered in the selection of students. Admissions Committee members do pay attention to trends in grades over time.  

Admissions Communication

All students who complete their application will: 

• The primary form of communication in the admissions process is email, and we will use the email address you list on your application. 
• All students will receive a decision, and we will provide updates as often as possible. 
• Offers of admissions are made on a rolling basis and will vary from student to student and year to year. Some students may hear as soon as two weeks after the interview; others may take a few months. You are always welcome to reach out to the Office of Admissions for an update about your application status. 
• PhD and PsyD students have until April 15th to accept an offer of admission. This deadline may be extended due to extenuating circumstances.  
• Work-study awards are part of the financial aid package. Once awarded work-study, students may apply for any work-study job on the PAU campus. While it is technically possible for students to use their work-study award at Stanford, it is rare. 
• International students are generally allowed to work on campus but should check with the International Students Office to ensure an on-campus position is permitted based on visa type. 

Admissions Snapshot: 2021-22 Application Cycle (as of 1.13.23)

Demographic summary: 2021-22 deposited psyd students.

Self-Reported Race (PAU uses IPEDS rules in reporting race and ethnicity)

Other Demographics

Palo Alto University’s Office of Admissions and Outreach is eager to answer all your admissions questions and connect you with helpful resources as you embark on your application process. Please direct all general inquiries to [email protected] , or you can call 650-417-2039. Due to our remote work, our phone line is not staffed live. Please leave us a message, and we will return your call shortly.

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2024-2025 Academic Catalog

Academic catalog, clinical psychology, doctor of psychology (psyd).

Offered in: Chicago

Based on a practitioner-scholar model, the overall goal of the PsyD Program at Roosevelt University is to train clinical psychologists who can diagnose and treat psychological problems. We expect that:

• graduates demonstrate the requisite general knowledge and skills of intervention and assessment necessary for the ethical and competent practice of psychology,
• students address psychological problems and disorders using critical inquiry, and
• students engage in productive and professional relationships with others.

To reach these goals, we use the American Psychological Association's profession-wide competency model for health service psychology described in the Standards of Accreditation . Consistent with this model, students are required to take a mix of basic and applied psychology courses that facilitate knowledge and skill development in the following areas: 

I. Research. Students engage in research and scholarship that contributes to the scientific, psychological, or professional knowledge base; conduct, critically evaluate, and disseminate this research and scholarship results.  

II. Ethical and Legal Standards. Students are knowledgeable regarding the APA ethical principles, ethical codes of conduct, laws, policies, and guidelines for professional practice. Students behave ethically at all times in academic, research, clinical, and community settings.   

III. Individual and Cultural Diversity. Students reflect on how their own identities and personal background impact their worldview and interact with others. Students also develop knowledge around culturally competent and culturally fair services with diverse individuals and groups. Awareness and knowledge around individual and cultural diversity are integrated into all aspects of their academic, research, and clinical work. 

IV. Professional Values and Attitudes. In all research, academic, and clinical roles, students seek to comport themselves to reflect the values and attitudes of the field of psychology. 

V. Community and Interpersonal Skills. Students engage in productive and effective interpersonal relationships with others, including peers, colleagues, supervisors, faculty, and those receiving their professional services. They engage in effective interpersonal, verbal, nonverbal, and written communication throughout their academic and clinical work.  

VI. Assessment. Students develop extensive knowledge around the science of measurement and psychometrics of psychological assessment tools and select and use psychological assessment tools effectively with those receiving psychological services. Students interpret and effectively communicate the results of psychological assessment accurately and sensitively. 

VII. Intervention. Students develop effective and productive relationships with those receiving psychological services. An important focus is implementing evidence-based practice, or practice informed by empirical literature, knowledge of clinical theory and models, and the service recipient’s own preferences, needs, life circumstances, and cultural backgrounds. Also, as consistent with evidence-based practice models, students use assessment to monitor progress in therapy and guide treatment planning and clinical decision-making.

VIII. Supervision. Students become knowledgeable about supervision models and practices.

IX. Consultation and Interprofessional/Interdisciplinary skills. Students develop knowledge regarding other professions’ roles and consultation practices to facilitate effective interdisciplinary care that will benefit the recipients of psychological services.

In addition, interested and qualified students, after completing a master's degree, may teach undergraduate psychology courses with the guidance of the Instructor Development course. Our university home also allows students to enhance their psychological training with relevant experiences from other disciplines.

Candidates for admission to the PsyD program must have either a bachelor's or a master's degree in psychology or a closely related field and must have completed the following courses with at least a 3.0 (B) grade-point average: General Psychology, either a Statistics or Research Methods course, and Abnormal Psychology. Deficiencies in prerequisite courses may be completed at Roosevelt University but will not count toward the PsyD degree. Students entering with a bachelor's degree may earn a non-terminal master's degree during their progress through the doctoral program.

