Ph.D. in Clinical Psychology
About the Program
For more than half a century, the Clinical Psychology Doctoral Program (CPDP) within the Psychology department at Fordham has successfully trained students for research, practice, teaching, and becoming leaders in the field of 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.
We 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 major areas of study in particular areas and approaches in clinical psychology, including Child and Adolescent, Clinical Neuropsychology, Forensic, and Health specialties.
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.
Prepare Students for Careers in Research and Teaching
Our curriculum and training opportunities prepare for students for careers in research and teaching in a range of settings including: major universities, 4-year colleges, and medical center research settings. Our students develop skills in research design, data analysis, and publishing research results. Students participate in the Department’s Teacher Training program and learn effective methods to teach and disseminate knowledge of psychological research and best practices in clinical work.
Provide Students with Scientific Background and Clinical Skills Necessary to Engage in Clinical Practice
Our curriculum and training opportunities provide students with the scientific background and clinical skills necessary to engage in the clinical practice of psychology in a wide range of settings. Students develop the skills needed to perform accurate and culturally sensitive psychological assessments. Students also develop the skills needed to provide scientifically informed, culturally sensitive, and ethical treatment for a wide range of mental health problems.
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.
Over the past several years, we have offered 100% financial aid to our incoming students, including 4 years of tuition remission and stipend for each academic year. Please see the “Student Admissions, Outcomes, Other Data” for more information.
The program is accredited by the Commission on Accreditation of the American Psychological Association (APA). Questions related to the program's accreditation status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
The CPDP core faculty are actively engaged in research activities with external funding through external grants and/or contracts. Below is a listing of grants awarded and/or contracts obtained and active over the last five years.
|Faculty||Grant Award Time Period||Name of the Award||Funding Agency||Role in Grant (PI-CO-PI)|
|Burke||2014-2018||Preventing Obesity in Military Communities - Adolescents||National Institute of Diabetes and Digestive and Kidney Diseases||Co-Investigator|
|Cruise||2016-2021||Center For Trauma Recovery and Juvenile Justice||Substance Abuse and Mental Health Services Administration||Co- Director|
|2016-2020||Assessing a Trauma-informed Decision Protocol for Juvenile Justice Practitioners||Office of Juvenile Justice and Delinquency Prevention||Co-Principal Investigator|
|2016-2017||SBIRT in Juvenile Justice Settings||National Center for Mental Health and Juvenile Justice||Program Evaluator|
|2012-2016||Center For Trauma Recovery and Juvenile Justice||Substance Abuse and Mental Health Services Administration||Core Faculty Member|
|2012-2015||"Screening for Poly-victimization in Predicting a Range of Behavioral and 2015 Justice-Related Outcomes in Justice-Involved Youth Screened at Intake"||National Institute of Justice||Co-Investigator|
|McKay||2020-2021||Alcohol and substance use related to COVID-19||Canadian Institute for Health Research||Principal Investigator|
|2020-2021||Pilot development of a public speaking fear computer app||B2 Ventures||Principal Investigator|
|2015-2016||Evaluation of Funding Trends in the National Institute of Mental Health||Association of Psychological Science||Principal Investigator|
|Minami||2019-2022||Isradipine and Virtual Reality Cue Exposure for Smoking Cessation.||National Institute on Drug Abuse||Consultant|
|2017-2022||Does Medical Cannabis Reduce Opioid Analgesics in HIV+ and HIV- Adults with Pain?||National Institute on Drug Abuse||Co-Investigator|
|2017-2022||Achieving Smoking Cessation Milestones in Opioid Treatment Patients: A Randomized 2 X 2 Factorial Trial of Directly Observed and Long-term Varenicline.||National Institute on Drug Abuse||Co-Investigator|
|2014-2020||Extended Care for Smoking Cessation Following Psychiatric Hospitalization.||National Institute of Mental Health||Co-Investigator/Consultant|
|2012-2015||Brief Computer Intervention to Motivate Quitline Use for Smokers in SUD Treatment.||National Institute on Drug Abuse||Co-Investigator/Project Director|
|2013-2015||Computer-based MI to Engage Smokers Living with HIV in Tobacco Quitline Treatment.||National Institute on Drug Abuse||Co-Investigator|
|2015-2019||Brief Mindfulness Intervention for Smoking Cessation among Post-Hospitalized Depressed Smokers.||National Institute on Drug Abuse||Principal Investigator|
|2017-2019||An Integrated Self-Management Intervention for Adolescents with Polycystic Ovary Syndrome.||National Institute of Nursing Research||Co-Investigator|
|Raposa||2018-2019||Healthy Families Evaluation 2019||Families Forward, Virginia||Principal Investigator|
|Rasmussen||2014-2016||Social Networks of West African Forced Migrants||National Institute of Health/National Instittue of Child Health and Human Development||Principal Investigator|
|2013-2018||Addressing Social Determinants to Reduce Refugee Mental Health Disparities||National Instittue of Health/National Center on Minority Health and Health Disparities||Consultant|
|2013-2015||The Taxi Network||National Institute of Health/National Center on Minority Health and Health Disparities||Consultant|
|2012-2015||Integrated Innovations in Global Mental Health: Improve Treatments and Expand Access to Care in Low- and Middle- Income Countries: Expansion of a new implementation model to address severe mental disorders in rural Haiti||Grand Challenges Canada||Co-Investigator|
