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Our program's mission is to advance clinical science. Clinical science is defined as a set of processes and methods directed at the promotion of adaptive functioning; at the assessment, understanding, amelioration, and prevention of human problems in behavior, affect, cognition or health; and at the application of knowledge in ways consistent with scientific evidence. Our program's emphasis on the term science underscores its commitment to empirical approaches to evaluating the validity and utility of testable hypotheses and to advancing knowledge by this method. We seek to develop individuals who are committed to being productive leaders in careers in basic, applied, and translational research, and in evidence-based approaches to administration, service delivery, dissemination, and evaluation. Our program is most suited to students who are interested in pursuing science-, research-, or academic-related careers. Students whose primary career goal is the direct practice of psychology would be more satisfied in a different training program.
Our program's goal is to produce graduates who are competent, productive, and successful at (a) conducting research relevant to the assessment, treatment, prevention, and understanding of health and mental-health disorders; and/or (b) using science methods and evidence to design, develop, select, implement, deliver, evaluate, supervise,and disseminate evidence-based assessments, interventions, and prevention strategies. Based on our program's model and a commitment to knowledge and competencies that are expected and measurable, we have set explicit degree, course, research, and evidence-based practice standards and milestones for students as they progress through the program. These standards and milestones have become part of the annual Student Activities Report (SAR) that serves as the basis for evaluating students' performance.
The clinical concentration presumes a background in psychology equivalent to our undergraduate major. This includes courses in psychopathology, personality, research methods, and statistics. Courses in physiological psychology, biopsychology, or neuropsychology are also highly recommended for students who wish to pursue a neurological emphasis in their training.
We consider undergraduate grade point average (GPA), Graduate Record Examination (GRE) scores, letters of reference, and a personal statement from prospective students when making admission decisions. In addition, research experience and "fit" with faculty and research areas are also considered by our faculty when making admission decisions. Other characteristics taken into account are the quality of the prospective students' writing samples, the degree of difficulty in undergraduate course selection, research experience, phone and personal interviews, the reputation of the undergraduate institution, and diversity.
We follow a mentoring model of selection in which individual faculty choose finalists from a pool of applicants. There are no strict cutoffs for acceptable GPAs or GRE scores, but competitive applicants typically have GPAs above 3.2 and GRE Verbal and Quantitative scores at or above the 60th percentile. Other scholarly accomplishments, particularly research experience and scholarly productivity, are desirable and may offset lower GPAs or GRE scores. We look especially for compatibility between individual faculty interests and the research interests and actual research experience of individual applicants. Given this process, it is very important to nominate a preferred advisor on your application.
Upon approval from the Doctoral Admissions Committee (DAC), individual faculty contact prospective applicants. This approval is based upon a review that the candidate meets all the required program, departmental, and Graduate School requirements and cutoffs and the number of open applicant slots for the faculty advisor and the program. We conduct interviews of prospective candidates in early February.
Offers of admission can be extended during a large time period. Most of our initial offers of admission are extended by March 15 but can continue until April 15 based on number of acceptances and available slots.
As a member of the Council of University Directors of Clinical Psychology (CUDCP) we adhere to CUDCP's guidelines for offers into doctoral clinical psychology programs, CUDCP_Policy_for_Admissions_Offers_and_Acceptances.pdf
We want to provide potential graduate students, current students, and the public with accurate information on our program and on program expectations using the most up-to-date data on education and training outcomes including admissions data, time to completion, program costs, internship placement, attrition, and licensure. Hopefully these data along with detailed program information provided by our brochure and manual allow applicants to make informed decisions about entering our program.