Applicants must submit:

• Online PsyD application form
• Official transcripts of all undergraduate and graduate coursework
• References should be psychologists, professors, or other related professionals who can provide information regarding academic, clinical, research, and/or interpersonal skills
• Expectations and responsibilities of graduate training in clinical psychology
• Strong career motivation
• Well-formulated career plans
• Evidence of goodness-of-fit with RU's PsyD program
• Details relevant educational/academic, professional, research, and clinical experiences
• $40 application fee

Selected applicants are invited to an interview and the interview is required to be considered for admission.

Roosevelt considers each applicant on an individual basis and seeks diversity in ethnic and cultural background, education and life experience, and sexual orientation. Although GPA cutoffs are not strictly adhered to, a GPA of at least 3.5 for undergraduate work is typical.

Applications can be requested online here .

PsyD students must maintain a 3.25 cumulative grade-point average. Students who earn a C in a course must retake the course. Students who earn a C for either semester of practicum must repeat the entire year-long practicum sequence. Students who earn a D or F or a second C in any course will be dismissed from the program. Additionally, students who do not adhere to the expectations or guidelines laid out in the Program Manual can also be reviewed for remediation or dismissal. PsyD students may also be dismissed from the program for lack of progress on the doctoral project if they do not meet a deadline decided by their doctoral project chair and the PsyD Program Director.

Upon admission to the PsyD program, students meet with the Director of the PsyD Program to develop a program completion plan covering all courses required for the doctoral degree, clinical training experiences, the comprehensive exam, and the doctoral project.

Requirements

All students must complete a minimum of 99 credit hours of graduate study plus 3 credit hours of internship credit for a total of 102 credit hours. In addition to listed coursework, students must pass the comprehensive examination, complete an introductory practicum and at least two doctoral practica (supervised clinical training in the community), a pre-doctoral internship, and a doctoral project.

The standard course load for a full-time student in the PsyD program is 12 credit hours each fall and spring semester with only occassional courses in summer semesters. Students must complete at least 30 credit hours of work in a 24-month period. For at least one of those two years, the student must be at Roosevelt on a full-time basis. Thus, students must complete at least two consecutive semesters of full-time study before becoming eligible for the doctoral degree.

The PsyD program may accept credit for substantially equivalent graduate-level coursework completed at approved universities or schools of professional psychology. A maximum of 36 credit hours may be waived with the approval of the PsyD Program Director for those entering with a master's degree and 27 credit hours for those entering with a bachelor's degree. Credit is granted only for courses in which the grade obtained was a B or higher and only if the courses were taken within seven years prior to the beginning of the student's doctoral program. Students will meet with the PsyD Program Director to identify which required courses will be waived based on their previous graduate work. This will include a review of transcripts and syllabi for course transfers. The doctoral project, internship, and at least twelve credit hours of practicum must be completed at Roosevelt University.

Courses taken in the PsyD program more than seven years before the semester in which the graduate degree is to be granted may not be counted toward the degree. There is a maximum limit of 10 years to complete all components of the program, including the pre-doctoral internship and the doctoral project. Students who have not completed the program by 10 years will be reviewed for dismissal. Students' progress will be evaluated at the seven-year point; if progress has not been adequate, students may be dismissed from the program.

Students may earn a minimum grade of B- in any one course in order for that course to count towards degree requirements but must earn a minimum 3.25 cumulative grade point average in order to remain a student in good standing in the program. 

Students must complete 789Y Doctoral Project Seminar Continuation before they can receive a grade for 789 Doctoral Project Seminar

Clinical Practicum

Applied clinical experience, which includes practica and the pre-doctoral internship, is a cornerstone of the PsyD program. Students entering with a bachelor's degree complete an introductory practicum prior to beginning their doctoral practica. Students may begin their introductory practicum after they have completed eight courses (24 credit hours). These courses must include two semesters of Psychopathology, Basic Clinical Skills, either two semesters of Cognitive Behavioral Therapies or Psychodynamic Therapies, and Intellectual Assessment or Personality Assessment. Students register for and attend the MA Practicum Seminar (for six credit hours) during their introductory practicum.

Following completion of the introductory practicum, students must complete at least two doctoral practica. Students typically spend 16 to 25 hours per week at their clinical training site and attend a weekly doctoral practicum seminar during their practice. Each practicum seminar is 3 credit hours per semester and continues for two semesters. Practicum site placements are for 9 to 12 months. The focus of training depends on the individual student’s needs, interests, and experience.

Students who enter the program with a master’s degree may be able to receive credit for a previous completed master's practicum. If a clinical practicum was completed as part of the master’s degree, the practicum might transfer in as the introductory practicum (upon review by the PsyD Program Director and the Director of Clinical Training), leaving only two doctoral practica to be completed. Students who earned practicum credit as part of a doctoral program may transfer up to two semesters of clinical practicum upon review by the PsyD director and the clinical training director. Additional practicum credit may be transferred as elective credit at the discretion of the PsyD Program Director. A final practicum evaluation or letter from the licensed practicum supervisor documenting that the student has achieved the appropriate level of clinical skill should accompany any transfer of practicum credit request. No undergraduate practicum credit is accepted.