|Rivera Mindt||2016-2018||Alzheimer’s, Cerebrovascular, & Sociocultural Risk Factors for Dementia in HIV||Alzheimer’s Association Research Grant to Promote Diversity||Principal Investigator|
|2015-2020||Age related determinants of HAND: A 12 year follow-up of CHARTER participants||National Institute of Mental Health||Neuropsychology Consultant|
|2015-2017||Brief mindfulness cessation training with EMA for post-hospital smokers||National Institute on Drug Abuse||Co-Investigator|
|2012-2017||Neurocognitive Effects of Opiate Agonist Treatment in HIV-infected Drug Users||National Institute on Drug Abuse||Principal Investigator|
|2003-2018||Manhattan HIV Brain Bank||National Institute of Mental Health||Co-Investigator|
|2003-2015||CNS HIV Antiretroviral Therapy Effects Research (CHARTER)||National Institute of Mental Health||Co-Investigator|
|Rosenfeld||2016-2020||Health Disparities in Prognostic Understanding||National Cancer Institute, Administrative Supplement||Principal Investigator|
|2015-2020||Measurement of Prognostic Understanding in Patients with Advanced Cancer||National Cancer Institute||Principal Investigator|
|2014-2018||Enhancing Performance on Tests of Non-Cognitive Abilities||Law School Admission Council||Principal Investigator|
|2014-2016||Factors that Influence the Interpretation of Urine Drug Test Results||Millennium Laboratories||Principal Investigator|
|2010-2015||Individual meaning-centered psychotherapy in advanced cancer patients||National Cancer Institute||Co-Principal Investigator|
|Roy||2017-2021||Examining Adolescent Outcomes of Severe Temper Outbursts in Childhood||Natinal Institute of Mental Health||Principal Investigator|
|2018-2019||Identifying Neuroanatomical Subtypes of Children with Severe Temper Outbursts Predictive of Adolescent Outcomes (Supplement)||National Institute of Mental Health||Principal Investigator|
|2017-2021||Neurobehavioral Basis of Attention Bias Heterogeneity in Adolescent Anxiety||National Institute of Mental Health||Co-Investigator|
|2011- 2017||Prefrontal-Amygdala Circuitry in Young Children with Severe Emotion Dysregulation||National Institute of Mental Health||Principal Investigator|
|2010- 2015||Cognitive basis of risk-taking over the lifespan: Psychophysics & brain imaging||National Institute on Aging||Co-Investigator|
|2017-2018||Quantification of ADHD Behavior using a Smart Cushion and Motion Sensors||Fordham University Interdisciplinary Research Grant||Co-Principal Investigator|
|2016-2017||Integrating Epigenetic and Neural Mechanisms Associated with Severe Emotion Dysregulation in Youth||Fordham University Interdisciplinary Research Grant||Co-Principal Investigator|
|Zimmerman||2013-2019||Brain Injury due to Soccer Heading and Opportunities for it’s Mitigation||National Institutes of Health/ National Institute of Neurological Disorders and Stroke||Co-Investigator|
|2018-2019||Ambulatory Methods for Measuring Cognitive Change||National Institutes of Health/National Institute on Aging||Site Principal Investigator|
|2018-2019||Elucidating the Necessary Components and Mechanisms of Cognitive Training||National Institutes of Health/National Institute on Aging||Investigator|
|2014-2015||Hippocampal and Prefrontal Mediators of Stress and Cognition: a Pilot Study||Fordham University
First Year Faculty Research Grant
Overview of recently funded research projects
Dr. Keith Cruise is currently serving as the Co-Director for the Center for Trauma Recovery and Juvenile Justice (CTRJJ). The CTRJJ is a Category II Technical Assistance Center affiliated with the National Child Traumatic Stress Network and funded by the Substance Abuse and Mental Health Services Administration (SAMHSA). The CTRJJ has collaborated on a number of technical assistance/trainings bringing trauma-informed practices (e.g., screening/assessment, treatment, staff training) to juvenile justice agencies across the United States.
Dr. Dean McKay is engaged in a multi-site investigation of substance use patterns related to COVID stress syndrome. This grant from the Canadian Institute for Health Research (CIHR) is to gather pilot data from the United States and Canada, across each major region of both countries, to examine this association. An additional facet of this data collection focused on essential workers, and differences in how COVID stress impacts substance use in this group compared to the general population.
Dr. Haruka Minami is currently involved in two ongoing clinical trials (R01s) funded by National Institute for Drug Abuse (NIDA): (1) a smoking cessation trial of varenicline targeting smokers receiving treatment for opioid use disorder, and (2) an observational study investigating the impact of medical marijuana use on opioid analgesics in HIV+ and HIV- adults with chronic pain.
Dr. Amy Roy is currently engaged in an investigation (R15) examining phenotypic outcomes of a unique group of ethnically and socioeconomically diverse adolescents who participated in a previous study of severe temper outbursts (STO) (R01MH091140) when they were between the ages of 5 and 9 years. The first aim of the R15 is to examine depressive symptoms, as well as other psychopathology and evidence of persistent emotion dysregulation in these children when they are between 12 and 17 years of age. The second aim is to test whether specific neural markers obtained during childhood (Time 1) are predictive of individual differences in adolescent outcomes (Time 2). As an R15 AREA grant, a primary aim of the study is to strengthen Fordham’s research environment by exposing graduate, undergraduate and high school students, including those from underrepresented minority groups, to meritorious, cutting-edge research.
Dr. Peggy Andover | Dr. Rachel Annunziato | Dr. Natasha L. Burke | Dr. Christopher Conway | Dr. Keith Cruise | Dr. David Marcotte | Dr. Haruka Minami | Dr. Dean McKay | Dr. Monica Rivera Mindt | Dr. Andrew Rasmussen | Dr. Elizabeth Raposa | Dr. Barry Rosenfeld | Dr. Amy Roy | Dr. Molly Zimmerman