PhD 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 specializations in particular areas and approaches in clinical psychology, including: Clinical Child & 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.
FINANCIAL AID: Over the past several years, we have offered 100% financial aid to our incoming students, including: 4 years of tuition remission + stipend for each academic year. Please see the “Applicant Cohort Data” for more information.
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. Keith Cruise is co-principal investigator for a new grant to improve practices and outcomes for youth in the juvenile justice system at risk of negative after-effects from trauma. The Office of Juvenile Justice and Delinquency Prevention funded this collaborative effort under the direction of staff at the National Center for Mental Health and Juvenile Justice, Center for Trauma Recovery and Juvenile Justice, as well as various state and county level justice departments.
Congratulations to four of our CPDP faculty who have have been awarded six new research grants (5 of which are federally-funded, and 5 multi-year) that total almost $1-million in total direct costs. All of these grants focus on cross-cultural and/or vulnerable, underrepresented minority (URM) populations.
|Faculty Member||Funding Source||Grant Number||Role on Project||Grant Title||Project Period||Training Domain/Priorities|
|Setting & Vulnerable Populations|
|Cruise, Keith||National Center for Mental Health and Juvenile Justice||2012-IJ-CX-0046||Subcontract PI||Screening for Poly-Victimization in Predicting a Range of Behavioral & Justice Related Outcomes||05/2013 - 12/2016||Assessment Techniques|
|Forensic mental health setting & URM youth|
|Subcontract PI||The Center for Trauma Recovery Juvenile Justice||10/2016 - 9/2021||Psychosocial Prevention Intervention Science|
|Forensic mental health setting & URM youth|
|Rivera Mindt, Monica||Alzheimers Association||N/A||PI/PD||Alzheimers, Cerebrovascular, Sociocultural Risk Factors for Dementia in HIV||10/2016 - 09/2018||Biomedical Sociocultural Research Methodology|
|Healthcare setting, Aging, HIV+ Latino Adults|
|PI/PD||Measurement of Prognostic Understanding in Patients with Advanced Cancer – Health Disparities/ Equities Research Supplement||09/2016 - 11/2017||Research Ethics & Forensic Issues|
|Healthcare settings & URM, terminally ill adult cancer patients|
|PI/PD||Effects of Discrimination & Sleep Disturbance on Health among Asian Youth||08/2016 - 07/2018||Socio-cultural & Biomedical|
|School settings & URM youth|
Our new research projects add to our CPDP faculty’s multi-million dollar research portfolio across numerous faculty. These new projects also bolster our existing strengths in each of our core training areas. As detailed in the last column of the table above, each of the new projects contributes to our training in:
- Biomedical, Psychosocial, Sociocultural aspects of Clinical Psychology
- Our rigorous cross-cutting Training Priorities (i.e., Research Methodology, Research Ethics & Forensic Issues, Assessment Techniques, and Advanced Analytics)
- Our four core training settings and the vulnerable populations in these settings (i.e., School, Healthcare, Forensic Mental Health, and Community Engaged & Ethics Research; children, adolescents, older adults; and vulnerable and understudied populations such as HIV, refugees, low SES, etc.)
Overview of newly funded research projects
- Dr. Cruise has two new projects. The first is funded by the National Center for Mental Health and Juvenile Justice. This project will implement a new screening tool for juvenile justice community diversion centers. The second project is funded by SAMHSA and provides trauma support for youths who are at risk of, or already involved with the juvenile justice system. Both projects focus on Forensic Mental Health Settings & vulnerable, low-income URM youth.
- Dr. Rivera Mindt has a new project funded by the Alzheimer’s Association that examines how genetic (APOE ε4) and nongenetic (cerebrovascular, sociocultural) risk factors contribute to cognitive & neural abnormalities in aging HIV+ Latinas/os. Trainees will collect and analyze data using novel Research Methodologies (i.e., genetics, neuroimaging, sociocultural), and this project incorporates Biomedical and Sociocultural training within a Healthcare setting with vulnerable, low-income URM older adults.
- Dr. Rosenfeld received support from a Health Disparities/Equities Research Supplement to his NCI-funded R21 grant and contributes to our Research Ethics & Forensic Issues training. This project focuses on health disparities by adding a sample of Latina/o cancer patients to an on-going study to validate a new measure of prognostic understanding. This project occurs in a Healthcare setting and involves research with Latina/o cancer patients.
- Dr. Yip has a new project funded by the National Institute of Minority Health and Health Disparities and contributes to our Sociocultural training. This project adds a sample of Chinese adolescents to a study of ethnic/racial discrimination, sleep disturbance and health to an on-going study exploring the same associations among Black and Hispanic youth funded by the NSF. This project takes place in public School settings and involves ethnically diverse youth.