The PsyD Student Manual and the Clinical Training Manual have more details on requirements for practica and internship. Note that because the selection process for practicum placements begins early, students should begin preparing for an introductory or doctoral practicum a year before their anticipated start. All relevant materials are  available to current students and  can be accessed at the PsyD program's organization page within Roosevelt's Blackboard website.

Comprehensive Examination

The comprehensive examination provides an opportunity for students to review and integrate their knowledge of the theory, research, and practice of clinical psychology. The examination is taken after students have completed at least 72 credit hours of coursework, including PSYC 791A DOCTORAL CLINICAL PRACTICUM 1  and PSYC 791B DOCTORAL CLINICAL PRACTICUM 1 (one complete doctoral practicum). Students must indicate their intention to take the comprehensive examination at the beginning of the spring semester of the year in which they plan to take the examination. If a student decides to change the date on which he or she intends to take the examination, the PsyD Program Director must be notified no later than one month prior to the examination date. If a student notifies a change after one month or does not appear on the examination day, it will be considered a failure. If a student does not pass the examination, he or she may only retake it once. If the student cannot pass it the second time, the student will be dismissed from the program.

Pre-Doctoral Internship

All students must complete a 1-year, full-time pre-doctoral internship approved by the Director of Clinical Training. To be eligible to begin a pre-doctoral internship, students must have successfully completed all coursework and practica, passed the comprehensive examination prior to application submission, and defended their doctoral project proposal by May 15th in the year prior to applying for internship.

Students are expected to seek internships accredited by the American Psychological Association (APA) accredited internship training. Obtaining an internship is a competitive national process involving an electronic matching system. Students are expected to conduct a national search and need to look outside of large metropolitan areas to increase the likelihood of obtaining an internship. The Director of Clinical Training will provide guidance throughout this process.

Students register for a total of 3 credit hours for their internship experience, divided into 1.5 credit hours in the Fall semester and 1.5 credit hours in the Spring semester. Students are considered full-time during their internship experience.

Scholarship

The scholarship component of the program’s practitioner-scholar model is addressed by several components, including required coursework, the comprehensive examination, and the doctoral project. Students may further their scholarship skills by participating in faculty-led or independent research (which often involves posters, presentations, and publications). Students who have completed the requirements for the master’s degree are eligible to teach undergraduate courses in psychology once they have taken the Instructor Development Seminar (or if they are taking it concurrently with their first teaching experience). Students are paid for their teaching and may have multiple teaching opportunities.

Doctoral Project

Students develop and enhance scholarly skills pertinent to the practice of clinical psychology by completing a doctoral project. In the doctoral project, students demonstrate their ability to assess and integrate the research literature on the management and conceptualization of clinical issues. There are five types of projects: a traditional empirical study, an extended case study, a literature review on a selected topic, applied treatment and program evaluation research, and program proposals. PSYC 530 ADVANCED RESEARCH METHODS and PSYC 789 DOCTORAL PROJECT SEMINAR  / PSYC 789Y DOCTORAL PROJECT SEM. CONT.  help prepare students for the doctoral project. Students may begin informal work on their doctoral project at any time and are expected to begin such work by the end of their second year in the program, at the latest. At the end of the doctoral project seminar, students will have completed their first formal doctoral project proposal draft and selected at least two faculty members (a chair and 1-2 readers) who agree to constitute their doctoral project committee.

The doctoral project is to be conducted under the guidance of this doctoral committee, which determines when the project is acceptable and conducts the final oral defense of the project. At least two committee members, including the committee chair, must be full-time faculty within the Clinical Psychology program or have received prior approval from the department. All approved faculty for doctoral projects are listed on the Blackboard organization site for the program. A third member may be an external psychologist or researcher the student is affiliated with. See the current PsyD Doctoral Project Manual for details on the doctoral project.

As noted above, students must have successfully defended their doctoral project proposal by May 15th to be eligible to apply for an internship. If May 15th falls on a weekend, the proposal defense must occur by the Friday before. Students who do not meet this deadline will not be allowed to apply for internship the following year.

Student Evaluations

The PsyD program at Roosevelt University is accountable to the profession and the public for developing the professional standards of its future practitioners. Thus the successful completion of the program entails the development of academic knowledge and skills, professional skills, and interpersonal competencies necessary to function as an effective and ethical practitioner. Professional and interpersonal competencies include, but are not limited to, the ability to cultivate and maintain productive and respectful relationships across academic and clinical settings; the ability to respond productively to feedback and change problematic behavior that interferes or has the potential to interfere with one’s ability to function as a student and trainee; the ability to communicate effectively with instructors, supervisors, clients, students, and peers; and the ability to act ethically following cultural and professional standards.

