PhD in Clinical Psychology
About the Program
For more than half a century, the psychology department at Fordham has successfully trained students for practice, research, and teaching in clinical psychology. We seek to prepare students broadly for multiple careers in psychology. To ensure this diverse education, we maintain a theoretically eclectic faculty and admit students whose theoretical orientations are equally wide-ranging.
employ the Boulder Scientist-Practitioner training model in our program.
Following these standards, we challenge students to integrate critically and
dynamically their scientific research with real-world practice in clinical
work. We also seek to educate generalists while providing students with
opportunities to develop specializations in particular areas and approaches
in clinical psychology
Our faculty is dedicated to helping students form their professional identities by honing their special interests and talents and upholding high ethical standards. Our department always emphasizes respect for the diversity of personalities, ethnicities, religions, and the social lives of those in need of mental health services.
Applying to the Doctoral Program
Students are admitted to the clinical program within the psychology department rather than to a faculty member's lab. However, students interested in working with a particular faculty member are strongly encouraged to indicate this interest in their admission materials, as the vast majority of students enter the program with a clearly identified mentor.
The clinical program also admits students who do not declare which faculty member would be their academic and/or research adviser as part of the admissions process. These students are free to select the faculty members most able to direct the research interest they cultivate during their first year. Students are welcome to work with another faculty member on their doctoral dissertation should their research interests change during their time in the program.
Applicants submitting their materials for the December deadline should apply even if they are completing the GRE Subject exam in early December.
Students receive training in the theories and methods of assessment and diagnosis primarily through coursework and practica, including a required series of theoretical/scientific and applied courses (many of which have a laboratory component that focuses specifically on skill mastery), providing students with the background knowledge and experience to begin engaging in clinical work.
Students are required to take four courses that are to be completed within the first two years of matriculation: Cognitive Assessment, Personality Assessment, Psychopathology, and Clinical Diagnosis. The two assessment courses each have an associated lab section in which students develop essential skills in the administration, scoring, interpretation and reporting of standard assessment instruments. Each of these competency-based courses requires the student to demonstrate an adequate level of proficiency through practice administrations, scoring and interpretation of exercises, and feedback on interpretive conclusions and mock assessment reports. The required Psychopathology course provides an in-depth examination of the scientific underpinnings of mental disorders, while Clinical Diagnosis focuses more directly on developing skills in applying the ICD-10 and DSM-V. Through these courses, students develop the beginning levels of competency in assessment needed to begin clinical practice, including clinical interviewing and diagnostic skills. More advanced competence is developed through completion of a specialized assessment course, which is selected by the student in order to fit their training goals (i.e., Forensic Assessment, Clinical Neuropsychology, Personality Assessment II, or Behavioral Assessment).
In addition to coursework, students receive training in assessment and diagnosis of mental disorders through supervised 2nd and 3rd (and often 4th) year practicum experiences.
The program is accredited by the Commission on Accreditation of the American Psychological Association (APA). Questions related to the program's accreditation status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
- Dr. Dean McKay recently had the following article accepted for publication in Clinical Psychology: Science & Practice
- Abstract: Over the 20 years since the criteria for empirically supported
treatments (ESTs) were published, standards for synthesizing evidence
have evolved and more systematic approaches to reviewing the findings
from intervention trials have emerged. Currently, APA is planning the
development of treatment guidelines, a process that will likely take
many years. As an intermediate step, we recommend a revised set of
criteria for ESTs that will utilize existing systematic reviews of all
of the available literature, and recommendations that address the
methodological quality, outcomes, populations, and treatment settings
included in the literature.
Tolin, D.F., McKay, D., Forman, E.M., Klonsky, E.D., Thombs, B.D. (in press). Empirically supported treatment: Recommendations for a new model. Clinical Psychology: Science & Practice.
Dr. Peggy Andover | Dr. Rachel Annunziato | Dr. David Chabot | Dr. Keith Cruise | Dr. David Glenwick | Dr. Dean McKay | Dr. Monica Rivera Mindt | Dr. Mary Procidano | Dr. Barry Rosenfeld | Dr. Amy Roy | Dr. Andrew Rasmussen | Dr. Kathleen Schiaffino | Dr. Frederick Wertz | Dr. Tiffany Yip | Dr. Molly Zimmerman