The faculty provides feedback on students’ academic and professional development throughout the program. Students will be formally evaluated each year; students may be evaluated more frequently when concerns arise. Students are evaluated via a collaborative process that involves faculty and clinical training supervisors. Failure to meet the above standards may result in specific remediation requirements or dismissal from the program. Failure of a practicum or internship is also grounds for dismissal from the program. Please refer to the PsyD Program Manual for additional information.

Practice of Psychology by Graduate Students

PsyD students who render psychological services (other than practicum-related services) must report their activities to the director of the PsyD Program. If this activity is not within the student’s competence and under professional supervision, the student will be asked to desist as determined by the PsyD Program Director. Additionally, students should ensure they follow all APA's expectations and the APA Ethics Code for comportment and behavioral requirements for PsyD students.  Failure to comply may be grounds for immediate termination from the psychology doctoral program.

APA Accreditation Information

Roosevelt University's PsyD Program in Clinical Psychology is accredited by the American Psychological Association. The Commission on Accreditation of the APA can be reached at:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street NE, Washington, DC 20002-4242 Phone: (202) 336-5979 / E-mail:  [email protected] Web:  www.apa.org/ed/accreditation

The degree map is a general guide suggesting courses to complete each term on the academic pathway to your degree. It is based on the most current scheduling information from the PsyD program. The degree map is reviewed annually and updated as schedules change (although you retain the same course requirements as long as you are continuously enrolled in your degree program). Always work closely with the PsyD Program Director to understand curriculum requirements and scheduling, as each student’s academic plan can look slightly different but there are certain course requirements prior to completing practica and additional requirements prior to taking the comprehensive exam.  A graduate course can only be repeated once; no more than two courses can be repeated.

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• Clinical Psychology
• Admissions Requirements

*The application cycle for Fall 2024 is closed. The application cycle for Fall 2025 will open in September 2024. Please note that applications must be submitted, complete, and verified by the final deadline in order to be considered.*

All applicants seeking admission to the Doctor of Psychology (PsyD) Program must submit all required application materials through  PSYCAS , and meet the following requirements prior to enrollment in the program:

• Completion of an undergraduate (Bachelor’s) degree from a regionally-accredited college or university in the United States.
• Preferred undergraduate Grade Point Average (GPA) of 3.00 on a 4.00 scale for the last two years of college and for psychology courses.
• An undergraduate major in psychology (preferred) or a minimum of 12 semester hours taken among psychology coursework.
• Graduate Record Examination (GRE) general test scores are recommended but not required. A competitive combined Verbal plus Quantitative GRE score is 299. Completion of the GRE Psychology subject area test is recommended, particularly for non-psychology majors. Applicants are encouraged to submit official GRE scores directly through PSYCAS using our program code 2019 .
• A personal statement describing educational and career goals in psychology.
• A current curriculum vitae (CV) or résumé.
• Qualified applicants with complete files and who meet or exceed the admissions criteria listed above may be invited to participate in a personal interview.
• International students or domestic students with credentials from institutions outside the United States are required to have those credentials evaluated by a professional evaluation service. Transcripts from colleges and universities outside the U.S. must be evaluated by World Education Services (WES) and submitted to PSYCAS. Please see www.wes.org/psycas for instructions. Additionally, applicants whose native language is not English must also demonstrate satisfactory proficiency in English Language as measured by the Test of English as a Foreign Language (TOEFL). Until these documents have been submitted, an application for admission cannot be considered.

For information regarding professional licensure, please click here .

To request additional information about Mercer’s PsyD Program, please click here .

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PsyD Program: Admission Roadmap & Financial Aid

Admissions roadmap.

All Doctor of Psychology application materials must be received by December 1 of the year prior to beginning the program. Roosevelt considers each applicant on an individual basis and seeks diversity in ethnic and cultural background, education and life experience, and sexual orientation.

• December and January: Clinical faculty review all applications.
• Mid-January-February: The program extends invitations for individual interviews. You must complete an interview to be considered.
• February-April: Admission offers made on a rolling basis, including any graduate assistantships and scholarships.  

Requirements

• Applications can be completed entirely online.
• Official transcripts from all previously attended colleges/universities in the United States. Generally, admitted students have an undergraduate GPA of 3.4 or higher. 
• Required course work: Introduction to Psychology, Abnormal Psychology and either Research Methods or Statistics. Missing prerequisites may be completed at Roosevelt University but will not count toward your degree.
• Curriculum vitae (CV). Like a resume, the CV details relevant educational, professional, research and clinical experiences.
• Personal Statement: The personal statement should demonstrate a clear, well-articulated understanding of the expectations and responsibilities of graduate training in clinical psychology, strong career motivation, and career plans.
• Three letters of recommendation. References should be psychologists, professors or other related professionals who can write about your academic, clinical, research or interpersonal skills.
• The GRE requirement is waived for the 2023-24 application. $40 Application Fee.

Select this link to contact an admission counselor . 

Financial Opportunities and Resources  

Scholarships.

Roosevelt offers graduate scholarships to all qualified applicants who have an outstanding academic record.

Graduate assistantships

All PsyD students are automatically considered for graduate assistant positions. Graduate assistants have research or administrative responsibilities. Graduate assistants are expected to work up to 6- 17 hours per week, depending on your placement. 

The Graduate Assistantship provides tuition for up to 18 semester hours per academic year (36-hour maximum) including the summer semester, as well as a full-time stipend ($5,200) for fall and spring semesters. A limited number of graduate assistantships are available to students during their first year in the program only.  Typically, we offer half-time Graduate Assistantships which provides for a half-tuition waiver and a stipend ($2,600) in the fall and spring semesters of the first year, and one-third Graduate Assistantship positions which provides for a one-third tuition waiver and a stipend ($1733) during the fall and spring semesters of your first year.

If you’re eligible based on your FAFSA submission, you may work part-time at the university for up to $3,500 per academic year.

Teaching Fellowship program

After completing the master's degree requirements, you may teach undergraduate psychology courses with the guidance of the Instructor Development course.  Students in the instructor development program are designated as Teaching Fellows and receive compensation that aligns with University adjunct faculty.  

Policy Research Collaborative

The interdisciplinary institute supports transformative community research, consistent with our social justice mission. PsyD students can work with the center through graduate assistantships or apply for research assistantship.   Read more about the PRC .  

Questions about this page?

Doctor of Psychology, Clinical Psychology (Psy.D.)

College of the sciences and mathematics.

For more information about this program, please contact [email protected]

Program Overview

The APA accredited Doctor of Psychology (PsyD) program in Clinical Psychology prepares students for variety of specialized positions. Our graduates are eligible to pursue licensure as clinical psychologists, to supervise graduate student training in mental health related disciplines, to provide consultation related to mental health within a diverse range of communities and organizations, and to teach undergraduate and graduate students in topics related to clinical psychology. The PsyD program at WCU is a full-time, 5-year program (Fall, Spring, and Summer) which follows a practitioner-scholar model, preparing students for leadership roles. The program provides significant training in evidence-based assessment and therapeutic interventions through coursework and supervised clinical training experiences beginning in the first year of the program. The WCU PsyD program offers students the opportunity to choose a clinical specialization in Child and Adolescent Mental Health or Trauma. Elective courses (12 credits) and advanced practicum training experiences in Years 3 and 4 provide depth of training and expertise in specialty areas. Academic advisors are very hands-on in our program and help each student to select the courses that best support specific training goals that enhance the student’s learning. West Chester University has its own on-campus community mental health services clinic which is open to both the campus and broader West Chester area communities. This state of the art training facility offers a range of assessment and therapy services for a diverse socio-economic population. Supervised by licensed clinical psychologists, WCU PsyD students provide clinical services to children, families, and adults in the community. Clinical training within the in-house clinic begins in the first year of study and continues through year two (in addition to in-class coursework). In the third and fourth years, students continue their clinical training in off-campus advanced practicum placements within the greater Philadelphia region, while completing elective courses, studies in program evaluation, consultation and supervision, as well as their comprehensive examination and dissertation. The fifth year of study is dedicated exclusively to a full-time, predoctoral clinical internship.

Child and Adolescent Mental Health

Students may develop a specialization in work with children and adolescents through mentored research, practica placement, and in our elective courses. Drs. Ellie Brown , Lauren Brumley , Angela Clarke , Stevie Grassetti , direct research labs that focus on youth development. There are several practica placements where students seek externship training in years 4 and 5 including Nemours A.I. DuPont Hospital for Children, the Children’s Hospital of Philadelphia, and the Centreville School. We also offer elective courses that help students further this child and adolescent specialization such as PSY 760 Adolescence and Emerging Adulthood, PSY 780 Trauma Interventions for Children and Adolescents,and other special topic graduate seminars. More information about these courses can be found in the Course Catalog .

Students may develop a specialization in work with trauma-exposed populations through mentored research, practica placement, and in our elective courses. Drs. Ellie Brown , Lauren Brumley , Angela Clarke , Michael Gawrysiak , Stevie Grassetti , Lauri Hyers , and Jasmin Tahmaseb McConatha direct research labs that focus on work with trauma-exposed populations. There are several trauma-focused practica placements where students seek externship training in years 4 and 5 including the Philadelphia VA. Finally, we regularly offer elective courses that help students further their specialization such as PSY 700 Adult Psychopathology, PSY 780 Trauma Interventions for Children and Adolescents, PSY781 Ecological Contexts of Trauma, and other special topic graduate seminars. More information about these courses can be found in the Course Catalog .

Program Highlights

Training in a state-of-the-art, campus-based community mental health clinic beginning in the first year

Clinical supervision from licensed psychologists who are core faculty members

Specializations in Trauma or Child and Adolescent Mental Health

Experience with outreach to underserved communities

Affordable tuition: WCU is the only public university offering a PsyD program in the region

Broad range of faculty research interests and publications

Faculty and student offices are collocated in the same building as clinical and research space

14% projected industry growth through 2026 (according to U.S. Bureau of Labor Statistics)

$85,000 median pay for clinical psychologists in 2017 (according to APA Center for Workforce Studies)

What can I do with this degree?

Our graduates are eligible to pursue licensure as clinical psychologists.

Applying to the WCU PsyD Program

To WCU Community Mental Health Services clients : CMHS is staffed by WCU students enrolled in the Clinical Psychology doctoral program. These students are under the supervision of WCU Clinical Psychology faculty members. If you receive services at CMHS and are interested in pursuing a graduate degree in clinical psychology, you should be aware that PsyD faculty are unable to consider your application for the WCU PsyD Program. The potential for multiple relationships arising is inevitable and in accordance with APA Ethics Code (STANDARD 3.05 MULTIPLE RELATIONSHIPS; https://www.apa.org/ethics/code/ ) to which our graduate students and faculty adhere, we are unable to consider your application to the WCU PsyD Program. This policy applies to WCU students, WCU alumni, or community members who currently are receiving, or within the last five years have received, psychological services (psychotherapy or testing) at CMHS.

Accreditation

The WCU PsyD program is an APA accredited doctoral program. APA has granted the PsyD program full accreditation with its next site visit scheduled to be held in 2033. Questions related to the program's accredited status should be directed to the Commission on Accreditation:

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

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How Competitive Are Graduate Programs in Psychology?

Many aspiring psychologists wonder how hard it is to get into graduate psychology programs. We’ve found the answer for them and the factors that make it competitive. Let’s explore how competitive are graduate programs in psychology.

In pursuing higher education in psychology, you’ll discover that graduate programs can be quite competitive. This is regardless of whether you’re targeting a master’s degree or going for a doctorate , like a PhD or PsyD.

Certain fields of psychology  are more sought after than others. These include clinical psychology, counseling psychology, and forensic psychology. This makes university entrance scores and other admission criteria stringent. The American Psychological Association reports varying acceptance rates, depending on the degree and specialty, showing the competitiveness of these programs.

• Master’s Programs: 35-65% acceptance rates
• Doctoral Programs (non-clinical): 24-30% acceptance rates
• Clinical Psychology Programs: 12-40% acceptance rates

Compared to other fields in higher education, psychology grad programs pose higher challenges. The reason is the intensive nature of the study and the required fieldwork or research components. The  20% increase in applications shows a growing interest  among students in psychology programs. This further intensifies competition.

Understanding Graduate Programs in Psychology

When exploring your options for graduate education in psychology, you’ll come across various degree types and specializations. To make an informed decision, you’ll first need to understand what each program offers and how it aligns with your career goals.

Types of Graduate Degrees

There are two major types of graduate degrees in psychology programs.

• Master’s Degree: Often a stepping stone or a final degree, a Master’s in Psychology can take 2-3 years  to complete. It prepares you for various careers and is a prerequisite for a doctoral program.
• Doctoral Program: This is a more advanced degree, often leading to roles in academia, research, or high-level clinical practice. There are two main types: the PhD and the PsyD.

Key Psychology Specializations

Psychology is a broad field. Specializations define the focus of your graduate studies and future career in psychology. Here are a few:

• Clinical Psychology: Focuses on diagnosing and treating mental, emotional, and behavioral disorders.
• Counseling Psychology: Revolves around working with individuals through life challenges and transitions.
• Forensic Psychology: Applies psychological principles within the legal and criminal justice system.
• I/O Psychology: Concentrates on workplace behavior and how to improve organizations and employee wellbeing.

Deciding Between a PhD and a PsyD

If you sign up for a doctorate program, you can get a PhD or PsyD. You must know the difference between the two before making up your mind. Let’s look at the basic difference between the two:

• PhD in Psychology: Traditionally research-oriented, a PhD equips you for a career in education  or research. It requires a dissertation and is often funded by programs at universities affiliated with the American Psychological Association.
• PsyD (Doctor of Psychology): Focuses on clinical practice and less on research. Ideal if you’re aiming for a career in therapy or counseling, as the PsyD might involve more practical work in field settings.

What Makes Graduate Programs in Psychology Competitive?

Entering a graduate program in psychology is a complex process. It is influenced by numerous factors. Your admission will typically depend on your academic performance, standardized test scores, and experiences in and out of the classroom.

Understanding Admission Criteria

Admission criteria for graduate programs in psychology often include your GPA, GRE scores, letters of recommendation, research experience, personal statements, and the interview process. Each program may weigh these factors differently, but they contribute to the general strength of your application.

Acceptance Rates

Acceptance rates fluctuate based on the type of psychology program you choose, whether clinical, counseling, or research-focused.

To gain a clear understanding, you may contact the respective universities. You can also refer to the American Psychological Association for insightful statistics. Understanding how competitive different programs are can guide you in setting achievable goals for your applications.

GPA Requirements

Psychology graduate programs look for a high GPA in undergraduate work, often setting a minimum bar to indicate academic capability and rigor. However, a high GPA is just one component of a comprehensive application.

Your GRE scores can significantly impact your admission into a psychology graduate program. Different programs may have varying average GRE score requirements:

• Harvard University  sets no specific cutoff, a higher score is advantageous.
• Northwestern University  looks for an average Verbal GRE score of 165 and an average Quantitative GRE score of 160.
• Western Kentucky University  requires an average GRE score of 142 on the verbal and quantitative subtests for its Psychology program.
• Wake Forest University  asked for an average GRE of 300-302 (combined verbal and quantitative) for its Master’s program in Psychology.
• Florida Institute of Technology-Online  requires an average GRE score of approximately 306, the GRE Verbal and GRE Quantitative combined for the M.S. in Industrial Organizational Psychology program .
• The PhD program in Behavior Analysis at the  University of Nevada-Reno  requires a median standardized GRE test score verbal score of 155 and a quantitative score of 148
• At the  Illinois Institute of Technology , the minimum GRE score required for the psychology program is 298 (quantitative + verbal) and 3.0 (analytical writing). However, some of its psychology programs don’t require GRE scores altogether.
• At  Midwestern University-Glendale , GRE scores are optional. Not submitting them won’t make any difference to your application.

The following table outlines these details for reference:

You can find more details about these requirements on the university websites.

Letters of Recommendation

Strong letters of recommendation can make a huge difference in graduate admissions. Graduate school admissions rely heavily on recommendation letters. They offer an expert view of your abilities, which you might not capture fully. Committees seek unbiased insights to compare applicants fairly.

Effective letters highlight specifics, avoiding repetition or vague praise. A study lists what not to include:

• Repeated information already in the application
• Generic compliments without proof
• Overemphasis on one course’s grades
• Weak connection between you and the writer
• Irrelevant details like beliefs or rumors

Share details about your strengths and skills with your referees to get strong letters. This ensures they write relevant and meaningful recommendations. Choose someone who knows you well to make your application stand out.

Here are the steps to secure effective recommendations:

• Forge Relationships: Build strong connections with potential recommenders through regular interactions and seeking their advice.
• Research and Plan: Understand the requirements of the graduate school or scholarship foundation and select the right recommenders based on their relationship with you.
• Contact: Reach out to selected recommenders with clear instructions, deadlines, and information about the program.
• Provide the Tools: Offer necessary information such as program details, personal statement draft, resume, and transcripts to your recommenders.
• Remind Politely: Send gentle reminders to recommenders about the deadlines and offer assistance if needed.
• Say Thank You: Express gratitude to recommenders after they submit the letters and update them on your application status.

Research Experience

Showing that you’ve done research can make you a strong candidate for a psychology graduate program. Working in research labs, doing a thesis, or helping with studies gives you knowledge and practical skills.

Personal Statements

Your statement tells your academic journey and future goals. Here’s how you can make it impactful:

• Clearly explain why you want to pursue a graduate degree in psychology.
• Show that you understand the program and how it fits your goals.
• Make sure your statement is clear and professional by checking for errors.

Interview Processes

The interview process is a critical step in graduate psychology program admissions. These interviews range from casual conversations to formal evaluations. They may ask about your academic background, experience, and reasons for choosing the program.

Preparing answers and examples can help you convey your qualifications and interests effectively. The goal is to show your potential and assess if the program fits your personal and professional goals.

How to Get Into a Graduate Program in Psychology

Choosing graduate school is a big decision that requires a lot of thinking. First, decide your career direction and what you need from a program. Meet the entry criteria for your chosen schools. The steps you take will vary based on your goals, here are six key things to focus on for your grad school journey.

Pick a Career Path or Specialty

Choosing from the wide variety of career paths or specialties is the first step you need to take to get into grad school. Some options that you may want to consider include:

• Clinical psychology
• Counseling psychology
• Educational psychology
• Forensic psychology
• Geriatric psychology
• Industrial-organizational psychology
• School psychology
• Sports psychology

Identify your interests and potential career goals within these areas to guide your choice of programs.

Choose a Degree

You must pick a program that matches your plans.

• Master’s: These programs typically last around two years and may lead to licensure in certain fields.
• PhD: A PhD is research-focused, offering the title of ‘Doctor,’ and can open doors to academic and clinical opportunities.
• Specialist Degree: These are often found in fields like school psychology and blend practice with research.

Find the Right Grad School System

The grad school you select will play a substantial role in shaping your future.

• Look for Accreditation: Accreditation assures the quality  and acceptability of your degree.
• Online Vs. In-Classroom Programs: Decide whether you need an online program’s flexibility or an in-classroom experience’s structure.
• Program Emphasis (Theory, Research, Practice): Consider how a program balances theory, research, and practical application.
• Quality of Faculty: Faculty expertise can be pivotal in your education and professional network.
• Financial Support: Investigate if the program offers assistantships, fellowships, or financial aid .
• Location of Institute: Be it for personal, professional, or financial reasons, location matters.

Create an Outstanding Application

Your application should showcase your passion for psychology and may include:

• Volunteering or internships in the mental health field
• Research experience or lab work
• A personal statement that narrates your dedication to the field

Career Opportunities Post-Graduation

After completing a graduate program in psychology, you have multiple paths that will lead you to many rewarding and diverse career opportunities. The job market for psychology professionals  demonstrates variability and growth potential. This means you’ll get access to so many opportunities.

Job Market and Employment Outlook

According to the  Bureau of Labor Statistics , the number of psychology careers is growing steadily. Mental health counselors, in particular, are experiencing a higher-than-average growth rate. Salaries in these roles vary widely based on experience, education level, and geographical location.

Here are the opportunities you can get for the following fields:

• Clinical Psychologists: You can expect a consistent demand in clinical psychology . Many holding a PhD or PsyD can find employment in hospitals, counseling centers, and schools. Your skills will be important in assessing, diagnosing, and treating mental or emotional health issues.
• Industrial-Organizational Psychologists : Private companies and government agencies seek your expertise to enhance workplace productivity and address employee-related challenges.

Psychology Career Advancements

You can find plenty of opportunities for career advancements as a psychologist. However, matching it with your professional interests and goals in psychology is important.

Following are the two paths you can take for career advancement in psychology:

• Licensure: As a licensed psychologist, you can access the potential for higher salaries and independent practice. You would typically need a doctoral degree for licensure. You’ll also need lots of supervised hours and pass a state exam.
• Doctoral Program: If you choose to advance to a doctoral program, specialized roles in counseling psychology, research, and academia become more accessible. Additionally, you can secure leadership positions or roles with bigger responsibilities with a doctorate.

Related Questions

What is the acceptance rate for psychology masters.

Most subfields have a median acceptance rate of 35% to 65%. Social psychology programs tend to be more selective, featuring a median acceptance rate as low as 33%.

What Careers Can Graduates in Psychology Pursue?

Psychology graduates can enter the following fields:

• Social Workers: Support individuals with challenges like mental health and family problems.
• Human Resources (HR) Specialists: Manage employee-related tasks like hiring, training, and benefits.
• Registered Nurses: Provide patient care and education in healthcare settings.
• School and Career Counselors: Assist students with academic, career, and personal development.

What Is the Hardest Field in Psychology?

Jobs like neuropsychology, clinical psychology, and forensic psychology are seen as quite tough. Neuropsychology focuses on how the brain affects behavior and thinking. So, you need to have a deep knowledge of psychology and neurology.

Psychology graduate programs are highly competitive due to their rigorous academic standards and the multifaceted nature of the field. These programs often integrate areas such as research, cognition, and treatment strategies with the latest technology and innovations.

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Emily Fannick, PsyD '24  Doctor of Psychology in Clinical Psychology

Growing up in a small, coal-region town in Pennsylvania instilled a work ethic in Emily Fannick that got her all the way to medical school .

“No one in my family or immediate friend groups, besides my younger sister, works in healthcare,” she said. “My passion for mental health and bringing quality healthcare back to rural areas have inspired me to pursue my current career path.”

Fannick's passion specifically centers around veterans, whom she has worked with during her practicum rotation and predoctoral internship. She's been able to gain valuable experience while attending PCOM, a school that was at the top of her list when applying to doctoral programs .

“I completed my bachelor's and master's degrees right down the road at Saint Joseph's University, and I met PCOM faculty through information sessions held at SJU,” she said. “I felt that my training there and the training I have received at PCOM have complemented each other and helped me feel confident in both my clinical and research pursuits.”

While at PCOM, Fannick has been heavily involved. To name a few highlights, she was a teaching assistant for three courses, an executive board member of PCOM's chapter of APA Division 40's Association of Neuropsychology Students and Trainees (ANST), and a member of the Psychology National Honor Society (Psi Chi).

“The PCOM meaning expands outside of the classroom, clinical rotations, and career pursuits,” she shared. “PCOM's values are not only seen in its advocacy efforts in the community but also in the families and friends who support students following their dreams.”

For Fannick, that support comes from her biggest inspirations: her mom, dad, younger sister, aunts, and grandmother.

“Although my academic endeavors at PCOM are coming to an end, I know that what I have learned from faculty, the relationships I have made with my cohort, and the ideals I have been exposed to will last a lifetime and carry on throughout my personal vocations and professional endeavors,” she said. 

“I encourage others who are from rural areas, such as myself, to pursue their dreams and take that leap of faith.”

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